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Variety of exercise equipment and physical activity participation in children
... An environmental manipulation that may increase youth's physical activity is to provide greater autonomy of choice of physical activities. [9][10][11][12] Self-determination theory ascribes that individuals are more motivated to engage in a health behavior when they experience autonomy over their choice to engage in the behavior. [13][14][15] Indeed, the number of choices available to an individual and the greater the variety of the sensory characteristics of those choices can shift behavioral choice. ...
... [13][14][15] Indeed, the number of choices available to an individual and the greater the variety of the sensory characteristics of those choices can shift behavioral choice. 10,16,17 For example, increasing the number of energy dense foods available at a meal increases eating behavior and energy intake of youth 18 and adults. 16,17,[19][20][21] In addition, providing a greater number of healthier food choices (eg, fruits and vegetables) increases consumption of those foods in children and adults. ...
... 17,22,23 Emerging research has demonstrated that increasing the number of physical activity choices can motivate physical activity behavior in older children and adults. [9][10][11] In carefully controlled studies, children and young and older adults participate in a greater amount of resistance exercise and better liked that activity when provided with a greater choice of resistance training equipment. 9,10 Additional controlled studies assessed the impact of increasing activity choice by manipulating the number of active toys available to 8-to 12-year-old children in a laboratory setting and found that they engaged in more intense physical activity for a longer period of time when increasing the number of active toys available. ...
Background:
Increasing autonomy by manipulating the choice of available physical activity options in a laboratory setting can increase physical activity in older children and adults. However, the effect of manipulating the number of physically active choices has yet to be examined in young children in a gymnasium environment.
Methods:
Twenty children (n = 10 girls, 6.1 ± 1.4 years old) individually participated in two (low choice (LC), high choice (HC)), free-choice activity conditions for 30 minutes in a 4,360 square foot gymnasium. Children had access to two or eight physical activity options in the LC and HC conditions, respectively. Physical activity behavior was measured via accelerometry.
Results:
Children's 30-minute accelerometer counts increased (p < 0.03) from the LC (2,675 ± 294 counts · min-1) to the HC (3,224 ± 280 counts · min-1) condition.
Conclusions:
Providing greater autonomy through choice of a greater number of physically active options increased young children's physical activity participation by 20.5%.
... Several studies have demonstrated that altering the variety of available food items or consumer goods reliably increases eating and purchasing behavior, respectively (14,(18)(19)(20)25,26,38). Although much less well studied, increasing the variety of the type of exercise prescribed and available exercise equipment may also increase exercise behavior (4,13). In 1 study assessing adults' adherence to an 8-week aerobic exercise intervention, participants who received varying exercise prescriptions every 2 weeks had greater adherence to the intervention than those who received an unchanging exercise prescription (13). ...
... Monitoring of resistance exercise (repetitions) and time allocated to the sedentary activities was performed only by trained exercise physiologists who were members of the research team. Both individuals who supervised the exercise sessions have extensive experience in exercise monitoring (4,28). ...
... Although the probehavioral effects of variety on eating and purchasing behavior is well studied (14,(18)(19)(20)(25)(26)(27)38), there is far less research examining the effects of variety on physical activity behavior (4,13). This was the first study we are aware of that assessed the impact of altering the variety of exercise equipment on the amount of exercise performed and liking and RPE of the exercise bout using a cross-sectional design. ...
It has been repeatedly demonstrated that increasing the variety of available food and purchasing options reliably increases eating and consumer spending behavior respectively. However, the potential pro-behavioral effect of increasing the variety of exercise equipment options on the amount of exercise individuals perform is very limited. The purpose of this investigation was to compare the amount, enjoyment (liking) and effort perception of resistance training exercise versus sedentary alternatives during a high variety (HV) resistance exercise equipment condition (10 choices) versus a low variety (LV) equipment condition (two choices). During each condition (HV) and (LV), children (8-12 years), young adults (18-26 years), and older adults (≥ 60 years) had free choice access to both resistance exercise equipment and sedentary activities for a total of 20 minutes. The amount of time allocated to resistance exercise, the total number of repetitions performed, and session liking were measured during each condition. Participants significantly (p ≤ 0.05 for all) increased: repetitions performed (126.4 ± 71.7 vs. 88.0 ± 48.8), the amount of time allocated for exercise (14.3 ± 6.3 min vs. 12.1 ± 6.5 min) and liking (8.1 ± 1.5 cm vs. 7.1± 2.1 cm) during the HV condition relative to the LV condition. RPE was not significantly (p = 0.13) different from HV (4.2 ± 2.4) to LV (3.8 ± 2.3). Increasing the variety of exercise equipment available to children, young and older adults increased their exercise participation and enjoyment of that exercise without altering their perceived exertion. The practical application from this research is that increasing the variety of exercise equipment available to one';s clients may increase their exercise adherence.
