Exploring soccer video games as a channel to promote well-being and soccer appreciation among North American adults

IF 1 Q3 HOSPITALITY, LEISURE, SPORT & TOURISM
Jeeyoon Kim, Bhavneet Walia, Shane Sanders
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The findings indicated that soccer video games (1) are positively associated with mental health, particularly in the hedonic aspect; (2) are insignificantly linked to physical health; and (3) may be effective for increasing enjoyment (at a level similar to physical play) and involvement of the sport. Also, (4) the synergistic effect of blending the virtual and physical forms of play were supported for soccer enjoyment/involvement. Disclosure statementNo potential conflict of interest was reported by the authors.Notes1. Conway, “Starting at ‘start’: An exploration of the nondiegetic in soccer video games”.2. ECA, “Esports – Curse of blessing for football clubs?”; FIFA, “The vision 2020–2023”; Newzoo, “Global games market report 2021”.3. Anderson et al., “Violent video game effects on aggression, empathy, and prosocial behaviour in Eastern and Western countries”; Weaver et al., “Health-risk correlates of video-game playing among adults”.4. Adachi and Willoughby, “From the couch to the sports field”; Jenny et al., “Learning a sport through video gaming”.5. Lou, “Design of English multimedia teaching system based on diversification theory”; Mayer, “Computer games in education”.6. Hayes and Silberman, “Incorporating video games into physical education”; Jenny and Schary, “Exploring the effectiveness of learning American Football through playing the video game Madden NFL”.7. Lemmens et al., “Psychosocial causes and consequences of pathological gaming”; Ferguson, “A meta-analytic review of positive and negative effects of violent video games”.8. Adachi and Willoughby, “The link between playing video games and positive youth outcomes”.9. Koezuka et al., “The relationship between sedentary activities and physical inactivity among adolescents”; Kowert et al., “Psychosocial causes and consequences of online video game play”.10. Adachi and Willoughby, “From the couch to the sports field”; Adachi and Willoughby, “The link between playing video games and positive youth outcomes”.11. Przybylski et al., “A motivational model of video game engagement”.12. Mayer, “Computer games in education”.13. Lucas and Sherry, “Sex differences in video game play”; Przybylski et al., “A motivational model of video game engagement”.14. Przybylski et al., “A motivational model of video game engagement”.15. Mayer, “Computer games in education”.16. Lou, “Design of English multimedia teaching system based on diversification theory”.17. Trail and James, “Sport consumer behaviour”.18. Conway, “An analysis of the users of sports video games”.19. Markovits and Green, “FIFA, the video game: a major vehicle for soccer’s popularization in the United States”.20. Price et al., “Learning to play soccer: Lessons on meta-cognition from video game design”.21. Adachi and Willoughby, “From the couch to the sports field”; Adachi and Willoughby, “Does playing sports video games predict increased involvement in real-life sports over several years among older adolescents and emerging adults?”.22. Jenny and Schary, “Exploring the effectiveness of learning American Football through playing the video game Madden NFL”; Jenny et al., “Learning a sport through video gaming”.23. Kim and Ross, “An exploration of motives in sport video gaming”.24. Markovits and Green, “FIFA, the video game: a major vehicle for soccer’s popularization in the United States”; Reeves, “Why People Play Video Games”.25. Hayes and Silberman, “Incorporating video games into physical education”; Price et al., “Learning to play soccer: Lessons on meta-cognition from video game design”.26. Trail and James, “Sport consumer behaviour”.27. Jenny and Schary, “Exploring the effectiveness of learning American Football through playing the video game Madden NFL”; Jenny et al., “Learning a sport through video gaming”.28. Adachi and Willoughby, “From the couch to the sports field”; Adachi and Willoughby, “Does playing sports video games predict increased involvement in real-life sports over several years among older adolescents and emerging adults?”.29. ESA, “2021 essential facts about the video game industry”; FIFA, “The vision 2020–2023”.30. Newzoo, “Top 10 countries/markets by game revenue”.31. ESA, “2021 essential facts about the video game industry”.32. SFIA, “Soccer participation in the United States”.33. Bradburn, “The structure of psychological well-being”.34. Diener et al., “The satisfaction with life scale”.35. Ryan and Deci, “On happiness and human potentials”.36. WHO, “Global physical activity questionnaire”.37. Mullen et al., “Measuring enjoyment of physical activity in older adults”.38. Zaichkowsky, “Measuring the involvement construct”.39. WHO, “Addictive behaviours: Gaming disorder”.40. Podsakoff, MacKenzie and Podsakoff, “Sources of method bias in social science research and recommendations on how to control it”.41. Fornell and Larker, “Structural equation modelling and