Motor Behavior

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Editorial Board

Publication Ethics

Indexing and Abstracting

Related Links

FAQ

Magazine fees received

Guide for Authors

forms

Peer Review Process

The Compare the effective of action video games and fundamental sports games on the development of motor skills in Fourth grade elementary students

Document Type : Research Paper

Authors

1 Department of Motor Behavior,Central Tehran Branch Islamic Azad Universit , Tehran, Iran

2 Department of motor behavior , central tehran branch, islamic azad university, Tehran, Iran

3 Department of Educational Sciences and Psychology,Tarbiat Dabir Shahid Rajaei University, Tehran, Iran

Abstract

The aim of this study was to compare the effectiveness of active video games and basic sports games on the development of motor skills in fourth grade male students in Ahvaz. The method of the present study was quasi-experimental with pretest-posttest design with control group. The statistical population of this study included all 10-year-old boys in primary schools in Ahvaz, 60 of whom were selected by convenience sampling and randomly divided into three groups of 20 action video game, fundamental sports game and control (inactive video). The instrument used in this study was the Bruininks-Oseretsky motor proficiency test, version 2. Participants performed the pre-test Bruininks-Oseretsky Skills Test 2. Then, the action video games group with the Xbox 360 Kinect; and the basic sports games practiced with skills of locomotion and object control in 5 steps for 8 weeks, 2 a week and 30 minutes per session. The control group also practiced inaction video games under the full supervision of the examiner. At the end of the training sessions, Post-test of Bruininks-Oseretskymotor proficiency test version 2 was performed. The results showed that both groups of action video and basic sports had a significant effect on the development of perceptual motor skills compared to the control group. But no difference was observed between the two experimental groups. Based on the findings of this study, it is possible to use both basic sports and Action video methods, or a combination of both methods in the absence of suitable environmental conditions for motor development.

