PEER REVIEWED ARTICLE Using Interactive Fitness and Exergames to Develop Physical Literacy

Introduction hildren today see screen technologies as integral to their daily lives (Cappella, 2000; Prensky, C2001) thereby influencing how they spend their spare time and affecting time spent engaging in physical activity. Excessive sedentary screen time has contributed to an increase in childhood obesity, higher incidences of disease, and difFiculties learning in school (Hancox & Poulton, 2005; Robinson, 2001; Summerford, 2001; Vandewater, Bickham, & Lee, 2006; Vandewater, et al-, 2005). With sedentary screen time at an all-time high, research has shown that a new movement in interactive games technologies, known as interactive fitness or exergames, is motivating children to be more active in an environment comfortable to them; one based in technology and gaming (Lleberman, 1997, 2001, 2006; Prensky, 2001, 2003). The pedagogical applications of retail technology as an educational tool to help achieve physical literacy could have a significant impact in the fight against childhood inactivity.

At the heart of fighting inactivity is the (Active Healthy Kids Canada. 2009). follow up and accountability must be development of fundamental movement National data shows that only 10% of improved if these initiatives are to be skills upon which more difficult motor children are meeting the recommended taken seriously and ultimately proven tasks are built. Balance is one such fun- limit of two screen time hours (a proxy worthwhile (Chorney, 2009). Unfor- damental skill which can be further for sedentary behaviour) per day; many tunately, the traditional physical education dissected to include postural stability. children are logging on average six hours model does not always fit with todays The potential for a beneficial change in per day (Active Healthy Kids Canada, students (Morey & Karp. 1998; Prensky, postural stability, and other basic motor 2009). Canadian children also received a 2001). abilities, as a result of using exergames grade of "F" in physical activity, where may, in the end, affect children's percep- only 13% are participating in 90 minutes Evidence shows that one reason many tions of physical activity by engaging of recommended physical activity per students dread traditional physical educa- them in activities that they enjoy. day. In 2005, the Government of Alberta tion programs is because those students Context responded to decreased childhood lack the movement foundation, have Various studies across Canada have physical activity by introducing manda- poor physical fitness, or are often just not found startling information regarding the tory daily physical activity (DPA) for all interested (Morey & Karp, 1998). sedentary lifestyles of Canadian youth. elementary-aged school children (Alberta Missing out on the vital building blocks The annual 2009 Active Healthy Kids Education, 2006). Since then, other for participation could stifle the oppor- Canada Report gave Canadian children a provinces have initiated school-based tunity for young people to develop confi- grade of "F" in the screen time category physical activity reqtiirements. However, dence and competence during crucial

12 PHYSICAL AND HEALTH EDUCATION Dwiiyne Sheehan u au Assistant J^ofessor Dr Lirry Katz is a hvfessor at the in the Department of Physical FÀucation University of Calgary in the Faculty of and Recreation Studies at Mount Royal Kinesiobgy He is the Director of the University in Calgary. Canada. He taught Sport Technology Research Laboratory and physical education from K-Î2 during his an award-winning developer of interactive ¡9years in pubUc education. He is a past multimedia applications. He is an president ofhoth the Health and Physical Educational Psychologist interested in how Education Council (HPEC) of Alberta people learn, and how to improve human and the Alberta Schools Athletic Associa- performance through the use oftechnobgy. tion (ASAA). He is currently a Ph.D. student at the University of Calgary in the Faculty o physical skill development stages. motivating children to participate of videogame has provided an active Examples of these fundamental movement in physical activity: control, challenge, alternative to traditional sedentary video skills are running, hopping, catching, curiosity, creativity, and constant feed- gaming (Graf, Pratt, Hester, & Short, and throwing. These skills are often back. Without an inherent desire to 2009). Although studies have produced preceded by the acquisition of agility, participate in physical activity, some some encouraging results regarding the balance, coordination and laterality. children will continue to "slip through energy expenditure involved in playing Children who have not developed these the cracks" toward a lifetime of obesity- active games, exergaming is no substitute abilities face difficulties later in situations related health issues. A physical education for real sports and activities (Daley, that require a more difficult skill set program that can inspire children to 2009). Being active helps children to (Canada Sport for Life, 2009). Being take responsibility for their health by naturally develop essential motor skills, unable to participate fiilly in daily school being physically active may look very but not every child develops movement activities can then lead to feelings of different for some students. Today's fundamentals at the same pace or in the exclusion, which can affect a child's self- youth may be motivated to partake in same way. Exergaming and interactive esteem and their academic performance fitness activities that are interactive, fitness aaivities cotild provide the stimulus (Tremblay, Inman, & Willms, 2000). technologically driven, and ultimately for engagement to those students who 7his negative cycle must be improved more rewarding than traditional have started to lose interest in more through creative quality physical educa- physical education models (Cappella, traditional forms of physical activity. The tion and unique extracurricular programs 2000; Prensky, 2001.2003). graduated levels of contemporary (Canadian Paediatric Society, 2002). exergaming allow children to progress at Exergames and interactive fitness are a pace thai is individualized to their The intrinsic motivation of videogames with an interface that physiological and psychological readiness. interactive fítness and exergaming requires active involvement and the The excitement of advancing to a higher Hinson (1995) has identified five com- exertion of physical force by its partici- and more difficult can be a powerfiil ponents that are essential for intrinsically pants. The trend toward this type motivational tool and the virtual world of