regression”; Kline, “Principles and practice of structural equation modelling”; Tabachnick and Fidell, “Using multivariate statistics”.42. Hayes and Silberman, “Incorporating video games into physical education”; Price et al., “Learning to play soccer: Lessons on meta-cognition from video game design”.43. Anderson and Carnagey, “Causal effects of violent sports video games on aggression”.44. Adachi and Willoughby, “From the couch to the sports field”; Anderson and Carnagey, “Causal effects of violent sports video games on aggression”.45. Ryan and Deci, “On happiness and human potentials”.46. Lemmens et al., “Psychosocial causes and consequences of pathological gaming”.47. Kim and Trail, “Constraints and motivators”.48. Holder, Coleman and Sehn, “The contribution of active and passive leisure to children’s well-being”.49. Price et al., “Learning to play soccer: Lessons on meta-cognition from video game design”; Przybylski et al., “A motivational model of video game engagement”.50. Trail and James, “Sport consumer behaviour”.51. Hayes and Silberman, “Incorporating video games into physical education”.52. Diener, Lucas and Oishi, “Subjective well-being”.53. Conway’,If it’s in the game, it’s in the game: An analysis of the football digital game and its players’.54. Csikszentmihalyi, “Finding flow”; Kimiecik and Stein, “Examining flow experiences in sport contexts”; Nakamura and Csikszentmihalyi, “Flow theory and research”.55. Anderson et al., “Violent video game effects on aggression, empathy, and prosocial behaviour in Eastern and Western countries”.56. Halbrook, O’Donnell and Msetfi, “A review of the positive effects of video games on well-being”; Longman, Connor and Obst, “The effect of social support derived from World of Warcraft on negative psychological symptoms”.57. Ryan and Deci, “On happiness and human potentials”.58. Gee, “Good video games and good learning”.59. ECA, “Esports – Curse of blessing for football clubs?”.60. Parrish, C., & Nauright, J. (2014). Soccer around the world: a cultural guide to the world’s favourite sport. ABC-CLIO.61. Kim and Trail, “Constraints and motivators”.Additional informationFundingThis work was supported by the CUSE Innovative and Interdisciplinary Research Grant (Syracuse University) and the FIFA Research Scholarship (CIES).","PeriodicalId":47395,"journal":{"name":"Soccer & Society","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Soccer & Society","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14660970.2023.2219623","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"HOSPITALITY, LEISURE, SPORT & TOURISM","Score":null,"Total":0}
引用次数: 0

Abstract

ABSTRACTBased on online surveys and MANCOVA, this study explores soccer video games as a potential channel for promoting well-being and soccer appreciation by testing how playing soccer (1) via video games, (2) physically, (3) in both forms, or (4) in none of the forms are associated with soccer appreciation (enjoyment/involvement), physical health (moderate-/vigorous-intensity activity, sedentary behaviour), and mental health (happiness, life satisfaction, self-esteem). The findings indicated that soccer video games (1) are positively associated with mental health, particularly in the hedonic aspect; (2) are insignificantly linked to physical health; and (3) may be effective for increasing enjoyment (at a level similar to physical play) and involvement of the sport. Also, (4) the synergistic effect of blending the virtual and physical forms of play were supported for soccer enjoyment/involvement. Disclosure statementNo potential conflict of interest was reported by the authors.Notes1. Conway, “Starting at ‘start’: An exploration of the nondiegetic in soccer video games”.2. ECA, “Esports – Curse of blessing for football clubs?”; FIFA, “The vision 2020–2023”; Newzoo, “Global games market report 2021”.3. Anderson et al., “Violent video game effects on aggression, empathy, and prosocial behaviour in Eastern and Western countries”; Weaver et al., “Health-risk correlates of video-game playing among adults”.4. Adachi and Willoughby, “From the couch to the sports field”; Jenny et al., “Learning a sport through video gaming”.5. Lou, “Design of English multimedia teaching system based on diversification theory”; Mayer, “Computer games in education”.6. Hayes and Silberman, “Incorporating video games into physical education”; Jenny and Schary, “Exploring the effectiveness of learning American Football through playing the video game Madden NFL”.7. Lemmens et al., “Psychosocial causes and consequences of pathological gaming”; Ferguson, “A meta-analytic review of positive and negative effects of violent video games”.8. Adachi and Willoughby, “The link between playing video games and positive youth outcomes”.9. Koezuka et al., “The relationship between sedentary activities and physical inactivity among adolescents”; Kowert et al., “Psychosocial causes and consequences of online video game play”.10. Adachi and Willoughby, “From the couch to the sports field”; Adachi and Willoughby, “The link between playing video games and positive youth outcomes”.11. Przybylski et al., “A motivational