Active Video Games in PE

This article supports the role of active video gaming in the physical education (PE) setting. Active video games require moderate-to-vigorous physical activity and appears to be a potential avenue to lower the childhood obesity rate in a manner that children would most enjoy. These type of games are opposite of sedentary video games where you are sitting as you play. Zhang et al. (2016), states, “Children are influenced by technology. Instead of trying to reduce screen time, the preceding physically active video games may be prime candidates for placement in school physical education. In fact, it has been evident that active video gaming intervention has potential in promoting physical activity in school physical education.” This article also discusses the difficulties of active video gaming, which include cost of gaming consoles, games, and controllers. The need to have updated games so the students face different challenges regularly is also important when considering students interests in the game.

I can support active video gaming in the sense of the student who has trouble being successful in PE. Maybe they are not the most skilled when it comes to being in a physical environment. The games might be able to help these students gain confidence in the gym. It is very hard for me to support active video gaming in any other sense though. I believe kids grow the most physically when they are in the physical game like environment. If they can control their bodies and be safe then the games can become more challenging. The more challenging the game to more students can learn strategy and excel their physical skills. As I try to help my students understand the joys of being an outside kid and how to be tough in that environment the video games are an advocate for kids to be inside in the safety of their home. I also feel it is hard to practice and gain the correct form for manipulative and locomotor skills while you have a controller in your hand. The role of the PE teacher is to help kids find a sport or game that they can be successful in and learn the skills to be active throughout the entirety of their life. I believe the active video game would take this role of a PE teacher away.

Zhang, T., Moore, W., Gu, X., Chu, T. L. &  Zan, G. (2016). Promoting children’s physical activity in physical education: the role of active video gaming. Journal of Teaching, Research, and Media in Kinesiology, 1-13.

Heart Rate Monitors

This peer reviewed research article evaluates high school students perceptions on the use of heart rate monitors in physical education (PE) class. Three major themes emerged from the data. One was the use of heart rate monitors to determine physical education class grades. The second included students' perceptions of fitness levels. The third theme that emerged was the consistency with which physical education instructors used heart rate monitors. All three of these themes impacted students 'perceptions of heart rate monitor use in physical education classes. Technology in schools has become an everyday tool and PE is no different from the regular classroom. A heart rate monitor can help tech savvy students find interest in being physically active and they can provide teachers with objective method of assessing students physical activity levels. Sixty minutes of moderate to vigorous physical activity a day is recommended to be physically healthy as a kid. These heart rate monitors can help motivate students to reach their target heart rate range (moderate to vigorous intensity on the heart) as well as inform them how hard they need to work to reach that range. This is a great tool for the educator and the student, but how do students respond to using this tool?

The results of this study showed when the heart rate monitors are used for a grade the students saw it as extrinsic motivation. They had trouble relating why they needed to know their heart rates and the feeling at a certain heart rate. They worked to reach target heart rates so they could get a good grade not so they could live a long and healthy life. The results also showed that the less fit students enjoyed this tool better because they did not have to work as hard to reach their target heart rate where as the more fit students had to work much harder based on their current fitness level. It was harder for those fit students to successfully be in their target heart rate range. The findings also suggest PE teachers make individualized plans for students with the heart rate monitors so all students can see their specific benefits on a personal level.

According to Partridge, King and Bian (2011), "The health of adolescents in the United States is quickly declining due in part to an increase in sedentary behaviors and a decrease in physical activity." This will lead to lower life expectancy. This has been trending because we as a society are letting technology control our lives. When you do not have to leave the couch to see the world, we become lazy and stop treating our bodies with respect. Jobs no longer demand physical labor, but instead can be done from a chair. We are becoming less healthy as a culture and disease (heart disease and diabetes) is prevailing. I believe these heart rate monitors can be successful in the high school setting pending the reason why the students use them. If their sole grade is based on being in the target heart rate we have failed as PE teachers. PE is more than being in a target heart rate for a certain period of time. The goal is to find a sport or physical activity that you can engage in throughout your entire life. These heart rate monitors should be used as tools to help support the students knowledge of why I need to be in my target heart rate and what it feels like to reach my target heart rate. If I know the feeling of being in my target heart rate I can get rid of the monitor and trust myself to reach that range.This will help students to be dedicated to living a long and healthy life.

Reference

Partridge, J., King, K., & Bian, W. (2011). Perceptions of Heart Rate Monitor Use in High School Physical Education Class. Physical Educator, 68(1), 30-44.