Active Video Gaming Using an Adapted Gaming Mat in Youth and Adults with Physical Disabilities: Observational Study (Preprint)

BACKGROUND A common leisure-time activity amongst youth and adults in the United States is video game play. Playing video games is typically a sedentary endeavor, however, to encourage an increased level of physical activity in an engaging and enjoyable way active video gaming has become popular. Unfortunately, accessibility of gaming controllers is often an issue for persons with disabilities. To address this issue, a commercial off-the-shelf (OTS) gaming mat was adapted to facilitate use by individuals with mobility impairments. OBJECTIVE To examine energy expenditure, enjoyment, and game play experience in youth and adults with mobility impairment during active video gaming (AVG) using OTS and adapted versions of a gaming mat. METHODS The study used an observational design. During visit 1, physical function was assessed, and participants were given a familiarization period with the gaming system. For visit 2, based on observation during the physical function tests and discussion with the participant, it was decided whether the participant would play in a standing or seated position. For standing game play the mat was placed on the floor and for seated play the mat was placed on a height- and tilt-adjustable tabletop. Metabolic data were collected during a 20-minute baseline and four 10-minute bouts of Wii Fit Plus game play, two bouts on each of the mats (adapted, OTS). During gameplay, research staff observed and rated participants’ ability to use the game controller (mat) and quality of gameplay. At the end of each game set, participants reported their rating of perceived exertion on a scale from 0-10. During rest participants completed the Physical Activity Enjoyment Scale (PACES). Participants also answered additional questions regarding usability of the system with each controller (adapted mat, OTS mat). Statistical analyses were computed using Stata 16. Linear mixed-effects maximum likelihood regression was performed, separately for individuals who were able to play standing and for those who played seated. RESULTS A convenience sample of 78 individuals with mobility impairments between the ages of 12 and 60 years (mean 39.6, SD 15.8) participated in the study. Of the sample, 48 participants played the video games in a seated position, while 30 played the games standing. Energy expenditure and heart rate tended to be higher in the OTS mat condition for seated players, while values were similar for both conditions among standing players. However, seated participants reported greater game play experience and both groups exhibited a higher quality of game play during the adapted mat condition. CONCLUSIONS Active video gaming using an adapted gaming mat provided an enjoyable exercise activity for individuals with mobility impairments. Use of the adapted controller provides a means by which this population can engage in light to moderate intensity active video gaming, thereby reducing sedentary leisure time. CLINICALTRIAL ClinicalTrial: ClinicalTrials.gov Identifier: NCT02994199

Effect of an Active Video Gaming Classroom Curriculum on Health-Related Fitness, School Day Step Counts, and Motivation in Sixth Graders

Background: The purpose of this study was to explore the effect of an active video gaming (AVG) classroom curriculum on health-related fitness, school day steps, and motivation in sixth graders. Methods: A convenience sample of 65 sixth graders were recruited from 2 classrooms from a school located in the Western United States. One classroom served as the comparison group (n = 32) that participated in active free play, and one classroom served as the intervention group (n = 33) that participated in an AVG curriculum for 30 minutes per day, 3 days per week, for 18 weeks. Cardiorespiratory endurance was assessed using Progressive Aerobic Cardiovascular Endurance Run laps. School day steps were recorded, and motivational variables were collected using questionnaires. Measures were collected at baseline and an 18-week posttest time point. Results: There was a significant group × time interaction for Progressive Aerobic Cardiovascular Endurance Run laps (b = 20.7 laps; 95% confidence interval, 14.6 to 26.8; P < .001). No statistically significant interactions were found for step counts or any of the motivational variables. Conclusions: An 18-week AVG classroom curriculum improved cardiorespiratory endurance relative to the comparison group in sixth graders. This study supports the use of low-cost AVG curricula to improve the health-related fitness of youth.