... Of the 16 quantitative studies included in this review, three studies were conducted in primary schools (Brooke et al., 2013;Erwin et al., 2013;Stellino & Sinclair, 2014), two in secondary schools (Abós et al., 2021;Michael et al., 2016;Song et al., 2015), six using gym equipment under laboratory conditions (Barkley et al., 2011;Glaros & Janelle, 2001;Juvancic-Heltzel et al., 2013;Patten et al., 2000;, one in a high school and community setting (Sylvester et al., 2020), and three in community-based physical activity sites (Corder et al., 2011;Sylvester, Standage, Ark, et al., 2014;Sylvester, Standage, Dowd, et al., 2014). ...
... Community Gyms (Exercise Facilities) Barkley et al. (2011) examined the impact of increasing the variety of exercise choices on children's physical activity behaviors in an experimental resistance training study. They reported that children between 8 and 12 years of age performed a greater number of repetitions, t(19) = 4.76, p < .001; ...
Background:
Emerging evidence indicates that the provision or experience of "variety" may be an important determinant of physical activity behavior. Variety refers to diverse endeavors, opportunities, or tasks and, in the context of physical activity, has been examined as a feature of an activity or environment (i.e., variety support) and an experience (i.e., one's felt experience or perceived variety).
Objective:
The primary aim of our review was to synthesize studies investigating the provision or experience of variety in physical activity settings on health and well-being, behaviors, and motivation. Our secondary aim was to examine quantitative data reporting on different facets of variety in physical activity settings.
Methods:
We conducted a systematic search of five electronic databases (Scopus, SPORTDiscus, Science Direct, MEDLINE, and the Human Kinetics Library) to identify studies providing a quantitative or qualitative assessment of variety in physical activity settings.
Results:
We identified 5,576 potentially relevant articles to examine. After title and abstract screening (and removal of duplicates), 74 articles remained for full-text screening, from which 28 studies were deemed eligible. Our findings from qualitative and quantitative (experimental and cross-sectional) studies demonstrate that the provision and experience of variety relates to participation and engagement in physical activity, motivation for exercise and physical activity, and well-being outcomes. Our results also indicate that the provision of variety can increase enjoyment, interest (i.e., motivation), and adherence to a physical activity program.
Conclusion:
Our findings support the assertion that variety should be considered during planning, implementation, and evaluation of physical activity programs. Additional experimental studies are needed to gain a better understanding of how elements of physical activity and exercise programs, delivery, and environment can be manipulated to increase variety and foster participation in physical activity.
... These methods of physical activity may provide a more cooperative goal structure and in turn maintain liking for the activity and enhance participation through improved motivation. Furthermore, there has been sufficient evidence showing that increased variety of physical activity options enhances liking and in turn physical activity behavior in children (2,20). While variety was not manipulated in the current study, the potential for increasing enjoyment, and possibly motivation, of exergame play in children may be conceivable through increasing the variety of gaming options. ...
... Future research should examine a more truly cooperative physical activity (e.g., an obstacle course or "treasure" hunt) in comparison to a competitive activity in the same subject population. Manipulating the variety of physical activity options in children also provides potential for enhancing enjoyment and physical activity behavior and thus warrants further investigation to assess prospective effects on these variables, as well as motivation, in regards to exergame play (2,20). ...
The purpose of the current study was to examine physiologic response, liking, and relative reinforcing value (RRV) of children playing an exergame with a friend under two goal structures: competitive and cooperative. A sample of twenty participants (8.7 ± 1.3 years old) and a self-selected friend completed three conditions: rest, competitive, and cooperative play. During the competitive condition, participants played Nintendo Wii Tennis® against their friend. During cooperative play, participants and their friend played together against a computer avatar. During each condition, oxygen consumption (VO2, ml·kg-1·min-1) and liking (visual analog scale) were recorded. After finishing all conditions, children completed an RRV computer task to assess their motivation to play the competitive versus cooperative goal structures. During this task children performed work (button presses) to participate in additional competitive play, cooperative play, or a combination. The output maximum (Omax), or maximum work for each goal structure, was used as the measure of RRV. It was determined that VO2 was significantly (p ≤ 0.001) greater for cooperative and competitive play than rest. Liking was significantly greater for cooperative play than rest (p ≤ 0.001) and competitive play (p = 0.03). There were no significant differences (p > 0.05) between cooperative and competitive play for VO2 or Omax. In conclusion, while liking was greater for the cooperative condition versus competitive, motivation did not differ between goal structures. Further investigation into methods of making physical activity more reinforcing, in addition to well-liked by children, is necessary to optimize this behavior.
... Strength training by children and adolescents. Pediatrics 2001; Barkley et al, 2011). ...
