1 SPORTS GAME PLAY: A COMPARISON OF MODERATE TO VIGOROUS PHYSICAL ACTIVITIES IN ADOLESCENTS Patience, M.A., Department of Kinesiology and Sport Sciences, Coastal Carolina University, Kilpatrick, M.W, Sun, H. Flory, S.B., Watterson, T.A. School of Physical Education and Exercise Science, University of South Florida, Tampa, FL 33620 Marcia A. Patience (Corresponding Author): Professor Coastal Carolina University Phone: (843) 349-2734 Fax: (843) Email: [email protected] Kilpatrick, M.W., PhD Associate Professor University of South Florida 4202 E. Fowler Ave. Tampa, FL 33620 Phone: (813) 974-8127 Fax: (813) 974-4979 Email: [email protected] Sun, H., PhD Assistant Professor University of South Florida 4202 E. Fowler Ave. Tampa, FL 33620 Phone: (813) 974-0119 Fax: (813) 974-4979 Email: [email protected] Flory, S.B., PhD Assistant Professor University of South Florida 4202 E. Fowler Ave. Tampa, FL 33620 2 Phone: (813) 974-4765 Fax: (813) 974-4979 Email: [email protected] Watterson, T.A. Professor University of South Florida 4202 E. Fowler Ave. Tampa, FL 33620 Phone: (813) 974-4765 Fax: (813) 974-4979 Email: [email protected] Acknowledgements: This work was privately funded by Bay Area Pelicans under the direction of Rugby 4 Life and More Health Inc. Special thanks to the participants and volunteers of the study for dedicating time for the purpose of the project. 3 ABSTRACT: Physical activity (PA) in adolescents has been steadily declining. Research suggests sports may improve PA in adolescents. Flag rugby may provide adolescents an alternative to traditional team sports. Since adolescents are more likely to participate in activities they enjoy, sports game play has become increasingly important in physical education (PE) classes. PURPOSE: To compare adolescent PA intensity, duration, competence and enjoyment in flag football (FF), basketball (BB), and flag rugby (FR). METHODS: 101 (55 male; 46 female, age 11-14) students were selected to participate in three week sport units of FF, BB, and FR. Activity counts were collected using the Stayhealthy RT3™ accelerometer on the last day of each unit to determine activity duration in minutes and average intensity with metabolic equivalent of task (MET). Students’ perceived competence and enjoyment of each sport was measured by the intrinsic motivation inventory (IMI). Data were analyzed by RMANOVA. RESULTS: Mean MET values were: FF 4.9 + 1.4(SD), BB 5.5 + 2.0, and FR 6.0 + 1.5, with significant differences noted for FF and BB (p < 0.001) and FR and FF (p < 0.001). FF produced an average duration of activity of 39.3 + 4.8, BB 40.6 + 5.9 and FR 41.8 + 4.8 minutes of activity. There was a significant difference between FR and FF durations (p < 0.001). Participants felt significantly more competent in FR than FF (p < 0.001) and more competent in FF than BB (p < 0.001). Participants enjoyed FR significantly more than FF and BB (p < 0.001). DISCUSSION: FR activity was greater in intensity than FF and BB. Results of this study suggest participants enjoy sports game play. Sports such as FF, BB and FR produce moderate to vigorous PA that may be beneficial for adolescent health. 4 BACKGROUND: Significant increases in obesity and overweight percentages of the nation’s adolescence have consistently been an important topic of research. Regular PA may provide health benefits that transcend throughout an individual’s lifetime.1 Sports activities are a major component to secondary PE curriculum as they produce more PA and appear to be enjoyable for the adolescent. Children tend to be more active than adults, but as they transition into adolescence, activity levels begin to steadily decline.1 Among adolescents ages 12 to 19, 16% are overweight and 31% are overweight or at risk of becoming overweight.2 Most states (86%) require middle schools to provide PE.3 Physical education classes are a primary source of PA for the adolescent.4 Research suggests students have become more active in PE, with the inclusion of games, sports or dance, thus increasing PA duration from an average of 15 minutes to 18 minutes per class time. 3 The National Association for Sport and Physical Education (NASPE) requires daily PE in an accumulation of at least 150 minutes per week for elementary students and 225 minutes per week for middle school and high school students.5 Presently, it appears that a decrease in PA has become accepted as part of the norm, while participation in sedentary activities, such as computer and video game use have gained popularity.6 Observations in the PE classroom of random middle schools revealed that 18% of students engage in moderate to vigorous PA and 53% of those observed appeared to be in an inactive state. 7 While 60 minutes per day of activity is recommended, the adolescent population does not appear to be meeting these requirements. 