rgûmes are a fim. social and inclusive way for children to be actiife and hold Les ja¿x-exemces Exergamen offimt tin moyen amusant, social et inclusif d'aider ¡es promise lU tools for the divebpnient offiwdamerml movement skills. Development enfants h deivnir plus actiß pljysiquemaU et constituent des outils promettetm qui ofpffysical literacy m^uires connections to each of the learning domains (e.g.. loco- pourtnient s'avérer fort utiles au développement d'habileté motrices fondamentales. motive, non-locomotive, and manipulatiiv skill improvement). Exergames ai-e L'acquisition du sawir-faire plrfsiqtic exige qu'on établisse des liens avec ch

SPRING-PRINTEMPS 2010 lî Challenge is an essential element of any successful . Progressive levels of increased difficulty provide the user with periodic accomplishment and setback. The ability for a child to accept defeat and persevere is a strong life lesson not unlike that gained through sports. The capacity to cope with these challenges and eventually succeed is evident when children are actively play- ing for prolonged periods of time.

Curiosity and ambiguity about the next activity helps keep a child engaged and motivated. Many video games are designed for a child to achieve objectives in a number of different ways. Children will often search for a faster or more efficient way to progress through the level. Hidden ciues and "gems" cultivate the player's curiosity. ,

Creativity is related to curiosity in that Challenge is an essential element of any successful how a child chooses to plays the game can often be an expression of their video game. Progressive levels of increased personality. 1 he virtual environment of difficulty provide the user with periodic accom- age-appropriate exergaming provides children with the ability to take risk-free plishment and setback. chances and think "outside the box". Experimentation and problem solving are the foundation of any elementary active gaming can provide users with a their steps to the music and visual cues. school experience and can be achieved safe yet exciting version of reality. Beck XR Board is a balancing video game that while being active during exergaming. and Wade (2004) state that the attraction requires a player to stand on a modified to the gaming world is due to the skateboard and use their body as the Constant feedback is evident throughout simplicity of the games, the customized human joystick to virtually snowboard or an active gaming experience. A player is reward system, and the highly stimulating surf Lightspace is an interactive surface often bombarded with details about bis entertainment experience that allows of colourful lights and sound that or her progress, the details of which only players to escape from boredom. With requires a player to move qtiickly from the most serious players can absorb. Yet 86.2 percent of children stating that fun one lit panel to another. Not surprisingly, children thrive on this personalized is the most important part of growing up the components of intrinsic motivation information and can adjust their strategy (Lindstrom & Seybold, 2003), activities identified by Hinson (1995) are readily to improve their results. Knowing how that do not include a healthy degree of they are doing at all times will inevitably excitement are quickly left behind. If the apparent in active video games: keep children engaged and focused. high "fun factor" is attracting children to try new games, exei^ames such as Control is evident in the individualized A sixth intrinsically motivating compo- Fit, (DDR), manner in which a child participates in nent could be added to the "5Cs" XR Board, and Lightspace could be used the game. They are free to pause, restart, (Hinson, 2001) listed above. Competition to encourage physical activity and assist and end a game at will. There is control is an underlying premise of most games, in the acquisition of fundamental move- in the selection ofthe game, its level, and whether it occurs on a playground, ice ment skills. is an video when they want to play. This indepen- rink, or in front of a television monitor. game that utilizes a peripheral balance dence is a strong influence on younger Children have the ability to choose their board for players to participate in activities. children who are so desperately seeking level of opposition to ensure their DDR is a dance video game that utilizes self-sufficiency and an opportunity to competitive experience is both rewarding a platform for players to synchronize make their own choices. and demanding. Success results in