... More specifically, strength training among children of 7-9 of ages was shown to give positive results (Faingenbaum and Westcott 2000) and effective results had been obtained from long term training. On the other hand, uniform and monotonous training types were shown to reduce performance and materials used in the training as well as content diversity of training were stated to increase children's motivation and participation to the exercise (Barkley et al., 2011). In this study, the group that trained with their own body weight showed a significant decrease in push-up performance training and no significant increase could be detected in other parameters. ...
The purpose of this study was to investigate effects of different strength training in trained period and untrained period. Thirty children (1st group weight mean: 30.50 ± 7.04 kg; height mean: 128.65 ± 6.74 cm; BMI: 18.06 ± 2.80 83 kg/m2 and 2nd group weight mean: 28.78 ± 4.50 kg; height mean: 131.12 ± 2.80 cm; BMI: 17.11 ± 2.83 kg/m2) participated to this study. Strength training was applied for 6 weeks. The children were divided to two groups as elastic band group and body weight training group. Height and weight measurements, leg strength test, sit-up test and push-up test were used in the study. All the tests were applied five times. Paired t- test, one Way ANOVA and repeated ANOVA statistics tests were used to analyze the data. The study results show that there were significant differences in leg strength and repetition of push-up between trained with elastic bands group and body weight after training group (p<0.05). There was no significant difference between sit-up (p>0.05). The time-dependent significant differences were found in push-ups, leg strength and sit-up (p<0.05).
... There are few controlled laboratory studies of the effect of choice on children's physical activity participation. A recent study manipulated access to the number of resistance training machines to study the effect of choice on physical activity participation[10]. Children performed a greater number of repetitions and lifted more total weight when provided access to 7 resistance training machines than when provided access to only 1 machine. ...
... There are few controlled laboratory studies of the effect of choice on children's physical activity participation. We manipulated access to the number of resistance training machines[10]. This model allowed choice to be studied while controlling for exercise mode. ...
Choice promotes the experience of autonomy, which enhances intrinsic motivation. Providing a greater choice of traditional active toys may increase children's activity time. Mastery also increases intrinsic motivation and is designed into exergames, which may increase play time of a single exergame, reducing the need for choice to motivate activity compared to traditional active toys. Providing both choice and mastery could be most efficacious at increasing activity time. The energy expenditure (EE) of an active play session is dependent on the duration of play and the rate of EE during play. The rate of EE of exergames and the same game played in traditional fashion is not known. The purpose was to test the basic parameters of choice and mastery on children's physical activity time, activity intensity, and energy expenditure.
44 children were assigned to low (1 toy) or high (3 toys) choice groups. Children completed 60 min sessions with access to traditional active toys on one visit and exergame versions of the same active toys on another visit.
Choice had a greater effect on increasing girls' (146%) than boys' (23%) activity time and on girls' (230%) than boys' (minus 24%) activity intensity. When provided choice, girls' activity time and intensity were no longer lower than boys' activity time and intensity. The combination of choice and mastery by providing access to 3 exergames produced greater increases in physical activity time (1 toy 22.5 min, 3 toys 41.4 min) than choice alone via access to 3 traditional games (1 toy 13.6 min, 3 toys 19.5 min). Energy expenditure was 83% greater when engaging in traditional games than exergames.
Boys and girls differ in their behavioral responses to autonomy supportive environments. By providing girls with greater autonomy they can be motivated to engage in physical activity equal to boys. An environment that provides both autonomy and mastery is most efficacious at increasing physical activity time. Though children play exergames 87% longer than traditional games, the rate of energy expenditure is 83% lower for exergames than traditional indoor versions of the same games.
... Children performed a greater number of repetitions, lifted more total weight, and indicated greater liking of the exercise session in the high-choice versus low-choice condition. 13 However, the results of this study can only be extended to the type of physical activity the children performed: resistance training. This research should be extended by determining the effect of choice on more commonly used physical activity equipment such as basketball, jumping games, and other active toys. ...
... [27][28][29] The present study also extends our research 13 that used resistance training equipment as a model to test choice and found that the children completed a greater number of repetitions, lifted more weight total and had greater liking of the session when in a high choice versus a no choice condition. 13 However, this previous work did not note gender differences in response to altering the choice of activity options. This may be due to differences in exercise equipment utilized in each study. ...
To determine whether increasing the choice of physical activity options increases the duration and intensity of children's physically active play.
This cross-sectional laboratory study included gender (male and female) and choice group [single toy (no choice), three toys (low choice), five toys (high choice)] as between participant factors.
Boys and girls (n=36, 8-12 y) were stratified, randomly assigned to a choice group that always provided access to each participant's most liked active toy(s), and allowed 60 min of free time. The same sedentary alternatives were freely available to all participants. Physical activity outcomes were measured by accelerometry, heart rate, and direct observation.