5 Research has well documented and confirmed that PA may benefit adolescents by increasing their aerobic fitness, bone mass, and by reducing their risk of obesity and hypertension.8 Many studies have demonstrated the associated health benefits to those, including the young, who participate in sports.3 Sports are often taught at an early age. Ninety-eight percent of schools teach group or team activities.3 It is commonly found that sports games promote psychomotor skills and healthy lives.9 Therefore, sports may have the potential to increase activity intensity and duration in adolescents while promoting healthy lifestyle behaviors. Collectively, research suggests adolescents who enjoy an activity, may engage in the activity for longer durations.10 Greater participation tends to occur in activities that are deemed to be more interesting. There is a strong link between continued PA and enjoyment in PE in adolescents.11 Many sport activities are found to be enjoyable in the adolescent population.12 Therefore, it seems likely that sports play in PE will be most enjoyed by the adolescent. Perceptions of competence, autonomy and perceived success are directly related to PA enjoyment and thus linked to self-efficacy and motivation behavior.13-14 It is important that intrinsic motivation and self-efficacy be fostered as adolescents transition into middle school, high school and throughout adulthood. Middle school students appear to be physically active in PE an average of 40 minutes.3 Eight percent of middle schools provide daily PE for the entire school year and 15% offer daily PE for at least 18 weeks of the school year, suggesting the absence of daily required PE class has contributed to the rise in overweightness and obesity.3 Past research has revealed that adolescents age 9-15 spend more time in PA during the week 6 than the weekend.4 Therefore, it is important that PA be maintained and/or improved in PE in order for the adolescent to receive the benefits of daily PA. One activity that has received relatively little attention in research is the sport of flag rugby. For some PE programs, flag rugby is a relatively new activity and participation is not equal to that of other sports such as soccer, baseball/softball, and basketball. Even less is known about the youth version of flag rugby. Proponents of flag rugby believe the fitness stimulus associated with participation is similar to traditional American sports.15 The nature of the sport, flag rugby, requires movement of all players. Therefore, the purpose of this study was to compare flag rugby with other popular team sports such as, flag football and basketball, in adolescents. The youth flag rugby program observed for this study was developed by Rugby 4 Life and implemented in this particular PE class. Physical activity intensity and duration during game play were measured. Perceptions of enjoyment and competence following performance were measured in correlation with activity. Review of Literature Recently, there have been a number of published studies on interventions in PE. These studies indicate that PE programs can potentially influence PA by making it more enjoyable. A two-year middle school PE intervention, M-SPAN, observed 24 middle schools and found lesson time that is allocated more efficiently can improve PA for middle school students.16 In this intervention the instructors were also able to effectively maximize activity by allowing additional game play time. In the Lifestyle Education for Activity Program (LEAP), eighth grade females increased daily physical activity, enjoyment of PA, enhanced PA self-efficacy and class participation during and after the 7 program intervention.17 A study on the effects of a 2-year PE program on PA in elementary school students found that allowing students to engage in game play increased PA levels more than modifying the structure of the class.18 Sports based youth development programs have been studied to understand how organized sport activities (tennis, soccer, basketball, baseball, etc.) contribute to learning development of our youth.9 This research suggests that sports-based programs for our youth tend to lead them toward positive social and behavioral development. Sports such as basketball and soccer have the potential to promote cardiovascular fitness and typically generalize to a child’s community.19 Sports provide youth additional benefits such as, skill building, active learning and opportunities for recognition.9 The results from the School Health Policies and Programs Study 2006 found that among the 78% of schools that required physical education, most taught group or team activities.3 Some school systems follow a state or national standard for PE curriculum.1While it appears necessary to have qualified PE instructors to teach skill, it does not seem to significantly affect the amount of time adolescents spend in PA.1,20 It may be more important that the PE instructors have sufficient class management skills, and motivational skills.