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Effect of practice exergames on the mood states and self-esteem of elementary school boys and girls during physical education classes: A cluster-randomized controlled natural experiment.

ABSTRACT: Reduced physical exercise can impact children's mental health. Use of active electronic games can help promote psychological health. Physical education (PE class) uses different resources, methods, and contents to promote student health. We investigated the effect of exergames on the mood and self-esteem of children and compare it that of with traditional PE classes. From a sample of 213 children (7-11 years old), 140 from 10 classes of the fourth and fifth grades of elementary school (59 boys, 81 girls; mean age 9.41±0.48 years), allocated to an experimental group (EG; n = 68; five clusters) and a PE group (PE; n = 72; five clusters), participated in this experimental controlled study. The EG practiced exergames during three 40-minute classes, and the PE group held three routine curricular PE classes. Brunel's Mood Scale and Rosenberg's Self-Esteem Scale were applied. Repeated measures ANOVA identified differences between sexes and groups. The main results of the EG demonstrated reduced tension in girls (p <0.05; ES: 0.62; 95% CI: 0.17-1.05). Regarding sex comparisons, anger was lower in girls (F: 4.57; p <0.05; ES: 0.61; 95% CI: 0.11-1.11) in the EG. Vigor was higher in girls in the EG than in those in the PE group (F: 5.46; p <0.05; ES: 0.56; 95% CI: 0.12-1.01). The main results of the PE group indicated increased self-esteem in boys (p <0.05; ES: 0.58; 95% CI: 0.08-1.07) and reduction of girls' mental confusion (p <0.05; ES 0.58; 95% CI 0.15-1.06). Thus, exergames impact boys' and girls' self-esteem and mood, as well as traditional physical education classes. Further study on exergames in schools is essential, with long-term effects on physical and mental health. Exergames bring interesting, varied content, technology, and innovation that can increase the attractiveness of physical education.

SUBMITTER: Andrade A

PROVIDER: S-EPMC7274370 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Effect of practice exergames on the mood states and self-esteem of elementary school boys and girls during physical education classes: A cluster-randomized controlled natural experiment.

Andrade Alexandro A Andrade Alexandro A Cruz Whyllerton Mayron da WMD Correia Clara Knierim CK Santos Ana Luiza Goya ALG Bevilacqua Guilherme Guimarães GG

PloS one 20200605 6

Reduced physical exercise can impact children's mental health. Use of active electronic games can help promote psychological health. Physical education (PE class) uses different resources, methods, and contents to promote student health. We investigated the effect of exergames on the mood and self-esteem of children and compare it that of with traditional PE classes. From a sample of 213 children (7-11 years old), 140 from 10 classes of the fourth and fifth grades of elementary school (59 boys, ...[more]

PMID: 32502164

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Project description:Background To address low state physical education (PE) quantity and quality law implementation in elementary schools, the New York City Department of Education (NYCDOE) delivered a multilevel intervention (PE Works; 2015-2019), which included a district-led audit of school PE-law implementation, feedback, and coaching with principals. Using the Reach, Effectiveness, Adoption, Implementation, Maintenance (RE-AIM) implementation science framework, we assessed the primary multilevel drivers of success for this approach in increasing adherence to PE quantity and quality law. Methods We conducted in-depth, semi-structured interviews with district-level personnel (n=17), elementary school administrators (n=18), and PE teachers (n=6) in 2020-21. Results Interview results suggested several key RE-AIM drivers of successful PE law implementation. Reach: Ensure higher-need schools receive the necessary initial support to improve PE and later focus on lower-need schools. Effectiveness: Provide support tailored to school needs, not penalties, to improve PE. Adoption: Increase the priority of PE at both district and school levels (e.g., audit and feedback, themselves, appear to elevate PE’s priority). Streamline data collection and feedback reports; collecting/reporting too much information is burdensome and leads to lack of focus. Involve qualified (i.e., skilled in both school administration and PE programming/pedagogy) district-level personnel to work collaboratively with schools. Implementation: Build strong, trusting district-school relationships. Maintenance: Provide ongoing district-level support to schools and involve parents to advocate for quality PE. Conclusions PE audits, feedback, and coaching (PEAFC) can guide schools in establishing long-term plans for successfully implementing PE-related law. Future research should examine the impact of PEAFC elsewhere (e.g., secondary schools, other districts). Supplementary Information The online version contains supplementary material available at 10.1186/s12966-023-01479-1.

Project description:The development of positive attitudes toward science is one of the main priorities in science education. However, there is a lack of reliable and valid instruments to measure Spanish-speaking elementary students' attitudes towards school science. In this study, the translation and validation of the Spanish School-Science Attitude Survey (S-SSAS) is reported. The instrument was administered to 643 students enrolled in 3rd to 6th elementary grades. Psychometric evaluation of the S-SSAS provided sound evidence for validity (face, content, construct and criterion) and reliability (internal consistency and temporal stability). Content validity was confirmed through a panel of experts who reached great consensus in linking items to attitudinal constructs, with an ICC = .956. Think-aloud interviews confirmed that students have easily understood and correctly interpreted all items included, thus providing face validity for the S-SSAS. Consistent with theoretical expectations, predictive validity ranged between -.334 to 543 and concurrent validity was examined through S-SSAS correlation with two external measures of conceptual convergence that ranged from.301 to .560, thus confirming criterion validity. Construct validity was assessed by obtaining consistent results with the original scale in terms of reporting no statistically significant differences in attitudinal profiles towards school science between girls and boys and between students from urban and rural schools. Cronbach ?for the entire scale was .704, with item-total correlation ranging from .243 to .560, which reports acceptable internal consistency. Temporal stability with a 10-days span was good, with ICC = .873 and r = .464-790. Taken together, these results indicate that the Spanish single-items School-Science Attitude Survey is easy to administer and equally interpreted by both girls and boys enrolled in rural and urban elementary schools, thus being a valid and reliable instrument for measuring attitudes towards school science.

Dataset Information

Effect of practice exergames on the mood states and self-esteem of elementary school boys and girls during physical education classes: A cluster-randomized controlled natural experiment.

Publications

Effect of practice exergames on the mood states and self-esteem of elementary school boys and girls during physical education classes: A cluster-randomized controlled natural experiment.

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