Effect of a gamified-based intermittent teaching unit in Physical Education on schoolchildrenʼs accelerometer-measured weekly physical activity: A cluster-randomized controlled trial. School-fit study

Santiago Guijarro-Romero , Daniel Mayorga-Vega , Carolina Casado-Robles , Jesús Viciana
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Abstract

The main objective of the present study was to analyze the effect of a gamified-based intermittent teaching unit using behavior modification strategies in the Physical Education setting on schoolchildren’s accelerometer-measured weekly physical activity levels. A total of 203 primary schoolchildren (39.8% females; 9-12 years) from two public schools were cluster-randomly assigned into the experimental (n = 121) and control (n = 82) groups. The experimental group performed a gamified-based intermittent teaching unit (using the first 15 minutes of each session) three times per week for five weeks. Behavior modification strategies such as activity wristbands, goal setting, and educational counseling were also applied to promote habitual physical activity. Before and during the last intervention week, schoolchildren’s physical activity levels were objectively measured through ActiGraph wGT3X+/BT accelerometers. The Multilevel Linear Model results showed that the experimental group schoolchildren statistically significantly improved weekly moderate-to-vigorous physical activity (p < .05, d = 0.42). Moreover, the intervention statistically significantly improved the percentage of schoolchildren achieving, on average, at least 60 minutes of moderate-to-vigorous physical activity and 10,000 steps per day (p < .05, Cramerʼs V = .521–.549). A gamified-based intermittent teaching unit using behavior modification strategies seems effective for improving schoolchildrenʼs physical activity levels.
体育教学中基于游戏场的间歇教学单元对学童加速度计测量的每周体育活动的影响:一项聚类随机对照试验。School-fit研究
本研究的主要目的是分析基于游戏场的间歇教学单元在体育设置中使用行为矫正策略对学童加速度计测量的每周身体活动水平的影响。共有小学生203人(女生39.8%;来自两所公立学校的9-12岁学生被随机分为实验组(n = 121)和对照组(n = 82)。实验组进行基于游戏的间歇教学单元(每次使用前15 分钟),每周三次,持续五周。行为矫正策略,如活动腕带、目标设定和教育咨询也被用于促进习惯性体育活动。在最后一个干预周之前和期间,通过ActiGraph wGT3X+/BT加速度计客观测量学童的身体活动水平。多水平线性模型结果显示,实验组学童每周中高强度体育活动有统计学显著改善(p <; )。05, d = 0.42)。此外,干预在统计上显著提高了学龄儿童的百分比,平均每天至少进行60 分钟的中等至高强度体育活动和10000步(p <; )。05, Cramer’s V = .521 -.549)。使用行为矫正策略的基于游戏的间歇教学单元似乎对提高学童的身体活动水平有效。
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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