Effects of Active Video Games on Children’s Psychosocial Beliefs and School Day Energy Expenditure

Journal of Clinical Medicine

JungEun Lee¹  Minghui Quan²  Zan Gao²  ZacharyC. Pope³ 

[1] Department of Applied Human Sciences, University of Minnesota, Duluth, MN 55812, USA;Department of Sport Rehabilitation, School of Kinesiology, Shanghai University of Sport, Shanghai 200438, China;School of Public Health, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA;

关键词: active video games;    outcome expectancy;    pediatric obesity;    self-efficacy;    social support;   

DOI  :  10.3390/jcm8091268

来源: DOAJ

【 摘 要 】

Purpose: Examine the effects of active video games (AVGs) on children’s school-day energy expenditure (EE) and physical activity (PA)-related self-efficacy, social support, and outcome expectancy over 9 months. Method: Participants were 81 fourth grade students ( ${\overline{\mathrm{X}}}_{\mathrm{age}}$ = 9.23 years, SD = 0.62; 39 girls) from two urban Minnesota elementary schools. A once-weekly 50 min AVG intervention was implemented in the intervention school for 9 months in 2014−2015 while the control school continued regular recess. Children’s school-day EE (daily caloric expenditure) and mean daily metabolic equivalent (MET) values were estimated via accelerometry whereas self-efficacy, social support, and outcome expectancy were assessed with psychometrically-validated questionnaires. All measures were completed at baseline and at the 4th and 9th months. Results: We observed significant interaction effects for daily caloric expenditure, F(1, 58) = 15.8, p < 0.01, mean daily MET values, F(1, 58) = 11.3, p < 0.01, and outcome expectancy, F(1, 58) = 4.5, p < 0.05. Specifically, intervention children had greater increases in daily caloric expenditure (91 kilocalorie/day post-intervention group difference), with control children decreasing daily caloric expenditure over time. We observed identical trends for mean daily MET values (0.35 METs/day post-intervention group difference). Interestingly, we observed outcome expectancy to increase in the control children, but decrease among intervention children, at post-intervention (1.35 group difference). Finally, we observed a marginally significant interaction effect for social support, F(1, 58) = 3.104, p = 0.08, with an increase and decrease seen in the intervention and control children, respectively. We observed no interaction or main effects for self-efficacy. Discussion: Observations suggested an AVG intervention contributed to longitudinal increases in school-day EE and social support compared to the control condition. Future research should examine how self-efficacy and outcome expectancy might be promoted during school-based AVG interventions.

【 授权许可】

Unknown