model of video game engagement”.12. Mayer, “Computer games in education”.13. Lucas and Sherry, “Sex differences in video game play”; Przybylski et al., “A motivational model of video game engagement”.14. Przybylski et al., “A motivational model of video game engagement”.15. Mayer, “Computer games in education”.16. Lou, “Design of English multimedia teaching system based on diversification theory”.17. Trail and James, “Sport consumer behaviour”.18. Conway, “An analysis of the users of sports video games”.19. Markovits and Green, “FIFA, the video game: a major vehicle for soccer’s popularization in the United States”.20. Price et al., “Learning to play soccer: Lessons on meta-cognition from video game design”.21. Adachi and Willoughby, “From the couch to the sports field”; Adachi and Willoughby, “Does playing sports video games predict increased involvement in real-life sports over several years among older adolescents and emerging adults?”.22. Jenny and Schary, “Exploring the effectiveness of learning American Football through playing the video game Madden NFL”; Jenny et al., “Learning a sport through video gaming”.23. Kim and Ross, “An exploration of motives in sport video gaming”.24. Markovits and Green, “FIFA, the video game: a major vehicle for soccer’s popularization in the United States”; Reeves, “Why People Play Video Games”.25. Hayes and Silberman, “Incorporating video games into physical education”; Price et al., “Learning to play soccer: Lessons on meta-cognition from video game design”.26. Trail and James, “Sport consumer behaviour”.27. Jenny and Schary, “Exploring the effectiveness of learning American Football through playing the video game Madden NFL”; Jenny et al., “Learning a sport through video gaming”.28. Adachi and Willoughby, “From the couch to the sports field”; Adachi and Willoughby, “Does playing sports video games predict increased involvement in real-life sports over several years among older adolescents and emerging adults?”.29. ESA, “2021 essential facts about the video game industry”; FIFA, “The vision 2020–2023”.30. Newzoo, “Top 10 countries/markets by game revenue”.31. ESA, “2021 essential facts about the video game industry”.32. SFIA, “Soccer participation in the United States”.33. Bradburn, “The structure of psychological well-being”.34. Diener et al., “The satisfaction with life scale”.35. Ryan and Deci, “On happiness and human potentials”.36. WHO, “Global physical activity questionnaire”.37. Mullen et al., “Measuring enjoyment of physical activity in older adults”.38. Zaichkowsky, “Measuring the involvement construct”.39. WHO, “Addictive behaviours: Gaming disorder”.40. Podsakoff, MacKenzie and Podsakoff, “Sources of method bias in social science research and recommendations on how to control it”.41. Fornell and Larker, “Structural equation modelling and regression”; Kline, “Principles and practice of structural equation modelling”; Tabachnick and Fidell, “Using multivariate statistics”.42. Hayes and Silberman, “Incorporating video games into physical education”; Price et al., “Learning to play soccer: Lessons on meta-cognition from video game design”.43. Anderson and Carnagey, “Causal effects of violent sports video games on aggression”.44. Adachi and Willoughby, “From the couch to the sports field”; Anderson and Carnagey, “Causal effects of violent sports video games on aggression”.45. Ryan and Deci, “On happiness and human potentials”.46. Lemmens et al., “Psychosocial causes and consequences of pathological gaming”.47. Kim and Trail, “Constraints and motivators”.48. Holder, Coleman and Sehn, “The contribution of active and passive leisure to children’s well-being”.49. Price et al., “Learning to play soccer: Lessons on meta-cognition from video game design”; Przybylski et al., “A motivational model of video game engagement”.50. Trail and James, “Sport consumer behaviour”.51. Hayes and Silberman, “Incorporating video games into physical education”.52. Diener, Lucas and Oishi, “Subjective well-being”.53. Conway’,If it’s in the game, it’s in the game: An analysis of the football digital game and its players’.54. Csikszentmihalyi, “Finding flow”; Kimiecik and Stein, “Examining flow experiences in sport contexts”; Nakamura and Csikszentmihalyi, “Flow theory and research”.55. Anderson et al., “Violent video game effects on aggression, empathy, and prosocial behaviour in Eastern and Western countries”.56. Halbrook, O’Donnell and Msetfi, “A review of the positive effects of video games on well-being”; Longman, Connor and Obst, “The effect of social support derived from World of Warcraft on negative psychological symptoms”.57. Ryan and Deci, “On happiness and human potentials”.58. Gee, “Good video games and good learning”.59. ECA, “Esports – Curse of blessing for football clubs?”.60. Parrish, C., & Nauright, J. (2014). Soccer around the world: a cultural guide to the world’s favourite sport. ABC-CLIO.61. Kim and Trail, “Constraints and motivators”.Additional informationFundingThis work was supported by the CUSE Innovative and Interdisciplinary Research Grant (Syracuse University) and the FIFA Research Scholarship (CIES).