14 PHYSICAL AND HEALTH EDUCATION Table 1 : Connections between interactive video games and the learning domains Learning Domain Level Examples While Participating in Active Gaming Remembering sequences and patterns (Bloom. Comprehension Interpreting challenges and predicting outcomes Appliauion Applying previous knowledge to more difficult tasks Analysis Breaking down challenges to manageable pieces Synthesis Creating a player that moves about in a virtual world Evaluation Judging the value of games ro personal health Evaluating ones performance in a game and identifying ways to improve performance Affective Receiving Instructional awareness (Krathwohl, D. R., Responding Knowing the safety rules and practicing them Bloom, B. S., & Valuing Respect for equipment and others Masia, B. B., 1973). Organization Balancing game play with authentic life experiences Internalizing Developing a value system that reflective of how you play and live your life. Predictable behavior consistent with the characteristics tif the learner Psychomotor Perception Rfsponding to visual cues (Simpson, 1972) Set Rcüitiness to participate Guided response Trial and error that occurs during game play. Imitating others and practicing to improve. Mechanism Confidendy performing movements with proficiency Complex overt response Moving with efficiency in a quick, accurate, and hi^ly coordinated way through complex movement patterns Adaptation Modifying movement patterns to respond to unexpected stimuli Origination Creating new movement patterns to fit a particular situation confidence which may be one of the definitions of physical literacy (Kentel & Exergaming should never replace any reasons certain children excel in school, Dobson, 2007; Killingbeck, Bowler, child's opportunity to participate in music, and sports. Exergaming could Golding, & Gammon, 2007; UK Sports, physical activity. Interactive video games provide an opportunity for those children 2002) are narrower and may not address have the ability to increase energy who are not progressing at the same rate the breadth of the concept as it was expenditure and provide an experience to develop fundamental movement originally intended (Whitehead, 2001). that simulates actual game play. However, skills and become confident enough in cycling on a virtual race course or their abilities to pursue physical activity Interactive fitness and exergaming activ- pretending to snowboard through the outside a virtual environment. ities can support the development of trees is not the same as being in the physical literacy by making connections mountains or on a secondary highway cruising at 25 kilometres per hour, Linking physical literacy to to each of the learning domains (See Table 1). The proposed Canadian regardless of the quality ofthe videogame interactive fitness and exergaming definition of physical literacy for physical graphics. Interacting with the outdoor The proposed defmition of physical lite- educators (Mandigo et al., 2009) environment and all of its uncertainties is racy for Canadian physical educators is describes many of the specific character- an invaluable experience that cannot be intended ro bridge the gap between istics that are related to the process of fully duplicated with technology. sports and physical education. The becoming physically literate such as abbreviated definition is: "Individuals motivation, diversity of movement, The development of virtues and character who are physically literate move with confidence, competence, creativity, traits is a significant component of most competence In a wide variety of physical strategy, and making healthy active quality physical education programs. activities tbat benefit the development of choices. Although tbe opportunity exists Cooperation, fair play, sportsmanship, the whole person" (Mandigo, Francis, to develop many of these traits in a video respect, and social skills are just a few Lodewyk, 6¿ Lopez, 2009). The flexibi- gaming environment, that does not examples. While exergaming has many lity intended in this description allows imply that the virtual world of physical unique advantages, it is also limited in its for personalized proficiency during the activity (e.g., virtual skiing) is the same as ability to offer an experience that is rich process of skill acquisition. It also real world activities (e.g., downhill skiing with opportunities to engage with other addresses the development of the whole on the mountain). Nevertheless, there are children. Playing an active game against child from the perspective of the quantifiable benefits to the acquisition of someone else online may not be as advan- physical, cognitive, social, and affective basic movement abilities while particip- tageous as being able to communicate in domains (Mandigo et al., 2009). Other ating in active gaming. person or to come in contact as part of an

