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Children's Physical Activity and Psychosocial Beliefs in Mobile Application-Based Physical Education Classes

机译：基于移动应用的体育课中儿童的体育活动和社会心理观念

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摘要

Childhood obesity has become a national concern in the U.S. over the past decades. Offering quality physical education programs is one of the effective approaches of a variety of school-based physical interventions. To gain children's attention and their lack of interest in physical movement, physical education teachers have recently employed novel technologies, such as the iPad and exercise-related mobile applications. While many studies examined the effect of these devices on promoting individuals' physical activity in primary and fitness settings, few research was done on physical education settings. The purpose of this study was to examine the app-based physical education classes on children's physical activity and their psychosocial beliefs. Fourth and fifth grade children from two elementary schools (n = 157) participated in this study. Children from one school received a short-term app-based intervention while those from the other school participated in traditional physical education classes with limited technology use, serving as a comparison group. Children's sedentary, light and moderate-to-vigorous physical activity during physical education classes was measured with accelerometers. A battery of questionnaires was used to assess children's self-efficacy, outcome expectancy, social support, and enjoyment in physical education. Children in the app-based group spent approximately 21.3% of their class time on moderate-to-vigorous activity while children in the comparison group spent approximately 30.5% of their time. Both fell far below the recommended level of spending at least 50% of the class time on moderate-to-vigorous physical activity. The app-based group demonstrated significantly less increased percentage of time spent in both light physical activity (--6.2% vs. 4.2%), F (1, 154) = 97.7, p < 0.001, eta2 = 0.39, and moderate-to-vigorous physical activity (--8.6% vs. --1.6%), F (1, 154) = 31.4, p < .001, eta p2 = 0.17. The app-based group (14.8%) also had a significantly greater increased percentage of time in sedentary behavior than the comparison group (--2.6%), F (1, 154) = 110.6, p < 0.001, eta2 = 0.42. For children's beliefs, there was no significant differences in increases of all four beliefs between the app-based group and the comparison group. Correlation analyses of children's post-tests indicated that none of the children's beliefs was significantly associated with children's physical activity, while enjoyment significantly related to the percentage of time spent in moderate-to-vigorous physical activity in the comparison group. The results of the regression analyses indicated the four predictors explained 6.1 % of the variance in children's post-test moderate-to-vigorous physical activity in the app-based group, R2 = 0.06, F (4,66) = 1.07, p = 0.38. In the comparison group, the four predictors explained 9.4 % of the variance in the percentage of time spent in moderate-to-vigorous physical activity, but the model was also not significant, R 2 = 0.09, F (4, 73) =1.89, p = 0.12. It appears that the app-based physical education classes were not effective in improving elementary children's physical activity and psychosocial beliefs, possibly due to a learning curve. A longer intervention period may be needed to witness true effect of app-based physical education classes on promoting children's physical activity and beliefs. It is also recommended that children themselves have more opportunities to engage in group activities using iPads and apps to benefit more from the features such as video playback to receive feedback on their own movements.
机译：在过去的几十年中，儿童肥胖症已成为美国关注的国家。提供优质的体育课程是各种基于学校的体育干预的有效方法之一。为了引起孩子们的注意和他们对体育运动的兴趣，体育教师最近采用了新颖的技术，例如iPad和与运动有关的移动应用程序。尽管许多研究检查了这些设备在促进小学和健身环境中个体身体活动方面的作用，但在体育环境中进行的研究却很少。本研究的目的是研究基于应用程序的体育课，内容涉及儿童的体育活动及其心理社会信仰。来自两个小学（n = 157）的四年级和五年级孩子参加了这项研究。一所学校的孩子接受了基于应用程序的短期干预，而另一所学校的孩子则作为比较组参加了技术使用有限的传统体育课。用加速度计测量在体育课上儿童的久坐，轻度和中度至剧烈运动。使用一系列调查表评估儿童的自我效能，预期结果，社会支持和体育锻炼的乐趣。基于应用程序的组中的孩子大约在课堂上花费21.3％的时间来进行中度至剧烈的活动，而比较组中的孩子则花费了大约30.5％的时间。两者均远低于建议的水平，即在中等至剧烈的体育锻炼上花费至少50％的上​​课时间。基于应用程序的组显示出在轻度运动中花费的时间百分比显着减少（-6.2％对4.2％），F（1，154）= 97.7，p <0.001，eta2 = 0.39和中度-剧烈的体育活动（-8.6％对--1.6％），F（1，154）= 31.4，p <.001，eta p2 = 0.17。基于应用的组（14.8％）的久坐行为时间百分比也显着大于比较组（-2.6％），F（1，154）= 110.6，p <0.001，eta2 = 0.42。对于儿童的信仰，基于应用程序的组和对照组之间的所有四种信仰的增长没有显着差异。对儿童后测的相关分析表明，儿童的信念与儿童的体育活动没有显着相关，而在比较组中，享受与中度至剧烈体育活动所花费的时间百分比显着相关。回归分析的结果表明，四个预测因子解释了基于应用的组中儿童测试后中度到剧烈身体活动的变化的6.1％，R2 = 0.06，F（4,66）= 1.07，p = 0.38。在比较组中，这四个预测变量解释了中度至剧烈体育锻炼所花费时间百分比的9.4％，但该模型也不显着，R 2 = 0.09，F（4，73）= 1.89 ，p ＝ 0.12。看来，基于应用程序的体育课可能无法改善小学生的体育活动和社会心理观念，这可能是由于学习曲线所致。可能需要更长的干预时间才能见证基于应用程序的体育课对促进儿童的体育活动和信仰的真正效果。还建议孩子们自己有更多的机会使用iPad和应用程序参加小组活动，以从视频播放等功能中获得更多好处，以接收有关自己动作的反馈。

著录项

  • 作者

    Lee, Jung Eun June.;

  • 作者单位

    University of Minnesota.;

  • 授予单位 University of Minnesota.;
  • 学科 Kinesiology.;Physical education.;Educational technology.;Elementary education.
  • 学位 Ph.D.
  • 年度 2018
  • 页码 131 p.
  • 总页数 131
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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