探索足球视频游戏作为促进北美成年人幸福感和足球欣赏的渠道
摘要基于在线调查和MANCOVA,本研究探讨了足球电子游戏作为促进幸福感和足球欣赏的潜在渠道,通过测试(1)通过电子游戏,(2)身体上,(3)两种形式的足球,或(4)两种形式的足球与足球欣赏(享受/参与),身体健康(中/高强度活动,久坐行为)和心理健康(幸福,生活满意度,自尊)之间的关系。研究结果表明,足球电子游戏(1)与心理健康呈正相关,特别是在享乐方面;(2)与身体健康关系不显著;并且(3)可能有效地增加运动的乐趣(在类似于身体玩耍的水平上)和参与。此外,(4)虚拟和物理比赛形式的融合对足球享受/参与的协同效应得到了支持。披露声明作者未报告潜在的利益冲突。Conway,“从‘开始’开始:探索足球电子游戏中的非叙事化”。ECA,“电子竞技——足球俱乐部的福祸?”国际足联,“2020-2023年愿景”;Newzoo,《2021年全球游戏市场报告》Anderson等人,“暴力电子游戏对东方和西方国家的攻击性、同理心和亲社会行为的影响”;韦弗等人,“成年人玩电子游戏的健康风险相关性”。安达奇和威洛比,“从沙发到运动场地”;Jenny等人,“通过电子游戏学习一项运动”。卢,《基于多元化理论的英语多媒体教学系统设计》;梅耶尔,《教育中的电脑游戏》。Hayes和Silberman,《将电子游戏融入体育教育》;Jenny和Schary,《通过玩电子游戏《Madden NFL》探索学习美式足球的有效性》,第7页。Lemmens等人,“病态游戏的心理社会原因和后果”;Ferguson, <暴力电子游戏的正面和负面影响的元分析评论>。Adachi和Willoughby,“玩电子游戏和积极的青少年成果之间的联系”。Koezuka et al.,“青少年久坐活动与缺乏身体活动的关系”;Kowert et al.,“网络视频游戏的心理社会原因和后果”。安达奇和威洛比,“从沙发到运动场地”;Adachi和Willoughby,“玩电子游戏与积极的青少年成果之间的联系”。Przybylski等人,《电子游戏用户粘性的动机模型》。《教育中的电脑游戏》,第13页。Lucas和Sherry,“电子游戏玩法中的性别差异”;Przybylski等人,《电子游戏用户粘性的动机模型》。Przybylski等人,《电子游戏用户粘性的动机模型》。梅尔,<教育中的电脑游戏>,第16页。基于多元化理论的英语多媒体教学系统设计[j]。崔尔和詹姆斯,“体育消费行为”,第18期。Conway,“体育电子游戏用户的分析”,第19页。Markovits和Green,“国际足联,电子游戏:足球在美国普及的主要工具”,第20页。Price等人,《学习踢足球:来自电子游戏设计的元认知教训》。安达奇和威洛比,“从沙发到运动场地”;Adachi和Willoughby,“玩体育电子游戏是否预示着在几年后,在年长的青少年和刚成年的成年人中,更多地参与到现实生活中的体育运动中来?”Jenny和Schary,《通过玩电子游戏Madden NFL探索美式橄榄球学习的有效性》;Jenny等人,《通过电子游戏学习一项运动》,第23页。Kim和Ross,“对运动电子游戏动机的探索”,第24期。Markovits和Green,“国际足联,电子游戏:足球在美国普及的主要工具”;里夫斯,<人们为什么玩电子游戏>,第25页。Hayes和Silberman,《将电子游戏融入体育教育》;Price等人,《学习踢足球:来自电子游戏设计的元认知教训》。崔尔和詹姆斯,“体育消费行为”,第27期。Jenny和Schary,《通过玩电子游戏Madden NFL探索美式橄榄球学习的有效性》;Jenny等人,《通过电子游戏学习一项运动》,第28页。安达奇和威洛比,“从沙发到运动场地”;Adachi和Willoughby,“玩体育电子游戏是否预示着在几年后,在年长的青少年和刚成年的成年人中,更多地参与到现实生活中的体育运动中来?”ESA,“2021年关于电子游戏产业的基本事实”;国际足联,《2020-2023年愿景》,第30页。Newzoo,《按游戏收益排名的前10个国家/市场》。ESA,《2021年关于电子游戏产业的基本事实》,第32页。33.“美国的足球参与情况”。《心理健康的结构》,第34页。Diener et al.,《生活满意度量表》,35。莱恩和德西,《论幸福与人类潜能》36页。世界卫生组织,“全球身体活动调查表”。Mullen等人。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Soccer & Society
Soccer & Society HOSPITALITY, LEISURE, SPORT & TOURISM-
CiteScore
2.50
自引率
14.30%
发文量
80
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