DEVELOPING ENTERTAINING AND PHYSICAL ACTIVITY PROMOTING HEALTH GAME WITH PRE-ADOLESCENTS
Jan 13, 2017
DEVELOPING ENTERTAINING AND PHYSICAL ACTIVITY PROMOTING
HEALTH GAME WITH PRE-ADOLESCENTS
BACKGROUND
• Physical activity has beneficial effects on child’s health, wellbeing and development. However, physical inactivity increases during adolescence and has turned into one of the most significant public health problem globally
Age-appropriate and innovative interventions are needed
• Videogames reach children’s attraction and attention• According to the previous research entertainment in the game
facilitates engagement and promotes behavior change• When planning game interventions for health promotion purposes,
participatory research is essential part of the development and design of the games
Strong et al 2005, Baranowski et al 2008, Janssen & LeBlanc 2010, WHO 2010, Thompson et al 2012, Baranowski et al 2013, OECD 2013, Parisod et al 2014
The aim of this qualitative study was to describe pre-adolescents’ perceptions on the elements of entertaining and physical activity promoting health videogame
METHODSSampling
• Purposive sampling • Participants: 10–13 year old pre-adolescents• Sample size: n= 35 (girls n=18, boys n=17)• Heterogeneous sample with regard
of age, gameplay and physical activity in order to reach diversity of perceptionson the explored phenomenon
0
87
33 3
7
4
0
3
6
9
10 11 12 13
Num
ber o
f par
ticip
ants
Age
Age distribution (n=35)
Girls
Boys
29,4
17,6
11,8 11,8
29,4
6,3
31,3
6,3
12,5
6,3
37,5
0
5
10
15
20
25
30
35
40
1 2 3 4 5 6 7
Proc
ent %
Days/week
Gameplay
Girls
Boys
5,6
16,7 16,722,2
38,9
6,7 6,7 6,7 6,7 6,7
66,7
0
10
20
30
40
50
60
70
80
1 2 3 4 5 6 7
Proc
ent %
Days/week
Moderate to vigorous physical activity ≥1 h
Girls
Boys
METHODSData collection
• 6 Focus groups were conducted Groups were distributed according to the age (± 1 year in between) and gender Focus group sessions were held during school day within the schools One researcher was present and the sessions lasted around 30-45 minutes
• Concept maps Children were asked to write and draw things that they thought or preferred to
be included in the game that promotes physical activity Worked also as an ice-breaker
• Interviews During the interviews, children were asked questions about gameplay, physical
activity and elements of the game that promotes physical activity Interviews were recorded
METHODSAnalysis
• Recordings from the interviews were transcribed verbatim and combined with the texts from the concept maps, and analyzed through qualitative inductive thematic analysis
• Phases of the thematic analysis (Braun & Clarke 2006):1. Familiarizing yourself with your data2. Generating initial codes3. Searching for themes4. Reviewing themes5. Defining and naming themes6. Producing the report
RESULTSTHEMES ELEMENTS
GAME IS FUN, BUT CHALLENGING
funnes
intellectually challenging questions and tasks
different levels
goal setting for physical activity
GAME SUPPORTS FEELINGS OF SUCCESS
progression and reaching goals
learning
points, prizes and trophys
GAME ENABLES SOCIAL INTERACTION
online
playing together with others
competeition against others
GAME ENABLES CREATIVITY AND FEELINGS OF FREEDOM
free world
able to choose or create the characters
building the game world
influencing the course of the game
GAME INCLUDES PHYSICAL ACTIVITY RELATED ACTIVITY
versatile sports
variety set type of exercise and sports hobbies
variety of sports facilities
GAME INCLUDES PHYSICAL ACTIVITY RELATED INFORMATION
information on type of exercise and sports hobbies
information on physical activity in general
information on the consequences of physical activity
CONCLUSIONS
• Versatile data collection methods were fruitful • Pre-adolescents voices were heard and their role as an expert of
their own health and its promotion were emphasized Framework for age-appropriate physical activity promoting health
videogame
WHATS NEXT?
THANK YOU!Contact: [email protected]
REFERENCES• Baranowski T, Buday R, Thompson D. & Baranowski J. 2008. Playing for real: Video games and stories
for health-related behavior change. American journal of preventive medicine 34(1), 74–82.• Baranowski T, Richard Buday R, Thompson D, Lyons E, Shirong Lu A & Baranowski J. 2013.
Developing Games for Health Behavior Change: Getting Started. Games for Health journal: Research, Development, and Clinical Applications 2(4), 183-190.
• Braun, V. & Clarke, V. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology 3(2), 77-101.
• Janssen I. & LeBlanc A. 2010. Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity 7(40). doi: 10.1186/1479-5868-7-40.
• OECD 2013. Health at a Glance 2013: OECD Indicators. http://www.oecd.org/els/health-systems/Health-at-a-Glance-2013.pdf. Accessed 12.1.2015.
• Strong WB, Malina RM, Blimkie C, Daniels SR, Dishman RK, Gutin B, Hergenroeder AC, Must A, Nixon PA, Pivarnik JM, Rowland T, Trost S & Trudeau F. 2005. Evidence based hysical activity for school-aged youth. Journal of Pediaticsr 146, 732–737.
• Thompson D, Cullen KW, Boushey C. 2012. Design of a website on nutrition and physical activity for adolescents: Results from formative research. Journal of Medical Internet Research 14(2), e59. doi: 10.2196/jmir.1889
• Parisod H, Pakarinen A, Kauhanen L, Aromaa M, Leppänen V, Liukkonen T, Smed J, Salanterä S. 2014. Promoting children’s health with digital games: A review of reviews. Games for Health Journal 3(3), 145-156.
• WHO. 2010. Global recommendations on physical activity for health. http://whqlibdoc.who.int/publications/2010/9789241599979_eng.pdf. Accessed 12.1.2015.