Gaming is a leisure activity that many people engage in especially children. The activity has become so common among children and the youth that many are still doing it even in the early years of adulthood. Gaming has many negative effects compared to the positive effects involved. For example, as mentioned, the leisure activity tends to be addictive to many. With the increased number of games being created every day, the young are even more likely to delve deep into the activity without realizing that it has become addictive. Other notable effects of excessive gaming include reduced physical activity and laziness. The article by (Victoria, et.al. 2010) is highly relevant because it helps readers to create a vivid image of how consuming exergaming can be among children.
The study is very important because it covers the subject of exergaming using a sample of children in real life to highlight the actual effects of exergaming among individuals. Hence, those who engage in exergaming excessively can rely on the findings from the study to remove any doubts they might have about unusual behavior. By doing this, the affected individuals can carefully reflect on their behavior and decide the best course of action. On the other hand, parents can use the information provided by the study to assess the situation in their homes as well as their childrens behavior. This will go a long way towards shunning excessive exergaming among children. As described in the National Standards report, the scientific merit rating scale provides five dimensions that can be used to determine the effectiveness of a research intervention. They include research design, participant ascertainment, measurement of the dependent variable, generalization, and measurement of the independent variable (Green, Ricciardi & Boyd, 2009, p. 16).
In their study, (Fogel, et.el. 2009) used an alternating treatments design. This research design enabled them to compare the effects of exergaming and a physical education class on the period of physical activity (Fogel, et.al. 2010, p. 599). The same teacher conducted both the PE class and exergaming separately. However, in exergaming, ten gaming activities were involved. Using a ten-minute schedule for each activity, the students would shift from one game to another. This design strengthened the credibility of the results because it provided findings from a good number of gaming activities. Also, the PE class comprised of 25 students but the study involved four subjects to ease the rotation process. This sample of four students helped the researchers draw conclusive findings of the class in general.
The study used the total amount of time engaged in a physical activity and the total amount of time provided for a physical activity as the dependent variables (where physical activity could be for either PE or exergaming) (Fogel, et.al. 2010, p. 599). The dependent variables were measured in minutes. This method of variable measurement provided for the least possible measurement values creating a high probability of success and increasing the reliability of study findings. To show how the durations of physical activity in PE class and exergaming differed, the researchers employed duration keys that would be turned off immediately a physical activity stopped or an opportunity for a physical activity was not provided. This technique served as an appropriate checklist on the dependent variables for the researchers. It also helped support the credibility of the results obtained from the findings because the researchers were always aware of any new information.
The studys independent variables were the durations of PE class and exergaming. The variables were measured in minutes using 30-minute sessions (Fogel, et.al. 2010, p. 599). Using minutes enabled the researchers to collect data on each independent variable using the least possible units of measurement. Also, this heightened the probability of success of the study, which also strengthened the credibility of the results. To ensure treatment fidelity, the study was conducted with the help of the same PE teacher who provided opportunities to engage in physical activity. For purposes of implementation accuracy, the teacher conducted the physical activities in same durations allowed for a PE class. The strategy also raised the credibility of the results because it revealed how willing the students were to engage in either PE class or exergaming.
When selecting the participants for the study, the researchers focused on students with the lowest fitness score, good behavior, overweight, and those who were physically inactive in PE class. The study described those who were physically inactive as subjects who spent at least thirty percent of their time standing or watching others instead of participating in PE class (Fogel, et.al. 2010, p. 599). This method of selection served to reveal the main objective of the study because it only focused on inactive children. Hence, the results only showed information on the effects of exergaming as seen in inactive children.
The study used social validity surveys to show the spread of research effects on involved persons. The researchers demonstrated this using the teacher and students views on the treatment effects. First, the researchers involved the participants in a preference ranking analysis of the various gaming activities. The researchers then conducted a social validity examination on the PE teacher to gain his views on whether exergaming was as beneficial. This social validity survey aided in solidifying the credibility of the studys results because it provided information on the views of the PE teacher and the students as regards to the research intervention.
Fogel, V. A., Miltenberger, R. G., Graves, R., & Koehler, S. (2010). The effects of exergaming on physical activity among inactive children in a physical education classroom. Journal of applied behavior analysis, 43(4), 591-600.Green, G., Ricciardi, J. N., & Boyd, B. A. (2009). The National Standards Projectaddressing the need for evidence-based practice guidelines for autism spectrum disorders. National Autism Center. Massachusettes. National Standards Report.
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