The number of active toys the children played with increased (p<0.001) across each choice group. Minutes spent in MPA were greater in the low choice (p<0.05) and high choice (p<0.02) groups than the no choice group. Active playtime was greater (p<0.01) in the low choice (79%) and high choice (95%) groups compared to the no choice group. Girls in the low and high choice groups had greater (p<0.05) percent heart rate reserve when compared to girls in the no choice group. There was no difference in the boys' percent heart rate reserve between the no choice, low choice and high choice groups.
Increasing the choice of active toys increases both the duration and intensity of physically active play, especially in girls.
... No obstante, pese a las limitaciones formativas, todos los participantes de este estudio promovieron materiales autoconstruidos para hacer frente a las severas restricciones impuestas por la pandemia. Existen evidencias de que la disponibilidad (Haegele et al., 2018) y variedad (Barkley et al., 2011) de equipamiento aumentan la actividad física y la participación de los niños en EF, por lo que es comprensible que, en un entorno tan amenazante para la actividad física y movilidad (Bronikowska et al., 2021) como el de la pandemia, el profesorado tratara de intervenir, aumentando los recursos materiales de los estudiantes y, en consecuencia, su motivación y actividad física. ...
El material autoconstruido ha jugado un papel relevante durante la pandemia como recurso y como metodología en educación física (EF). Sin embargo, poco se sabe acerca de cómo el profesorado implementó el modelo de autoconstrucción de material (MAM) en este contexto y qué recursos concretos promovió entre su alumnado. Los objetivos fueron tres: a) caracterizar el perfil del profesorado de EF que empleó estos materiales autoconstruidos durante la pandemia, b) conocer las estrategias y formas de proceder de los docentes en la implementación del MAM y, c) identificar los materiales autoconstruidos promovidos por el profesorado. Se empleó una metodología de investigación cuantitativa, transversal y descriptiva con un muestreo no-probabilístico de “bola de nieve”. Se diseñó un cuestionario ad hoc compuesto por variables demográficas, profesionales y relativas a la metodología empleada. Participaron 761 (335 mujeres, 44.1%) docentes de EF en activo (M = 41.84, DT = 9.25) de todas las etapas educativas, procedentes de 19 países de Iberoamérica. Se solicitó estadística descriptiva. Los docentes declararon escasa formación específica y una experiencia de nula a media. Para proporcionar información se apoyaron en explicaciones en directo y videotutoriales de internet. Emplearon material autoconstruido fundamentalmente durante el confinamiento y promovieron un amplio espectro de recursos autoconstruidos. Los más frecuentes fueron pelotas, aros/ringos voladores y palas de paladós. Se ofrecen implicaciones didácticas tanto para situaciones extremas como para el contexto de normalidad educativa postpandemia. Palabras clave: modelo pedagógico, reciclaje, COVID-19, desarrollo sostenible. Abstract. Self-made material has played a relevant role during the pandemic as a resource and methodology in physical education (PE). However, little is known about how teachers implemented the self-made material model (SMM) in this context and what specific resources they promoted among their students. The objectives were threefold: a) characterize the profile of PE teachers who used these self-made materials during the pandemic, b) understand the strategies and approaches used by teachers in implementing the SMM, and c) identify the self-made materials promoted by teachers. A quantitative, cross-sectional, and descriptive research methodology was employed, using a non-probabilistic "snowball" sampling technique. An ad hoc questionnaire was designed, consisting of demographic, professional, and methodology-related variables. A total of 761 (335 females, 44.1%) in service PE teachers participated (M = 41.84, SD = 9.25) from all educational stages, coming from 19 Ibero-American countries. Descriptive statistics were obtained. The teachers reported limited, specific training, ranging from no to moderate experience. They relied on live explanations and internet video tutorials to provide information. They mainly used self-made material during the lockdown and promoted a wide range of self-made resources. The most common ones were balls, flying rings/hoops, and paddle rackets. Didactic implications are provided for both extreme situations and the post-pandemic educational context of normality. Key words: pedagogical model, recycling, COVID-19, sustainable development.
... Therefore, people may find these novel forms of exercises to be gratifying and pleasurable instead of viewing them as routine ways to become "fit". Likewise, a separate study on children showed that a greater variety of exercises resulted in greater exercise behaviors like repetitions, more weight, and greater liking of the exercises [40]. Exploring different ways to challenge one's body may lead to overall improvement and strength, creating greater exercise participation. ...
