USF at the Florida AAHPERD Conference: Active “Gaming”?

Annually, the University of South Florida’s physical education teacher education students present at the FAHPERD (Florida Alliance of Health Physical Education Recreation and Dance) conference. Each year the students discuss ideas for the presentation in order to provide a quality hands on workshop. This year the USF students decided they would like to focus on fitness stations – about video games! So how in the world did they come up with video game stations to deliver the message of fitness components? If you think they chose to use exergaming stations….you are actually incorrect. The USF students have been trained to implement exergaming in the physical education classroom. However, they wanted to turn the video game concept into fitness stations “without” using technology; that is exactly what they did – with quality!

The title of the presentation was “Get Fit, Get Hearty, at the Mario Party”. The USF students took the video game “Mario Brothers” and created five fitness stations that would have a focus on developing either muscular strength, muscular endurance, cardiovascular endurance, and/or flexibility. Not active gaming by definition but certainly activity using the “gaming” concept! Here is a brief outline of the stations:

Station 1- Mario Cardio: This station will have the different characters’ pictures from the game Mario brother’s on a laminated card. These cards will be turned over so students blindly choose a card out of the “deck”. The students will then perform that character’s skill theme. For example Mario skips, Luigi Leaps, Donkey Kong walks like a monkey etc. They will have to do as many of these as they can in an allotted amount of time traveling a short distance to collect a coin box.

Station 2- Peaches Blackberry: Peach must text Mario and quick; however, in this station we are emphasizing flexibility and allowing the students to stretch from letter to letter and text a message. Students will be given a message and they must rotate different body parts to touch the next letter without leaving the previous letter.

Station 3- Luigi’s I pod touch: At this station students will start about five feet away from Luigi’s I Pod which will have a variety of different applications or “mobile apps” with letters of a character’s first name. Students toss a bean bag towards these applications and whichever one is hit represents the muscular activity the student performs. The student will roll a dice to find out how many repetitions they will complete.

Station 4- Save Mario Worlds from viruses: At this station students are chosen to be the heroic anti-viruses that fight off terrible viruses to restore Mario World to its normal working condition. There are 3 separate lands in Mario World that must be saved: Yoshi’s Land, Star Road and The Forest of Illusion. Each land is saved once the appropriate index card is found and the student performs the task specified on the back of the index card. Index cards will be hidden beneath equipment surrounding the students. Once the student finds and solves one card, they place that card back where they found it and find another index card but this time one that is labeled with a different Land.

Station 5- Koopa Troopa Smash: At this station students will perform a variety of skill themes in the Koopa Troopa Smash. There will be three pathways of poly dots in which students will be asked to jump, hop, and leap onto different Mario objects such as Goombas and Ducks. They will be encouraged to smash the “bad guys” and jump for coins.

USA Today Article about Exergaming!

USA Today recently published an interesting article on Exergaming. Check it out here.

Dr. Ernie Medina posted a solid blog regarding the article and how the author had discussed Exergaming in the physical education classroom. Read his blog post here and below:

USA Today article on Exergaming!
10-12-10: This article just came out after the recent Obesity conf. down in San Diego. Check it out here.

Some colleagues of mine were featured in this article, like Drs. Barbara Chamberlin, Emily Murphy, and Bryan Haddock.

Dr. James Sallis was also featured, and here's something interesting he said about exergaming and PE:

"But Sallis isn't convinced that these activities should be included in PE classes. "Whenever possible, we want to get the kids outdoors, where they can run around more freely. We actually need to teach kids activities such as basketball, baseball, soccer, volleyball. We need to teach them teamwork."These are the kinds of skills kids need for a lifetime of physical activity, he says. "Doing some kind of exergame may be better than no PE or bad PE, but I don't think it's as good as good PE."

I respect Dr. Sallis's work with the built environment and all, but I disagree with his comments on PE. Teaching kids team sports does NOT teach the kind of skills they need for a lifetime of PA! Learning how to do a lay-up when I was in elem. school (which included a lot of standing around, waiting for my turn to do a lay-up) did NOT teach me life skills for PA. I never played JV or varsity b-ball in highschool or college, and I don't play b-ball now. But we sure spent a whole lot of time learning about these and other sports.

That's why we have the growing movement that PE4Life has started, with the late Phil Lawler. They saw that "traditional" PE was not teaching skills that could be use for PA in life after PE, so they started a movement of change in PE and thankfully, it's spreading.

Teamwork is important, and there are lots of other, more inclusive ways of teaching teamwork besides team sports. Team sports only appeal to those who are are good at it; if you're not good at that particular sport, beware! You are relegated to the bench or worse off, not picked for a team unless you're "force" onto a team. If anything, team sports turned the majority of kids OFF of being part of a team, because of these dynamics, and only appeals to the jocks and jockettes who were good.

Exergames in PE is more inclusive (even handicapped and disabled kids can perform and compete with able-bodied kids), can instill teamwork (we've done teams with the makoto, 3-kick, and they have teams with iDance, etc.), and more importantly, they can be done for LIFE!!! (Seniors are doing exergames when they've stopped playing team sports a long time ago--if they even played them as adults!).

