Student Perceptions of a Wii Fit Activity Course

Background/Purpose: Goal oriented physical activity can improve physical fitness as well as fun or enjoyment states. While health benefits are the main reason for starting exercise programs, individual enjoyment and/or social fun are the primary reasons participants’ adhere to activity. Evidence of social validity establishes the worth, importance, and acceptability of intervention programs. The purpose of this study was to examine the effects of a physical education activity class using the Wii Fit on positive emotion states. In addition, the students’ perceptions of the value of the class were examined

Method: A pre-test post-test design was selected for this pilot study. The participants included college students (N-29) who registered for an undergraduate Wii Fit class. The Experience Questionnaire (EQ) was administered to examine social fun and enjoyment. The Groningen Enjoyment Questionnaire (GEQ) was also administered to compare findings for preliminary predictive validity with the EQ. Social Validity (SV) of effects were assessed pre and post by having participants rate their pre-expectations and post-experience perceptions of improvement in physical ability, enjoyment, and attention, as well as the overall value of the class. The social validity of the procedures were assessed by the researchers post-intervention using open ended questions that reflected satisfaction and suggestions for changes.

Analysis/Results: Analyses of the GEQ and EQ indicated there were no significant differences in pre-post total scores. Both scores indicated positive enjoyment and fun. To attain the criterion-related validity, scores for the GEQ, EQ enjoyment states, and the EQ fun states were correlated. There were significant correlations between GEQ and EQ enjoyment (.61, p=.00), and EQ enjoyment and the EQ fun (.44, p<.01). The correlation between the GQ and EQ fun was not significant.  Pre- intervention, participants indicated that they believed that the class would be effective. In addition, post-intervention scores indicated that the perceptions of the effects (a) on attention, and (b) enjoyment, as well as the value of the exercise significantly improved (p < .02). The students indicated the most important aspects of the class were enjoyment/fun and exercise.

Conclusions: Students perceived high levels of enjoyment or fun (challenge/skill ratio, focused attention, satisfaction, and enjoyment of the activity and others) during the class. Ratings of boredom, anxiety, and the desire to do something else were low. Overall, the participants indicated they perceived the activity as socially significant and had positive experiences. All students indicated satisfaction with the class.