The emergence of the COVID-19 pandemic has significantly impacted the health behaviors of people around the world, including their physical activity patterns. Intuitive exercise, a facet of one’s relationship with physical activity, is defined as one’s awareness, mindset (positive versus negative), and mindfulness when engaged in movement. The study’s purpose was to explore whether self-reported physical activity and psychological mindsets around exercise changed during the pandemic. College students (n = 216) described their relationship with exercise before and during the pandemic through anonymous completion of the Intuitive Exercise Scale (IEXS) and open-ended questions to provide in-depth contextualized responses about exercise habits. Participants reported significantly higher scores on intuitive exercise during the pandemic, such as on the Body Trust subscale (M = 3.43), compared to pre-pandemic levels (M = 3.20), p < 0.001. Moreover, varied themes related to physical activity were uncovered such as exercising for fun, exercise influenced by emotion, and loss of motivation to exercise. Important takeaways of the study include the diversity of responses to the pandemic (i.e., some participants reported an increase in physical activity levels and more positive exercise attitudes while others experienced the opposite), the need to promote self-care, and the need for positive coping strategies.
... Ce sont des paramètres qui activent le système de la récompense en augmentant la sécrétion de dopamine dans l'aire tegmentale ventrale du cerveau et le noyau accubens qui, en retour, favorise le déclenchement d'une motivation d'approche du comportement 11 . Par exemple, lorsqu'une grande variété d'équipements et de matériels sportifs est proposée aux élèves, ces derniers tendent à rapporter un plus grand plaisir et à pratiquer davantage 12 . Dans une étude expérimentale portant sur un programme de musculation de 6 semaines, il a été observé que les participants qui ont bénéficié de supports de pratique plus nombreux et variés ont manifesté une plus grande adhésion au programme et des affects plus positifs que ceux du groupe contrôle 13 . ...
... Berbagai macam olahraga kesehatan yang dapat dilakukan di antaranya bersepeda, berlari, berenang, mendayung, senam dan berbagai macam olahraga lainnya (Kuswari & Setiawan, 2015) Senam Irama sebagai program peningkatan kebugaran jasmani siswa memiliki keunggulan-keunggulan khusus bila dibandingkan dengan kegiatan olahraga lainnya. Pentingnya kebugaran jasmani dimiliki setiap orang, terlebih utama bagi siwa antara lain dapat meningkatkan organ tubuh, sportivitas, semangat kompetisi (Alawiyah, Sugeng, & Kuswari, 2015;Barkley, Ryan, Bellar, Bliss, & Roemmich, 2011). Senam dan kebugaran berperan dalam perkembangan kemampuan fisik dan kemampuan gerak. ...
Physical activity on students in Jakarta is the lowest if it is compared to various regions in Indonesia. The low physical activity has an impact on the declining of health and fitness so that it affects toward the risk of various non-communicable diseases. The purpose of this research is to know the influence of gymnastics rhythm of Gizi Seimbang’s song to the level of fitness on students in State Elementary School Kebon Jeruk 08 Pagi West Jakarta. The type of research uses design experimental quasi research with design of Pre test - post test group control design. This design involves two groups of subjects, one is given an experimental group and one group is not enforced (control group). The population of this study are children aged 10-12 years old with 60 respondents (30 students of gymnastic group and 30 control group students) with gymnastics 3x/week for 12 times. Data analysis use t-dependent test, wilcoxon test because the data is not normally distributed. The result of the research shows that there is the influence of rhythmic gymnastics of Gizi Seimbang’s song to the significant fitness level (p value = 0.0001). Based on the results of this study, gymnastics rhythm of Gizi Seimbang’s song increases the level of fitness compared with control group on students in State Elementary School Kebon Jeruk 08 Pagi West Jakarta.
... An important finding among elastic resistance training studies in youths was improvement in the motivation and participation of the child (Barkley, Ryan, Bellar, Bliss & Roemmich, 2011), possibly because it seems more attractive and provides more security than heavy weigths (Annesi, Westcott, Faigenbaum & Unruh, 2005). In addition, elastic resistance training has shown greater physical performance improvements than bodyweight exercises (Coskun & Sahin, 2014). ...
The benefits of strength training programs with isotonic free weights or machines have been well-documented in all age groups. However, exercise and healthcare professionals sometime question whether it is possible to obtain the same results with devices of variable resistance, such as elastic bands. To answer this question, the purpose of this systematic review was to identify and summarize the positive effects of elastic resistance exercises used across the lifespan on health outcomes including body composition, functional and performance capacity, and biochemical variables. A secondary aim was to identify common dosage parameters of strength training programs using elastic resistance.
Key words: elastic bands; functional capacity, body composition; health biomarkers.
... Providing a variety of physical activities for children, adolescents, and adults increased enjoyment of physical activities (Juvancic-Heltzel, Glickman, & Barkley, 2013). In a 30-min gym class, providing eight versus two activity choices increased bouts of physical activity in children (Sanders et al., 2016), and in a laboratory setting, seven choices versus a favorite physical activity also increased engagement in physical activity over 30 min for the seven-choice group (Barkley, Ryan, Bellar, Bliss, & Roemmich, 2011). Preference for the option with choices was observed even when the singleoption alternative was the initially preferred activity (Vara & Epstein, 1993). ...
