scholarly journals Using Narrative Game Design to Increase Children’s Physical Activity: Exploratory Thematic Analysis

10.2196/16031 ◽  
2019 ◽  
Vol 7 (4) ◽  
pp. e16031 ◽  
Author(s):  
Amy Shirong Lu ◽  
Melanie C Green ◽  
Debbe Thompson

Background Physical activity is crucial for child obesity prevention and intervention. Narratives embedded in active games can increase children’s physical activity. Objective Little is known about the narrative characteristics that would motivate children to exercise. We attempted to fill the gaps in understanding regarding narrative design for active video games. Methods In this exploratory study, four animated narratives of different genres were professionally generated. Children (N=41) between the ages of 8 and 12 years were interviewed to identify their preferences. Sessions were digitally recorded, transcribed, and analyzed using exploratory thematic analysis. Results Findings revealed that the children rated the dystopian science fiction story as their favorite across all weight, race, and gender groups. The physical activity-friendly narrative strategies included virtuous characters, extraordinary character actions, interesting plots, super powers, and engaging cliffhangers. Alternatively, information not related to physical activity, difficult-to-follow plot lines, passive protagonists, and repetitive narrative tropes were less appealing for physical activity. Conclusions This research provides preliminary evidence that narratives have characteristics that may increase child physical activity when playing active games. Future empirical studies should verify and test these design principles.

PEDIATRICS ◽  
2012 ◽  
Vol 129 (3) ◽  
pp. e636-e642 ◽  
Author(s):  
T. Baranowski ◽  
D. Abdelsamad ◽  
J. Baranowski ◽  
T. M. O'Connor ◽  
D. Thompson ◽  
...  

Author(s):  
Lexie R. Beemer ◽  
Tiwaloluwa A. Ajibewa ◽  
Gabriel DellaVecchia ◽  
Rebecca E. Hasson

The purpose of this study was to determine the effect of adding game design elements (goal setting, feedback, and external rewards) to an evidence-based physical activity intervention to increase in-class physical activity participation (intensity of activity breaks performed). Nine third- through sixth-grade classrooms (n = 292 students) in one elementary-middle school in Detroit, Michigan (49% female, 95% nonwhite; 80% qualified for free/reduced lunch) participated in this 20-week intervention where teachers implemented 5 × 4 min moderate-to-vigorous activity breaks per day. Gamification of activity breaks occurred during weeks 13–20 of the intervention and included the use of game design elements and classroom goals for activity break intensity. Moderate-to-vigorous physical activity (MVPA) during activity breaks was measured via direct observation. There was a significant effect of intervention with a 27% increase in student MVPA participation during the gamified intervention weeks compared with the standard intervention weeks (p = 0.03). Gamification of activity breaks resulted in 55% (compared with 25% during the standard intervention) of students accumulating approximately 20 min of health-enhancing physical activity per day in their classroom. These findings provide preliminary evidence that gamifying activity breaks may be an important strategy for increasing student participation in classroom activity breaks.


2020 ◽  
Vol 17 (5) ◽  
pp. 540-547
Author(s):  
Cody D. Neshteruk ◽  
Deborah J. Jones ◽  
Asheley Skinner ◽  
Alice Ammerman ◽  
Deborah F. Tate ◽  
...  

Background: Parents are influential in supporting children’s physical activity, but relatively little is known about the role of fathers in children’s physical activity. Methods: Semi-structured interviews (n = 24) were conducted with low-active and active fathers of children 3–11 years old. Deductive thematic analysis was used to identify fathers’ physical activity practices and understand how fathers interact with their children around physical activity. Results: All fathers demonstrated coparticipation in physical activity with their children. Other physical activity practices commonly used by fathers included as follows: facilitation of active opportunities, modeling, involvement through coaching or teaching, and encouragement. In addition, fathers viewed physical activity as an opportunity to spend time with their children to bond and develop shared interests. Finally, fathers perceived their role in children’s physical activity to be different compared with mothers. Regarding father activity level, active fathers discussed modeling more frequently and tended to engage in a variety of different activities compared with low-active fathers. Conclusions: Fathers play an important role in their children’s physical activity, suggesting that physical activity may be one context in which to prompt paternal involvement, foster father–child relationships, and strengthen paternal parenting.


2009 ◽  
Vol 23 (5) ◽  
pp. 315-319 ◽  
Author(s):  
Kirsten Krahnstoever Davison

Purpose. To identify barriers to parents' support of their children's physical activity (PA) and to develop a survey to assess such barriers. Methods. Eighty-two parents (40 white; 36 African-American; 6 other) of elementary school-aged children participated in small-group interviews. Parents reported barriers to supporting their children's PA and suggested possible solutions. This information was used to develop the Barriers to Activity Support Scale (BASS), which was completed by 75 of the 82 parents along with a survey that assessed the parents' support for their children's PA. Results. Parents reported community-based, interpersonal, and intrapersonal barriers to supporting their children's PA. Top barriers included the importance of children's school performance, a lack of facilities, and concerns about safety. Parents who reported greater barriers reported lower support for their children's PA. Discussion. Results provide preliminary evidence for the reliability and validity of the BASS and highlight the need to address barriers during the development of family-based PA programs.


2018 ◽  
Author(s):  
Damon Joyner ◽  
Heidi Wengreen ◽  
Sheryl Aguilar ◽  
Gregory Madden

BACKGROUND The FIT Game is a low-cost intervention that increases fruit and vegetable consumption in elementary school children. For this study, the FIT Game was adapted into an intervention designed to increase children’s physical activity at school. OBJECTIVE We aimed to evaluate if the FIT Game could increase children’s physical activity relative to their baseline levels. METHODS A total of 29 participants were recruited from a sixth-grade classroom. An ABAB reversal design was used. Participants wore an accelerometer while at school during pre/postintervention baseline (A) and intervention (B) phases. During the FIT Game intervention, daily physical activity goals encouraged the class to increase their median daily step count above the 60th percentile of the previous 10 days. When daily goals were met, game-based accomplishments were realized. RESULTS Children met their activity goals 80% of the time during the intervention phases. Physical activity at school increased from a median of 3331 steps per day during the baseline to 4102 steps during the FIT Game phases (P<.001, Friedman test). CONCLUSIONS Preliminary evidence showed that playing the FIT Game could positively influence children’s physical activity at school.


2012 ◽  
Author(s):  
Kerry Vander Ploeg ◽  
Katerina Maximova ◽  
Stefan Kuhle ◽  
Aline Simen-Kapeu ◽  
Paul Veugelers

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