Keywords

References
  1. Payne VG, Isaacs LD. Human motor development: a lifespan approach. New York; 2017. 18-20.
  2. Gabbard C, Caçola P, Spesatto B, Santos DC. The home environment and infant young children’s motor development. Advances in Psychology Research. 2012; 90:105-23.
  3. Fox Sharon E, Levitt pat, Nelson, Charles A. Influence the development of brain architecture child development. 2010;81(1):20-40.
  4. Mori Sh, Nakamoto H, Mizuochi H, Ikudome S, Gabbard C. Influence of affordances in the home environment on motor development of young children in Japan. Child Development Research. 2013;898406.
  5. Canola P, Gabbard C, Santos DC, Batistela ACT. Development of the affordances in the home environment for motor development–infant scale. Pediatrics International. 2011;53(6):820-5.
  6. Freitas TC, Gabbard C, Cacola P, Montebelo MI, Santos DC. Family socioeconomic status and the provision of motor affordances in the home. Brazilian Journal of Physical Therapy. 2013;17(5):319-27.
  7. Haywood Kathleen M. Growth and motor development. Khalaji H (Persian translator). 1st Tehran: Publication of Movement; 2009. pp. 87-74.
  8. Anshel MH. Sport psychology: from theory to practice. : Gorsuch Scarisbrick Pub; p. 300.
  9. Bremer E, Lloyd M. School-based fundamental-motor-skill intervention for children with autism-like characteristics: an exploratory study. Adapt Phys Activ Q. 2016;33(1):66-88.
  10. Costello K, Warne J. A four-week fundamental motor skill intervention improves motor skills in eight to 10-year-old Irish primary school children. Cogent Soc Sci. 2020;6(1):1724065.
  11. Bremer E, Balogh R, Lloyd M. Effectiveness of a fundamental motor skill intervention for 4-year-old children with autism spectrum disorder: a pilot study. Autism. 2015;19(8):980-91.
  12. Tsuda E, Goodway JD, Famelia R, Brian A. Relationship between fundamental motor skill competence, perceived physical competence and free-play physical activity in children. Res Q Exerc Sport. 2020;91(1):55-63.
  13. Zeng N, Ayyub M, Sun H, Wen X, Xiang P, Gao Z. Effects of physical activity on motor skills and cognitive development in early childhood: a systematic review. BioMed Res Int. 2017;44(3):1-13.
  14. Adamo KB, Wilson S, Harvey AL, Grattan KP, Naylor PJ, Temple VA, et al. Does intervening in childcare settings impact fundamental movement skill development? Med Sci Sports Exerc. 2016;48(5):926-32.
  15. Bonvin A, Barral J, Kakebeeke TH, Kriemler S, Longchamp A, Schindler C, et al. Effect of a governmentally-led physical activity program on motor skills in young children attending child care centers: a cluster randomized controlled trial. Int J Behav Nutr Phys Act. 2013;10(1):90-105.
  16. Laukkanen A, Pesola AJ, Heikkinen R, Sääkslahti AK, Finni T. Correction: family-based cluster randomized controlled trial enhancing physical activity and motor competence in 4-7-year-old children. PloS One. 2015;10(11):88- 105.
  17. Mavilidi MF, Okely AD, Chandler P, Cliff DP, Paas F. Effects of integrated physical exercises and gestures on preschool children’s foreign language vocabulary learning. Educ Psycho Rev. 2015;27(3):413-26.
  18. Arabi M, Velayati V, sahebi S. Comparison the effect of gymnastic training and free playing on motor proficiency of children. Sport Psycho. 2016;2(4):105-113. (In Persian).
  19. Sadat Emarati F, Namazizadeh M, Mokhtari P, Mohammadian F (2010). Effects of selected elementary school games on the perceptual-motor ability and social growth of 8-to-9 year-old female students. Res in Rehab Scie. 2010;7(5):660-73.
  20. Staiano AE, Calvert SL. Exergames for physical education courses: physical, social, and cognitive benefits. Child Devel Persp. 2011;5:93–8.
  21. Bailey BW, McInnis K. Energy cost of exergaming: a comparison of the energy cost of 6 forms of exergaming. Arch Ped Adoles Med. 2011;4(7):597-602.
  22. Lee J, Zhang T, Chu TL, Gu X, Zhu P. Effects of a fundamental motor skill-based afterschool program on children’s physical and cognitive health outcomes. Int J Env Res Pub Health. 2020;17(3):733.
  23. Cebolla AA, Lvarez-Pitti JC, Provinciale JG. Alternative options for prescribing physical activity among obese children and adolescents: brisk walking supported by an exergaming platform. Nut Hospitalaria. 2015;31(2):841–8.
  24. Sween J, Wallington SF, Sheppard V, et al. The role of exergaming in improving physical activity: a review. J of Phy Act and Health 2014;11:864–870.
  25. Vernadakis N, Papastergiou M, Zetou E, Antoniou P. The impact of an exergame-based intervention on children's fundamental motor skills. Computers & Educ. 2015;1(83):90-102.
  26. Barnett LM, Ridgers ND, Reynolds J, Hanna L, Salmon J. Playing active video games may not develop movement skills: an intervention trial. Preventive Medic Rep. 2015;1(2):673-8.
  27. Johnson TM, Ridgers ND, Hulteen RM, Mellecker RR, Barnett LM. Does playing a sports active video game improve young children’s ball skill competence? J Sci Med Sport. 2015;19:432–6.
  28. Jelsma D, Geuze RH, Mombarg R, Smits-Engelsman BC. The impact of Wii Fit intervention on dynamic balance control in children with probable developmental coordination disorder and balance problems. Hum Mov Sci. 2014;1(33):404-18.
  29. Anderson-Hanley C, Tureck K, Schneiderman RL. Autism and exergaming: effects on repetitive behaviors and cognition. Psychol Res Behav Manag. 2011;4:129–37.
  30. Ye S, Lee JE, Stodden DF, Gao Z. Impact of exergaming on children’s motor skill competence and health-related fitness: A quasi-experimental study. J Clin Med. 2018;7(9):261.
  31. Smits-Engelsman BC, Jelsma LD, Ferguson GD. The effect of exergames on functional strength, anaerobic fitness, balance and agility in children with and without motor coordination difficulties living in low-income communities. Hum Mov Sci. 2017;55:327-37.