Persons with obesity find high-energy-dense food and sedentary behaviors highly reinforcing. Diets and exercise programs deprive individuals of many favorite foods and activities, which can counterproductively heighten their value and lead to relapse. Since the value of reinforcers depend on the alternatives available, one approach to reducing food and sedentary activity reinforcement is to build healthy alternative reinforcers. Current behavioral treatment programs for children and adults do not attempt to build alternative reinforcers as substitutes for unhealthy behaviors to reduce the impact of food or activity deprivation on the motivation to eat or be inactive. A goal of the next generation of obesity treatment programs should focus on development of healthy behaviors as reinforcers so that people will be motivated to engage in them. This article provides an overview of relationships among reinforcers, how understanding substitutes and complements can influence eating and activity, and how enriching a person's environment and providing choice architecture can enhance weight control. Ideas for translation of these basic behavioral economic principles to obesity treatment programs are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
... 24,25 Increasing children's autonomy by giving them increased choices of physical activities to partake in AVG play may make AVG play more reinforcing and enhance incentive sensitization of AVG and/or TAP, which may lead to greater physical activity. 22,26 One of the most common alternatives to physical activity is screen-based sedentary activities, such as television, videogames, computer games, etc. These activities are very popular, with 65% of 4-to 11-year-old children using these devices for more than 2 hours per day. ...
Background:
Exercise reinforcement predicts physical activity of children. Repeated exposures of physical activity may increase physical activity reinforcement (incentive sensitization). Active videogame (AVG) play produces light-to-moderate-intensity physical activity. Ideally, AVG play would transition to nonscreen-based active play through incentive sensitization of traditional active play (TAP), providing AVG does not increase sedentary videogame (SVG) reinforcement. Greater autonomy increases motivation toward traditional physical activity, but whether autonomy enhances incentive sensitization has not been studied.
Objectives:
To determine whether autonomy over AVG play promotes incentive sensitization of TAP or SVG.
Methods:
Inactive children (ages 8-12; 5th-97th body mass index percentile) were provided with AVG and SVG for 6 weeks and assigned to either a high autonomy (n = 25) or low autonomy (n = 24) group, differentiated by AVG choice and more freedom over amount of play. Both groups played AVG 3 days per week. SVG were played ad libitum. Participants completed an operant responding task to measure the relative reinforcing value (RRV) of AVG versus SVG (RRVAVG vs. SVG) and AVG versus TAP (RRVAVG vs. TAP) at baseline, 6 weeks, and 10 weeks.
Results:
RRVAVG vs. SVG increased over time (P = 0.056) but did not differ by autonomy or autonomy × time (P = 0.184). RRVAVG vs. TAP decreased over time (P = 0.033) but did not differ by autonomy or autonomy × time (P = 0.73).
Conclusion:
AVG play does not increase motivation toward SVG and increases motivation to play AVG relative to TAP. Providing higher autonomy did not promote incentive sensitization of play.
... This association is the impetus behind the large number of scientific studies that have sought to better understand children's physical activity and sedentary behavior. Current evidence supports the notion that children's physical activity levels are highly variable and may be influenced by a multitude of factors including, but not limited to, physiological ability, psychological wellbeing, and the availability and/or use of equipment and technology (5,7,(12)(13)(14)18,23,34,35,37,43). In recent years, young children have become a growing part of the population who utilize mobile Internet-connected electronic devices (eg, cellular telephones, tablet computers) for purposes such as talking/texting, accessing social media applications, watching videos, and playing video games (26,41). ...
Background:
Mobile Internet-connected electronic devices provide access to activities that have traditionally been associated with sedentary behavior. Because they are portable, these devices can be utilized in any environment. Therefore, providing children with access to these devices in environments that typically promote physical activity may result in a reduction in physical activity behavior.
Purpose:
To assess children's physical and sedentary (ie, sitting) activity with and without the presence of a mobile Internet-connected tablet computer.
Methods:
A total of 20 children [6.7 (1.9) y old] participated in 2 simulated recess conditions in a gymnasium on separate days. During each condition, children had free-choice access physical activity options and a table of sedentary activities for 40 minutes. During 1 session, the iPad was present, and in the other session, it was not. Physical activity was monitored via an accelerometer, and sedentary time was monitored via a stopwatch.
Results:
Children significantly (P ≤ .03) reduced average physical activity intensity and increased their sedentary behavior with the iPad present [4.4 (4.0) metabolic equivalents/min and 20.9 (12.4) min sitting] versus the condition without the iPad present [5.3 (4.0) metabolic equivalents/min and 13.6 (13.2) min sitting].
Conclusion:
Introducing an mobile Internet-connected tablet computer into a gymnasium reduced children's physical activity intensity by 17% and increased sedentary behavior by 54%.