SPRING .PRINTEMPS 2010 15 Table 2: Alignment of interactive video games and a partial list of fundamental movement skills

o I bO bC I •5-i ta -c a o Dance Games X X X Run/walk In place X Eye-Fool (DDR, ¡Dance etc) Wii Fît/Plus X X X Run/walk In place Wîi Sport/Resort X X Run/walk In place X XRBoard X Lightspace (WaU) X X X X Side to side X X X X X Reaction linic Lightspace (Floor) X X X X Multi-dirfctional X h\'f-t(.»ot 3 Kick X X X X Miilti-dircctiona! X X X Xavix (J-Mat) X X X X X Bike Games (Expresso, Game Bike) X ( :yc\in<¿ Treadwall X X Upward C:iimb Trazer X X X X Table modified from personal communication provided by Andrea Oh, iTech Fitness (2009)

actual game. Exergames like DDR have Physical Literacy" created by Canadian multipiayer capabilities bur too often Sport for Life as part ofthe nations long- children are so focused on the screen that term athlete development plan (LTAD) they forget that they are surrounded by (Higgs et al., 2008). The LTAD places friends. A sense of rhythm and balance a heavy emphasis on the acquisition of may be developing while the benefit of fundamental movement skills during the a real social opportunity is being over- optimal years of readiness prior to puberty looked. Advocates of exergaming may (Balyi, Way, Cardinal, Norris, & Higgs, argue that a child who develops 2008). There are many interpretations of confidence and success in DDR will be fundamental movement skills and what more likely to seek out social dancing they are exactly (Fisher et al., 2005; opportunities in the future. The same Hands. 2002; Hart, 2005; Knowles, logic is used when active video games 2000). Agility, balance, laterality, and simulate sports or other leisure activities. coordination are arguably at the core of Children may be more inclined to all movement and are considered by attempt playing an actual spon if they many as the undisputed necessities. have experienced the activity in the Beyond those essentials one might relatively safe environment of exergaming. suggest that running, j umping, and Young people may have the confidence throwing are the priorities on which to try snowboarding if they have experi- there should be a focus. Physical and enced success in the virtual simulation Health Education Canada (PHE regardless of how different it is once they Canada) spodights twelve activities in its get out on that mountain. Exposing training resource of fundamental children to a variety of "real life" activities movement skills: dodge, hop, skip, log that they have played electronically may roll, stork stand, jump, kick, dribble, be an unintended but welcome benefit to throw, catch, run, and strike (Bell, active gaming. Gibbons, & Temple, 2008). Regardless of the specific skills, basic movement education is generally divided into three The psychomotor domain is emphasized categories; locomotive, non-locomoüve in the "Parental Guide for Developing

1« PHYSICAL AND HEALTH EDUCATION Table 3: The Exergaming Experience Rating System (IFEW, 2010) Requirements Comment Grading t ¡ame Play The (neroli quality and "flin" iiictor ofthe game. Are the challenges in the 1 = Min, 7 = Max g.mie balanced, well designed and engaging? Giuiie Iiiter[.Kc Docs the game's iiiterface(s), allow an immersive, seamless and accurate 1 = Min. 7 = Max response between the user and the game - WÜmotes, balance board, camera, interactive screen, exercise equipment etc? Exertisc and Exertion How much physical energy is required to complete the challenges or 1 = Min. 7 = Max mini-games (approximate average result)? Customization Can "game play" aspects be altered and reorganised to suit the player's 1 = Min, 7 ^ Miix preferences (e.g., can you cuscomi/e your avatar, can you choose which to combine!? Skill Scale Does the game aUow for a player ol atiy skill level to take part, and does 1 = Min. 7 = Max the game scale in difficult)' with the players increasing skills and abilities? Age Sc.ile How successful is the game at scaling to suit young to eltierly players or how 1 = Min, 7 ^ Max well does the game hinction tor its designed and rated age group? Biometrie heciihatk Is the pLu'cr able to view, store and retrieve hrnes,s, health and competition 1 - Min, 7 - Max data from the game (eg. rhc players score, their BMI. skill level graphs, etc)? Intervention Capacity Does the game promote interest in pursuing conventional exercise or activity- 1 = Min. 7 = Max as a result of participation in the exergaming experience (e.g.. Does Wii lennis encourage tlic player to try real tennis)? Socialization Does the game offer iocal and online multiplayer or cooperative play, which 1 = Min, 7 = Max offers support 6¿ socialization between players? Sustainability Does the overall exercise and gaming experience lead the user to desire 1 = Min, 7 ^ Max repetition of the experience? This faaor is the ability gain health benefits through prolonged use. SAFE'IT A genuine effort to outline how to safely utilize the product/service that is 1 = Min, 7 = Max understood by any and all participants, and is the product robust and reliable to suit its purpose