The only point that Dr. Sallis might have over exergames is the "outdoors" point...but I'm sure PE is held indoors when we have smog alerts or it's over 100 degs...or below freezing outside, so even traditional PE can't be done outdoors all the time.

As someone said in the article, a key point to exergames is that it can meet kids where they are at, so for many patients that I see, exergames CAN take the place of traditional sports. Many of these kids won't do team sports for many reasons, but they'll play exergames, especially if we have a similar system of teams and leagues for exergames like we do for b-ball, swimming, etc.

Physiologically, the heart doesn't care if you're running down first base line, or if you're running fast on a Xavix mat. All it knows is that this person is moving their feet fast and needs more oxygen and glucose to power their leg muscles!

Once overweight and obese kids get in shape and lose the excess weight playing exergames, maybe they'll try some of the more traditional activities, sports, or even some other ones that are outside and very physically active--like paintball!!! (that's a form of a non-digital exergame). I don't believe that kids and adults who start off on exergames as their main form of PA will stay on that only. I believe that they will venture out and try other forms of PA....but that is something for future research to prove or disprove!

Active Gaming and Learning

Recently, a great deal of literature has surfaced discussing the concept of video game literacy. This is great news; except, the video game play mentioned is considered sedentary behavior. Exergaming, a form of active gaming, turns traditional, sedentary video game play into a physical activity. So this makes exergaming a perfect fit for physical education, right? Not exactly; not even close.

Exergaming in a physical education classroom may appear to be an innovative approach to promote physically active behaviors. Students are "busy, happy, and on task" all with red faces and smiling. Who could ask for anything more? I hope quality physical education teachers would ask for much more. They would ask themselves, "What are the students learning today?" More importantly, the answer would not be, "How to play Toy Story 3 or Dance Dance Revolution." When implementing exergaming in the physical education classroom, lessons should focus on developmentally appropriate objectives supported by National standards. Here are a few answers that would be appropriate depending on the designed lesson:

1. Students will be able to identify light, moderate, and vigorous intensity levels using active gaming and traditional activities.
2. Students will be able to perform a forehand using the specified cues while exploring the rules for how to play tennis (both singles and doubles) participating in three different active gaming stations and mini sided tennis games.
3. Students will maintain a heart rate in their target heart rate zone using active gaming and jump rope activities.

Active gaming activities should be used as a tool to accomplish learning objectives. Feedback from teachers should be specific to the learning objectives and not focused on the success the students are experiencing in the game. General feedback is appropriate and motivating; however, the focus of the lesson must remain on the learning objectives at hand.

The good news is that research is suggesting students can learn through the play of video games. Exergaming is an appropriate tool to encourage learning and promote physical activity as long as physical education teachers implement the activities using best practices. Make sure your students are not simply learning how to play a video game – exergaming should be much more to you and your students.

Criticism #7: Children Will Get Bored!

The last but certainly not least important criticism in this series of seven posts is that “Children will simply get bored of these activities too quickly”. Sustainablity is another concern for some teachers and parents. The notion that playing any activity too long and in the same way becomes less appealing and motivating may be true. They key to sustainability in a quality physical education program is effective, developmentally appropriate implementation strategies. In more simple terms, avoid using an active game “…too long and in the same way.” For example, must teachers would agree that throwing a ball to a target from a cone for extended periods of time will get boring for children. However, if I change the target to “blue”, move the cone back a few steps, or challenge the students with a “game” while still focusing on the same skill of throwing, we have now created an entirely new, appealing, and enjoyable task. The use of active gaming in the physical education classroom should be viewed in the same manner.

Additionally, many active games are compatible to a traditional game console (Nintendo Wii, Sony Playstation 2 and 3, Xbox, etc.) allowing children to choose a variety of games in which to play. Some active games even allow children to plug the equipment to their computer and expand game play online.

School systems should understand that an appropriate instructional environment for active gaming is essential in order to promote the most effective learning and motivating experiences for children. Teachers should have training as well as personal practice on all purchased active games before including these activities in the curriculum. Using active gaming as a tool to accomplish learning objectives can be successful to sustaining the attentions span of children. However, using active gaming as a replacement for quality instruction or just as a fun game does not foster sustainability. After all, even the coolest video game such as Pac Man drops in sales at some point!

Criticism #6: Durability is Problematic

The 6th criticism of this series of seven blog posts discusses the issue of the durability of active games being problematic. Some have suggested active gaming is problematic due to the lack of reliability in terms of durability of the technology. Whether you are on a computer, using a cell phone, using an IPod, or trying to set your DVR, the chances are that at some point technology is going to “break down”. Most active games are purchased with a warranty with an option to extend the warranty. This provides the needed security to extend the life of the equipment. Understanding the terms of the warranty as well as options for extending a warranty are important when purchasing any active gaming product.

