Background/Purpose
As technology and sedentary lifestyles have become an integral part of children's lives, so to has the prevalence of childhood obesity. Although video games are often associated with influencing sedentary behaviors, active gaming is a new genre that requires children to become physically active while playing the games. It was the intent of this inquiry to understand if active gaming is an appropriate tool to implement in 21st century physical education classes. This inquiry explored six 5th grade students' experiences participating in active gaming during physical education classes.
Method
This was an eight week (16 sessions)inquiry in which students participated in active gaming during physical education class for 30 minutes, twice weekly. Qualitative methods were employed in this inquiry. Triangulation was received through multiple data sources including student interviews, physical education teacher interviews, journal entries from both the students and physical education teacher, and observational fieldnotes.
Analysis/Results
Analysis of data suggested students not only enjoy active gaming activities, but are persistent in their desire to want to engage and stay engaged in these technology driven physical activities. In addition, students prefer to learn independently through exploring the games or from another peer opposed to an adult or the physical education teacher.
Further analysis of data suggested both boys and girls have comparable experiences when participating in active gaming during physical education class.
Conclusions
Technology, especially video games, has become a desirable part of many children's lives. Finding ways to motivate children to engage in non sedentary behaviors and remain engaged in more physically active tasks is challenging. This study suggests active gaming can be an appropriate tool used in 21st century physical education classes that is appealing and desirable to children. Both boys and girls had positive physical education experiences when participating in active gaming. Further research should be conducted which explores how developmentally appropriate instructional strategies influence students' active gaming experiences in physical education as well as how children learn from their peers. Additionally, this inquiry was conducive to six 5th grade students. Future research should explore more students at all ages in physical education classes.