(stability), and manipulative skills. Each The industry of active gaming is relatively new and of these categories is sufficiently addressed in a variety of interactive video is developing very quickly. Enthusiastic players, games (See Table 2). academics, and game developers have come

An interactive fitness and exei^aming together online to create several informal groups rating system that are currently establishing guidelines and Ibe indtistry of active gaming is relatively new and is developing very quickly. principles for exergaming. Enthusiastic players, academics, and game developers have come together online to create several informal groups method ofthe EERS takes into account a The Canadian Exergaming that are currently establishing guidelines number of factors when determining the Research Centre and principles for exergaming. The Inter- final rating, including safety which is a The Canadian Exergaming Research active Fitness and Exergaming Network required component (See Table 3). Centre (CERC) has been designed to (IFE>XO has developed a code of practice, study the impact of aaive video gaming definitions, and an exergaming mission An effective rating system cotild provide on the acquisition of fundamental movement statement (Interactive fitness and parents and educators with an opportu- skills in children. Located in Calgary exergaming, 2010). The IFEW wiki has nity to determine the applicability of Alberta, the CERC (www.ucalgary.ca/ recently embarked on the Exergaming various types of games to their desired exergaming) is situated in an elementary Experience Rating System (EERS) which outcomes. A sample of current rating school with children who are at an age of is a living document that incorporates a from the author's experience is provided optimal readiness with respect to acquir- diverse collection of research, definitions, in Table 4. The maximum score attainable ing fundamental movement skills (Higgs and opinion. The holistic evaluation is 77. et al., 2008). Direct connections to the

SPRING-PRINTEMPS 2010 17 Table 4: A sample of EERS rating for popular exergames

Requirements iDance Wii Fit Wii Sport/ XR Lightspace Ligíitspace 3 Kick G)mments (Plus) Resort Board Floor Wall Game Play 6 7 7 6 4 3 3 Game Interfoce 3 7 7 3 6 6 3 Exercise and Kxtrrion 7 4 3 6 6 6 6 Wii Sports exertion depends on technique used Cuscomizarion 6 6 6 3 4 4 4 Skill Scale 6 7 7 3 6 6 4 Children must be able to read directions in Wü Age Scale 6 7 7 3 6 6 4 Lightspace Wall must be mounted lower for children

Biometrie Feedback 4 7 3 t.. 3 3 2 BMI feedback in Wii Fit is questionable tor children Intervention Capacity 6 7 7 3 3 3 -'1 Socialization 7 7 7 6 4 4 3 Sustainabilicv- 7 7 7 7 3 3 4 Safer)- 6 6 6 4 4 4 4 TOTAL / 77 66 72 71 56 51 52 43

whether postural stability can be improved by the use of active gaming equipment. Student physiological perfor- mance is being measured with an HUR BT4 portable balance platform (which HUR Labs developed in I ampere, Finland) and through self-monitoring using commercially-available heart rate monitors and . Intra-rater reliability and the reliability of student self-monitoring was established during pilot testing.

Teachers will be encouraged to use the student-generated data in math and science classes to demonstrate that exercise and fit- ness are not just something for the physical education dass. Incorporation of personal data could improve the level of interest in math and science since the children will be working with information that is relevant to them (Prince, 2004).

Alberta Physical Education Program of exergaming centre. In addition to using Conclusion Studies are made to ensure that the the exergaming system during physical Civen the popularity of video games with outcomes of exergaming activities align education class, exergaming is being young people, the concept of blending with the relevant standards of physical introduced into the intramural program. technology and physical activity will education. The CERC has selected age- Self-selection in participating in these likely cotitinue to build momentum. appropriate equipment that will help activities will be quantified and measured Exergaming and interactive fitness is a children develop balance and improve against the overall physical activity partic- fiin, social, and inclusive way for children agility, coordination, and laterality. A ipation rates ofthe students. to be active and also holds promise as a pilot study (N=75 grade 4 students) was tool for the development of fundamental conducted to validate the measurement Current research (N=14O, grade 3 & 4 movement skills and the pursuit of tools and equipment used in the students) is underway to investigate physical literacy. •

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