Exergaming and physical education: A qualitative examination from the teachers' perspectives

Abstract

ABSTRACT Active video games, or exergames, which require the physical movement of the participant's body, are being recognized as one possible solution to a diminishing interest in childhood physical activity. Exergaming extends beyond the home and arcade and into the education sector, where it is being used as part of the physical education (PE) curriculum. This study is a qualitative examination of two elementary school PE teachers' reflections of a sixweek exergaming program with their fourth grade students. Through a phenomenological approach, semi-structured interviews were conducted, transcribed and analyzed. Analysis through Social Cognitive Theory revealed several themes including the value of exergaming, student motivation, tailoring needs, accountability, self-awareness and challenges with implementation. Teachers in the study reported that exergaming was a positive curricular option that was students enjoyed resulting in high levels of student engagement. The variety of exergame activities provided a diverse learning experience that resulted in sustained engagement by the students. Student accountability appeared to help them focus on the task and enable them to make connections between their exergame movements and other movement activities. Challenges highlighted include the cost of the equipment, confidence in the use of technology and potential overuse. Future studies might consider investigating how teachers can objectively measure the connection between exergaming and student attitudes toward physical activity