... In addition to those strategies that enable youth to feel autonomous, competent, and socially connected to those within their social milieu, recent research has sought to examine the efficacy of other strategies and psychological experiences that might translate into people enjoying physical activity to a greater extent [130]. For example, when children are provided with a greater variety of exercise equipment (compared to less variety) in a single bout of exercise, they report greater enjoyment of that exercise, and participate in more exercise behavior [131,132]. Furthermore, using an experimental design, Sylvester and colleagues found that when a 6-week exercise program was structured to involve greater variety (otherwise known as variety support), participants subsequently experienced greater adherence [133], as well as improved psychological well-being (greater positive affect and subjective vitality and lower negative affect) [134] than those participants randomized to a program that was devoid of such variety. ...
The economic burden of inactivity is substantial, with conservative estimates suggesting the global cost to health care systems is more than US$50 billion. School-based programs, including physical education and school sport, have been recommended as important components of a multi-sector, multi-system approach to address physical inactivity. Additionally, community sporting clubs and after-school programs (ASPs) offer further opportunities for young people to be physically active outside of school. Despite demonstrating promise, current evidence suggests school-based physical activity programs, community sporting clubs and ASPs are not achieving their full potential. For example, physical activity levels in physical education (PE) and ASP sessions are typically much lower than recommended. For these sessions to have the strongest effects on young people’s physical activity levels and their on-going physical literacy, they need to improve in quality and should be highly active and engaging. This paper presents the Supportive, Active, Autonomous, Fair, Enjoyable (SAAFE) principles, which represent an evidence-based framework designed to guide the planning, delivery and evaluation of organized physical activity sessions in school, community sport and ASPs. In this paper we provide a narrative and integrative review of the conceptual and empirical bases that underpin this framework and highlight implications for knowledge translation and application.
... This association is the impetus behind the large number of scientific studies that have sought to better understand children's physical activity and sedentary behavior. Current evidence supports the notion that children's physical activity levels are highly variable and may be influenced by a multitude of factors including, but not limited to, physiological ability, psychological wellbeing, and the availability and/or use of equipment and technology (5,7,(12)(13)(14)18,23,34,35,37,43). In recent years, young children have become a growing part of the population who utilize mobile Internet-connected electronic devices (eg, cellular telephones, tablet computers) for purposes such as talking/texting, accessing social media applications, watching videos, and playing video games (26,41). ...
... It is unknown if playing in these groups has a greater or different effect on children's physical activity behavior versus playing with a single friend. It is possible that having more than a single friend present may have an additive effect on physical activity behavior as the presence of a greater number of friends would increase the variety and complexity of physically active play options (Barkley, Epstein, & Roemmich, 2009;Barkley, Roemmich, Ryan, Bellar, & Bliss, 2011;Juvancic-Heltzel, 2012). Increasing the variety of physical activity choices (i.e., more exercise equipment) has been shown to increase physical activity behavior in children Juvancic-Heltzel, 2012). ...
... Also, a study examining a variety of exercise equipment and level of physical activity participation in children found that a greater variety of exercise choices appears to result in an increased level of exercise behavior. 24 Limitations of this study would include the limited age group and the omission of the comparison with actual measured maximal O 2 uptake. The next logical step of research would be to compare the results of an active videogame with an actual measured maximal O 2 uptake. ...
The purpose of this study was to examine whether a correlation existed among the scores of the "Jackie Chan Studio Fitness(™) Action Run" active videogame (XaviX(®), SSD Company, Ltd., Kusatsu, Japan), the 1-mile run/walk, and Progressive Aerobic Cardiovascular Endurance Run (PACER) aerobic fitness tests of the FITNESSGRAM(®) (The Cooper Institute, Dallas, TX) in order to provide a potential alternative testing method for days that are not environmentally desirable for outdoor testing.
Participants were a convenience sample from physical education classes of students between the ages of 10 and 15 years. Participants (n=108) were randomly assigned to one of three groups with the only difference being the order of testing. The tests included the "Jackie Chan Action Run" active videogame, the 1-mile run/walk, and the PACER. Testing occurred on three different days during the physical education class. Rating of perceived exertion (RPE) was reported.
Significant correlations (r=-0.598 to 0.312) were found among the three aerobic fitness tests administered (P<0.05). The RPE for the "Jackie Chan Action Run" was lower than the RPE for the 1-mile run/walk and the PACER (3.81±1.89, 5.93±1.77, and 5.71±2.14, respectively).
The results suggest that the "Jackie Chan Action Run" test could be an alternative to the 1-mile run/walk and PACER, allowing physical education teachers to perform aerobic fitness testing in an indoor setting that requires less space. Also, children may be more willing to participate in the "Jackie Chan Action Run" based on the lower RPE.
... It is also reasonable to suggest that the presence of additional friends allows for a greater variety of physical activity options. Increasing the variety of physical activity options has been shown to lead to greater amounts of physical activity in children and adults [12,16,17] and the autonomy that children may have experienced during the group 10-min bonus period may be culpable, in part, for the increase in physical activity [18,19]. ...
