Trends in Sedentary Behavior, Physical Activity, and Motivation during a Classroom-Based Active Video Game Program
Open accessAbstract
The purpose of this preliminary study was to investigate trends in children’s sedentary behavior (SB), physical activity (PA), and motivation during a 12 week classroom-based Active Video Game (AVG) program. A sample of 16 children, recruited from an elementary school, participated in AVG for 30 minutes per school day for 12 consecutive weeks. School day time in SB and PA, in addition to step counts, were assessed across 12 weeks using accelerometers and motivation was assessed via questionnaires. Mixed effects models with a quadratic time parameter were employed to examine time trends. A significant negative trend was observed for SB, while light and vigorous PA and step counts yielded positive trends until approximately 8–9 weeks where a quadratic inflection point was observed (p < 0.001). Regarding motivational variables, enjoyment and social support from teachers significantly increased across 12 weeks (p < 0.05). A 12 week classroom AVG program yielded a positive trend in school day light and vigorous PA and step counts, and a negative trend in SB until 8–9 weeks into the program. This study supports the use of low-cost classroom-based AVG programs to improve children’s physical and mental health, but favorable PA trends were attenuated past 8–9 weeks.
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Features such as game-based rewards, challenges, competition, and feedback can enhance motivation, engagement, and enjoyment of physical activity, leading to increased participation in exercise.
“Features such as game-based rewards, challenges, competition, and feedback can enhance motivation, engagement, and enjoyment of physical activity, leading to increased participation in exercise [71–73].”
From Health Benefits of Video Games in Adolescents and Young Adults (2026) · cites this paper as [71]
The Introduction (page not specified) says active video games may improve youths’ physical activity and motivation, including enjoyment. The Procedures describe race competitions, and the Results report increased enjoyment and some physical activity during a classroom program. The paper does not establish that rewards, challenges, competition, or feedback individually produced those changes or increased exercise participation more generally. (LLM, conf=0.87)
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- Authors
- Fu, Y., Burns, R. D., Gomes, E., Savignac, A., & Constantino, N.
- Affiliations
- University of Nevada, Reno (US)
- University of Utah (US)
- Corresponding author
- Fu, You
- Venue
- International Journal of Environmental Research and Public Health
- Publisher
- MDPI AG
- Published
- 2019-08-07
- Volume
- 16
- Issue
- 16
- Pages
- 2821
- ISSN
- 1660-4601 (ISSN-L)
- PMC
- PMC6719136
- OpenAlex
- W2966408725
- Cited by
- 21
- References
- 26
- Citations by year
- 2026: 3 · 2025: 2 · 2024: 6 · 2023: 3 · 2022: 1 · 2021: 3 · 2020: 3
- FWCI
- 1.20
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- International Journal of Environmental Research and Public Health (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Health Sciences › Medicine › Physiology › Physical Activity and Health
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
- Keywords
- sedentary behavior, physical activity, exergames, classroom intervention, children, motivation, enjoyment, teacher social support, step count, light physical activity, high-intensity exercise, temporal trends, elementary school
- MeSH terms
- Child, Female, Humans, Male, Motivation, Schools, United States, Exercise, Video Games, Sedentary Behavior
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