A major concern to consider when purchasing any active gaming technology is the manual assistance and/or servicing to care for typical “trouble shooting” situations. Some problems that occur with active games are not related to the durability of the product but the typical technological issues that are found with many forms of technology. Simple troubleshooting instructions should be available and requested for each active gaming product in order to assist with the more common problems (tv channel is wrong, game “freezes”, feedback is not registering, intensity level is turned too high etc.). Additionally, school systems should be prepared to have someone appointed to not only care for the purchased products, but to have open communication lines with the company or companies that have supplied the equipment. Any questions regarding the servicing of products should be considered and discussed prior to making any purchase. This is very important in order to understand the responsibility of the buyer and that of the seller including time considerations, replacement alternatives, and all potential costs involved.

Without discussing individual manufacturers or specific products it is safe to suggest that there are many durable products provided by the active gaming industry. Regardless, it is the responsibility of the buyer, especially when children are involved, to resolve issues as quickly as possible to avoid any disappointment or negative feelings towards the physical activity experience. Being prepared by understanding the technology component involved with the active games purchased will help reduce the likelihood of this issues occurring. Having been involved in this field for close to six years now, the #1 issue related to active gaming durability is certainly "Human Error". Not that we break the product, but that we do not understand the simplicity of why it may be acting a particular way. It may not be "broken" just yet...Ask Questions, Get Educated!

Criticism #5: Active Gaming Takes Up Too Much Space

Finding the space to allocate active gaming activities at home or at school is the 5th critique of active gaming in this series of seven blog posts. Common questions include, “Where and how do we store the games when they are not being used” and “Where do we place the screens if we do not have wall space?” “Where will we find space in the school to set up the equipment?” All are reasonable questions and should be considered when pursuing an active gaming environment.

Active gaming equipment does not have to take up a lot of space. Consider the following related to space allocation and active gaming. First, designate a space to place the active gaming equipment that will not require the teacher to remove the activities daily. Delegating a room or small area in a specific permanent location in the school is ideal but certainly not necessary. Another option is to use a moving cart. A screen and game console can sit on the cart and the activities can be rolled or moved into the gym or classroom as needed. A third suggestion is to purchase a mobile or modular commercial unit. These units house the screens, consoles, and cords.

Additionally, consider turning children’s sedentary screen time at home into more active screen time, see criticism #2. Research suggests there are four televisions in the average household. Making at least one of these televisions an active gaming station is not only feasible but a great way to increase physical activity outside of school hours and decrease sedentary screen time.

Furthermore, some active games are compatible with a computer. Having a computer station in an academic classroom, computer lab, school library, or at home is a great way to turn sedentary computer time into more active computer time. The active games compatible with computers (i.e. Gamercize steppers, FootGaming pads, Plug -n- Play games, etc.) are easily stored under a desk or against a wall.

Space allocation may be a concern but should certainly not discourage the use of active gaming in the physical education classroom or at home. Determining the type of space you have available is an important first step when considering the purchase of active gaming activities. The space you have abailable will most likely influence the active games you are capable of purchasing.

Criticism #4: Active Gaming Breaks the Piggy Bank

The 4th criticism regarding active gaming being discussed in a series of seven blog posts is "Active Gaming Breaks the Piggy Bank". This critique suggests that active gaming is too expensive and not necessarily feasible to consider in the physical education classroom. While there is certainly merit to this critique, let me discuss and share available,reasonable active gaming alternatives:

Active gaming has been identified as being an expensive investment and many parents and schools may deem the expense to be unrealistic. School administrators would understandably need to make decisions related to costs versus the benefits. However, there are active games that are affordable. A variety of Dance Dance Revolution pads are available for under $20.00 a pad and active games such as the Gamercize steppers, Nintendo Wii, Xavix Sports, etc can be purchased for under $300.00 each. Additionally, depending on the active game selected (Gamercize, Cateye GameBike, Nintendo Wii, etc.) the activities are compatible with multiple video games which fosters sustainability with children. Therefore, after the investment in the equipment, the type of game played can continue to change providing a higher return on investment. Creating a full functioning active gaming room may not be a reasonable task immediately; yet, taking small steps toward this goal to continue to add new activities each year or as funding is available is feasible.

At home, research suggests over 90% of children play video games or computer games. Considering many active games are operated using a traditional game console (Nintendo Wii, PlayStation2, PlayStation3, Xbox 360, etc.) or through online game play, the gateway for children to be active in their homes is increasingly available.

Schools will find that there are several funding initiatives available that can provide resources for purchasing this technology. The federally funded Carol White Physical Education Program Grants provide physical education programs with funding in amounts ranging from just over $100,000 to nearly $600,000 (United States Department of Education, 2009). These grants are specifically targeted for the improvement of physical education programs and can provide funding to facilitate such program initiatives. The Robert Woods Johnson Foundation grants for the prevention of childhood obesity (Robert Woods Johnson Foundation, 2009) also has funding based initiatives that not only look at increasing physical activity levels among children and adolescents but also at the impact of active gaming on these variables. State and local funding is also available for physical activity and technology initiatives providing multiple possibilities for funding active gaming equipment.