背景:有充分的证据表明,大多数儿童没有进行足够的体育锻炼(PA)。为了解决这个重大的公共卫生问题,法国政府在学校实施了30分钟的每日PA(DPA),但没有提供任何补充资源或具体指导。考虑到孩子们对电子游戏的兴趣和教师完成课程的需要,结合PA和学习的基于学习的游戏的使用显得特别相关。
目的:本研究的第一个目的是评估在学龄儿童中通过运动游戏实施30分钟DPA的可行性。第二个目标是研究游戏计划对身体素养的影响,学术学习,和软技能(动机,自我效能感,和浓度)。
方法:这项介入研究进行了pre-post设计,并使用了PlayLüexergame平台。该研究包括79名平均年龄为8.9(SD1.2)岁的儿童,从2年级(7岁)到5年级(11岁)。PlayLü要求玩家将球扔向墙壁以达到目标或激活物体,并为与特定学习主题相关的教育活动提供交互式游戏区域。在为期4次的熟悉阶段之后,教师选择在30分钟的DPA课程中优先考虑数学学习,学生参加了为期3周的DPA会议,其中包括PlayLü和Lü设置后面的运动技能电路,以保持他们持续活跃。所有会议均由PA专家进行。每个会话都使用Gröve应用程序进行预热,继续开展主要活动,促进适应每个年级的数学学习,并以3分钟的冥想结束,使用Gaa应用程序恢复到平静和宁静的状态。在程序之前(T0)和之后(T1),学生完成了一本自我评估手册,以评估他们的体育素养水平,学业成绩,软技能。
结果:该计划的实施受到了学校管理部门的欢迎,教学人员,和父母。节目结束后,我们观察到体育素养得分提高(差异+2.6,百分比变化+3.6%;W=933.0;P=.002;rrb=-0.39,95%CI-0.58至-0.16),数学动机得分提高(+0.7,+9.8%;W=381.5;P=.005;rrb=-0.44,95%CI-0.66至-0.16).此外,重要的是要注意,一些措施在学习水平和年龄组之间的进展不同。
结论:研究结果表明,基于学习的运动游戏对学龄儿童的体育素养和数学动机有积极影响。
BACKGROUND: There is ample evidence that most children do not perform enough physical activity (PA). To address this major public health problem, the French government implemented 30 minutes of daily PA (DPA) at schools but did not provide any supplemental resources or concrete guidance. Considering both children\'s interest in video games and the need for teachers to complete their curriculum, the use of a learning-based exergame that combines PA and learning appears particularly relevant.
OBJECTIVE: The first objective of this
study was to evaluate the feasibility of implementing 30 minutes of DPA through exergaming among school-age children. The second objective was to examine the effects of an exergaming program on physical literacy, academic learning, and soft skills (motivation, self-efficacy, and concentration).
METHODS: This interventional
study had a pre-post design and used the Play LÜ exergame platform. The
study included 79 children with a mean age of 8.9 (SD 1.2) years from grade 2 (7 years old) to grade 5 (11 years old). Play LÜ requires players to throw balls against a wall to reach a target or to activate an object and provides an interactive game area for educational activities linked to specific learning themes. After a 4-session familiarization phase during which the teachers chose to prioritize mathematics learning in 30-minute DPA sessions, students took part in DPA sessions over a period of 3 weeks with Play LÜ and a motor skills circuit behind the LÜ setup to keep them continuously active. All sessions were carried out by PA specialists. Each session started with a warm-up using the Grööve application, continued with main activities promoting mathematics learning adapted to each grade level, and ended with a 3-minute meditation for returning to a calm and serene state using the Gaïa application. Before (T0) and after (T1) the program, students completed a self-evaluation booklet to assess their levels of physical literacy, academic performance, and soft skills.
RESULTS: The implementation of this exergaming program was welcomed by the school\'s administration, teaching staff, and parents. After the program, we observed increased scores for physical literacy (difference +2.6, percentage change +3.6%; W=933.0; P=.002; rrb=-0.39, 95% CI -0.58 to -0.16) and motivation in mathematics (+0.7, +9.8%; W=381.5; P=.005; rrb=-0.44, 95% CI -0.66 to -0.16). In addition, it is important to note that some measures progressed differently across learning levels and age groups.
CONCLUSIONS: The
study results indicate positive impacts of learning-based exergaming on physical literacy and motivation in mathematics among school-age children.