Background. Children often play with more than one friend and there is no experimental evidence that has measured the effect of friendship groups on physical activity behavior. Therefore, the purpose of the study was to assess children’s physical activity in a controlled setting during three, separate social conditions; alone, with a single friend and with a group (four) of friends.
Methods. Twenty-four 6-10 year old children (n = 12 boys, n = 12 girls) participated in three separate free-choice social conditions for 30 minutes. For each condition, children could choose from a variety of physical and/or sedentary activities. Children’s physical activity was measure via accelerometry during each condition. Upon completion of each 30-minute condition children were given the option to participate in an additional 10-minute bonus period.
Results. Accelerometer counts were not significantly (p < 0.05) different throughout each 30-minute condition. However, during the optional, additional 10-minute bonus period, children’s physical activity significantly (p < 0.05) increased from the alone (713 ± 283 counts . min-1) to the friend (2,713 ± 339 counts . min-1) condition and then increased again from the friend to the group (3,253 ± 147 counts . min-1) condition. Also, a significantly greater (p < 0.001) proportion of children chose to participate in the 10-minute bonus period during the friend (92%) and group (100%) conditions than the alone condition (33%).
Conclusion. Playing with a single friend and a group of friends, relative to playing alone, is more motivating, and can increase physical activity when given the option for additional time. Additional research is warranted to experimentally assess how friendship groups can impact physical activity behavior during 60 minutes of free-choice activities.
... To date, little research has addressed the basic need satisfaction aspect of SDT in the context of youth physical activity or applied the principles of SDT in such programs. Strategies may include: offering a clear rationale for the adoption of the behavior and building sustainable knowledge that supports informed choices may be an SDT principle relevant to youth programs (16); providing positive feedback as a verbal reward, which usually enhances intrinsic motivation because it affirms personal competence (30); offering a menu of options for leisure-time physical activity outside the program may lead to greater sustainability of activity (31); promoting opportunities for socialization, shared problem solving and teamwork have a strong positive influence on psychological need satisfaction (32); practicing skills necessary for completion of specific tasks, such as exercising at a given intensity or reading food labels, promotes competence (33) and, finally, providing well-defined incentives for participation in the initial stages may lead to sustained involvement (34) (Table 1). Applying these principles aim to promote the adoption of self-management skills for sustained activity. ...
Many adolescents are not meeting recommended levels for physical activity. Increasing physical activity among urban African American youth is both a challenge and a public health priority. Most research in community-based interventions has taken a didactic approach, focusing on skill and knowledge development alone, with inconclusive results. This 10-week progressive activity intervention with adolescents in an urban faith community introduced a self-determination theory (SDT) approach with the aim of promoting the adoption of self-management skills necessary for sustaining activity. Components of SDT included relatedness, competence, and autonomy. Together with didactics, aligning activities with participant interests, and using existing social structures for health message delivery, the approach led to high satisfaction ratings for the three components of SDT along with improved skills, knowledge, and outcomes in cardiovascular fitness. Understanding and utilizing approaches that enhance enjoyment, personal choice, confidence, and social affiliation may lead to more lasting healthy activity behaviors and attitudes than didactic approaches alone in this and other adolescent populations. The SDT is reviewed in the context of this youth intervention.
Physical activity is known to be an important factor in the promotion of people’s health and physical efficiency.
Regular physical activity participation has been associated with several health benefits; nevertheless, along with a high prevalence of overweight, obesity and sedentary behaviour, young people’s physical inactivity has been found to be the main threat to health in the twenty-first century. Physical fitness is the best marker of health condition at any age and it is connected with both motor and psychological-affective benefits. However, young people show low levels of physical fitness. The goal of the study is to analyse the physical fitness levels in Italian adolescents in connection with gender differences. The sample consists of 460 students, attending the second and third year of high school (boys: n: 262, age: 16,2±0,7 years, height: 173,5± 6,1 cm, weight: 68,3±10,7 kg, BMI: 22,7±3,2; girls: n=198, age: 16,2±0,7 years, height: 159,8±5,9 cm, weight: 57,6±9,0 kg, BMI: 22,5±3,0). They underwent anthropometric and motor assessment (Standing broad jump, 2 Kg Overhead Medicine Ball Throw, Sit-reach, Sit-up, 10x5 m Shuttle Run test, Legér test) during physical education classes.
The outcomes pointed out that boys produced a better performance than girls in standing broad jump, 2 Kg
Overhead Medicine Ball Throw, 10x5 m Shuttle Run test and Legér test, while girls only produce a better
performance in Sit-reach. They need to increase physical fitness levels, particularly girls, by attending physical education classes, which must offer a larger variety of motor contents and respect gender differences.
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