Exergaming: Increasing Physical Activity Participation in Schools

The rise in childhood obesity across North America is widely known to be a major epidemic that is costing our health care system millions of dollars.  Physical educators have been blaming video games for years for contributing to the increased physical activity levels and obesity rates seen among children (JOPERD, 2009).  There is no question that advances in technology such as home computers and video games, television, Ipods and cell phones have significantly increased the amount of screen time a child receives per day.  However, some research studies have found no association between playing video games and obesity (Marshall, Biddle, Gorley, Cameron & Murdey, 2004).  Consequently, this unproven association between video gaming and decreased physical activity has prevented many physical educators from seeing the potential benefits of using video gaming technologies as instructional tools and a means for engaging students in physical activity (Hayes & Silberman, 2007).

Recent surveys show that more and more people are exergaming which is using interactive video gaming technologies such as Nintendo Wii and Dance Dance Revolution (DDR) in the home to make exercise more enjoyable (Scott, 2009; Medina, 2008).  Exergaming adds an element of fun and entertainment while engaging the user in exercise they may not have otherwise enjoyed.  What is interesting is how our schools have been using such technology in recent years to engage students in physical education classes (Borja, 2006; Trout & Christie, 2007).  Physical educators today recognize the importance of developing physical literacy and lifelong physical activity habits at an early age.  There is no doubt that the use of technology is ever increasing in our everyday lives as mentioned previously and that we live in an age of instant gratification.  By bridging the gap between technology and exercise, physical educators will aim to teach students that fitness activities can actually be enjoyed rather than endured (Williams & Germain, 2008).

One of the biggest challenges for physical educators has always been getting students to participate and to do exercise (Wan, 2008).  To increase physical activity participation in schools the way in which we structure physical education classes needs to be changed.  Banks and Riemann (2007) reported that student engagement increases dramatically when physical education tasks are perceived as interesting, relevant and meaningful.  In their research they cited fun as being one of the main reasons why students participate in physical activities and conversely lack of fun is one of the main reasons why they do not participate.  Williams and Germain (2008) report that physical activities should be organized “in a way that students expend high levels of energy without knowing that they are enhancing their fitness levels until it is pointed out to them in the closure at end of class” (p. 35).  They also say educators need to develop new ways of learning to accommodate different learner profiles.  Their recommendation is to disguise the learning process as fun.  Following the learning as play theory, DDR as a physical education tool is no different than how museums, zoos or libraries are used to disguise learning as play.  As long as students are learning and engaged then disguising the learning process as fun can be a useful teaching technique. For example, using DDR in gym class the teacher could emphasize that students need to focus on maintaining a target heart rate for a given number of minutes.  This strategy could satisfy at least one component of fitness in the curriculum.

Conversely, many people believe that technology is the reason that children do not exercise.  There is no question that technology today certainly does remove a lot of the need for activities of daily living such as walking long distances or heavy lifting.  Some research suggests caloric expenditure and intensity level may not be as high while exergaming than while performing the actual physical activities (JOPERD, 2009).  In addition, this research indicates exergaming does not provide the user accurate feedback about “body alignment” or “coordination of movement” (p. 11).   For example, while playing the Wii Boxing game the user can simply flick their wrist to mimic a punch rather than make the full arm swing motion intended.  Not much caloric expenditure or fitness gains come from these minimal body movements.

Use of technology in our everyday lives is rampant from transportation, communication to entertainment.  Instead of seeing technology as a barrier to exercise Wan (2008) says we need to explore ways we can use it to engage children in being physically active.  I agree with Wan that the challenge is finding something appealing to this generation of technologically sophisticated children.  Exergaming combines the appeal of screen time within a physical activity format.  When used effectively, exergaming enhances physical activity participation and provides a means for burning calories among children who would otherwise remain sedentary.  As physical educators, we need to examine where we can incorporate exergaming effectively in our gym classes such as dance to make participating more fun yet still achieving our curriculum outcomes.  Ultimately, exergaming should be used as a means for disguising exercise as play where appropriate but not replace actual physical activities every time.
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Works Cited

Banks, A., & Riemann, B. (2007). Got fitness? Addressing student fitness needs in secondary physical education. Strategies: A Journal for Physical Education and Sport Educators, 20(4), 13-16.

Borja, R. (2006). Dance video games hit the floor in schools. Education Week, 25(22), 1-2.

Hayes, E., & Silberman, L. (2007). Incorporating Video Games into Physical Education:   Between Their Popularity and Their Efficient Delivery of Information, Video Games May Help to Enhance Students' Motivation, Understanding, and Performance in Sports.   JOPERD--The Journal of Physical Education, Recreation & Dance, 78(3), 18+. Retrieved January 22, 2011, from Questia database:    http://www.questia.com/PM.qst?a=o&d=5020151084

Marshall, S. J., Biddle, S. J., Gorley, T., Cameron, N., & Murdey, I. (2004). Relationships between media use, body fatness and physical activity in children and youth: A meta-analysis.  International Journal of Obesity and Related Metabolic Disorders, 28(10), 8-  46.

Medina, E. (2008). Using the "Enemy" to Increase Physical Activity. JOPERD--The Journal of Physical Education, Recreation & Dance, 79(5), 7. Retrieved January 16, 2011, from Questia database: http://www.questia.com/PM.qst?a=o&d=5027251792

Scott, M., K. (2009, January 5). Fitness in 2009: Faster, Cheaper and More Fun. Daily Herald      (Arlington Heights, IL), p. 1. Retrieved January 16, 2011, from Questia database:          http://www.questia.com/PM.qst?a=o&d=5033660178

Should "Exergaming, " or Interactive Video Technology Be Included in Physical Education?. (2009). JOPERD--The Journal of Physical Education, Recreation & Dance, 80(1), 11+. Retrieved January 15, 2011, from Questia database: http://www.questia.com/PM.qst?a=o&d=5037708228

Trout, J., & Christie, B. (2007).  Interactive video games in physical education.  JOPERD--Journal of Physical Education, Recreation & Dance, 78(5), 29-34, 45.

Wan, K. W. (2008). Exercise Is Revolting. Perspectives in Public Health, 128(1), 12.

Williams, N. F., & Germain, J. (2008). Fitness in Disguise: Fitness Activities Can Actually Be Enjoyed Rather Than Endured. JOPERD--The Journal of Physical Education, Recreation  & Dance, 79(7), 35+. Retrieved January 22, 2011, from Questia database: http://www.questia.com/PM.qst?a=o&d=5029297859