  32. Ma AW, Qu L. The effect of exergaming on eye-hand coordination among primary school children: a pilot study. Adv in Physi Educ. 2016;22; 6(2):99-102.
  33. Soltani H, Sadeghian M R, Samadi H. The Effect of exergame and traditional games on the development of fundamental movement skills in children with developmental motor delay of 7-9 years old. J Motor Behav Sci. 2018;1(3):245-53. .
  34. Jafari Gandomani, N, Abedanzade, R, Saemi, E. The effect of active video games on the learning of dart throwing skill in children with autism. J Develop Motor Learning. 2019;11(2):183-97. (In Persian).
  35. Carmosino K, Grzeszczak A, McMurray K, Olivo A, Slutz B, Zoll B, et al. Test items in the complete and short forms of the BOT-2 that contribute substantially to motor performance assessments in typically developing children 6-10 years of age. Journal of Student Physical Therapy Research. 2014;7(2): .
  36. BJørgen K. Physical activity in light of affordances in outdoor environments: qualitative observation studies of 3–5 years olds in kindergarten. Cham: Springer; 2016. pp. 5, 950.
  37. Gao Z, Zeng N, C. Pope Z, Wang R, Yu F. Effects of exergaming on motor skill competence, perceived competence, and physical activity in preschool children. J of Sport and Health Sci. 2019;8:106-113.
  38. Barnett LM, Hinkley T, Okely AD, Hesket K, Salmon JO. Use of electronic games by young children and fundamental movement skills? Percep Motor Skills. 2012;114(3):1023-34.
  39. Hammond J, Jones V, Hill EL, Green D, Male I. An investigation of the impact of regular use of the Wii Fit to improve motor and psychosocial outcomes in children with movement difficulties: a pilot study. Child: Care, Health and Develop. 2014;40(2):165-75.
  40. Mombarg R, Jelsma D, Hartman E. Effect of Wii-intervention on balance of children with poor motor performance. Rese Develop Disabi. 2013;34(9):2996-3003.
  41. Bonney E, Ferguson G, Smits-Engelsman B. The efficacy of two activitybased interventions in adolescents with developmental coordination disorder. Res Dev Disabil. 2017; 71:223-36.
  42. Ferguson GD, Jelsma D, Jelsma J, Smits-Engelsman BCM. The efficacy of two task-orientated interventions for children with developmental coordination disorder: neuromotor task training and Nintendo Wii fit training. Res Dev Disabil. 2013;34(9):2449–61.
  43. Bonney E, Jelsma D, Ferguson G, Smits-Engelsman B. Variable training does not lead to better motor learning compared to repetitive training in children with and without DCD when exposed to active video games. Res Dev Disabil. 2017;62:124–36.
  44. Ju YJ, Du YC, Lin LY, Hou CR, Lin PY, Cherng RJ. The effect of laboratorydeveloped video games on balance performance in children with developmental coordination disorder. Biomed Eng Appl Basis Commun. 2018;30(1): .
  45. Straker L, Howie E, Smith A, Jensen L, Piek J, Campbell A. A crossover randomised and controlled trial of the impact of active video games on motor coordination and perceptions of physical ability in children at risk of developmental coordination disorder. Hum Mov Sci. 2015;42:146–60.
  46. George AM, Rohr LE, Byrne J. Impact of Nintendo Wii games on physical literacy in children: motor skills, physical fitness, activity behaviors, and knowledge. Sports. 2016; 4(1):3.
  47. Halsband U, Lange RK. Motor learning in man: a review of functional and clinical studies. J of Physio-Paris. 2006; 99(4-6):414-24.
  48. Hammond J, Jones V, Hill EL, Green D, Male I. An investigation of the impact of regular use of the Wii Fit to improve motor and psychosocial outcomes in children with movement difficulties: a pilot study. Child Care Health and Development. 2014;40(2):165-75.
  49. Müller AB, Valentini NC, Bandeira PF. Affordances in the home environment for motor development: validity and reliability for the use in daycare setting. Infant Behav Dev. 2017;1(47):138-45.
  50. Hamidian N, Rezaeian F, Haghighat Sh. The effect of local and indigenous games on the development of visual motor perception of students with mental retardation and the first year of elementary school in Shiraz. Exceptional Education. 2015;111:29-38. (In Persian).
  51. Mehrab Z, Zeydabadi R. The effect of local indigenous games and Spark program on some perceptual-motor abilities of girls with mental disabilities under 41 years old. 9th International Conference on Physical Education and Sports Science. Tehran; 2014. (In Persian).
  52. Ahmadzade Z, Abdimoghadam S, Farrokhi A. The effect of computer games and local games on eye-hand coordination in 7-10 years children. Mot Behav. 2013;5(15):61-72. (In Persian).
  53. Zigler E. The retarded child as a whole person. In Adams HE, Boardman WK. editors. Advances in experimental clinical psychology. Vol. 1. New York: Pergamon; 1970.
  54. Jalilvand M. The effectiveness of physical activity with motor-cognitive approach on executive function in children with attention deficit/hyperactivity disorder. Jorjani Biom J. 2020;8(2):17-26. (In Persian).
  55. Aghdaei M, Azimzadeh E, Akbari D. The effect of local games on visual-motor skills in students with respect to the experience in computer games. Mot Behav. 2017;9(29):169-82. (In Persian).
  56. Rink J. Teaching physical education for learning. Boston, MA: McGraw-Hill Higher Education; 2010.
  57. Goodway JD, Crowe H, Ward P. Effects of motor skill instruction on fundamental motor skill development. Adap Phys Act Q. 2003;20(3):298-314.
  58. YeGraham G, Holt-Hale, SA, Parker M. Children moving: a reflective approach to teaching physical education. 8th New York, NY: McGraw-Hill; 2009.
Motor Behavior
Volume 14, Issue 47 - Serial Number 47
April 2022
Pages 139-170
Files
History
  • Receive Date: 26 December 2020
  • Revise Date: 15 June 2021
  • Accept Date: 19 July 2021
Share
How to cite
Statistics