Parents' and children's views on whether active video games are a substitute for the 'real thing'

Barnett, Lisa M, Ridgers, Nicola D, Hanna, Lisa and Salmon, Jo 2014, Parents' and children's views on whether active video games are a substitute for the 'real thing', Qualitative research in sport, exercise and health, vol. 6, no. 3, pp. 366-381.

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Title Parents' and children's views on whether active video games are a substitute for the 'real thing'
Author(s) Barnett, Lisa M
Ridgers, Nicola D
Hanna, Lisa
Salmon, Jo
Journal name Qualitative research in sport, exercise and health
Volume number 6
Issue number 3
Start page 366
End page 381
Total pages 16
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2014
ISSN 2159-676X
Keyword(s) fundamental movement skill
physical activity
sport
focus groups
interviews
electronic games
Summary Background:
Research has examined the energy cost associated with playing seated and active video games (AVGs), but not whether AVGs may benefit fundamental movement skills (FMS) in typically developing children. Improving FMS proficiency is a priority given its association with physical activity. This study aimed to identify children’s and parents’ perceptions of: (1) AVGs as a tool for developing FMS and (2) whether any skills gained during AVG play had potential to transfer to real life.

Methods:
This qualitative descriptive study included 29 parents of children aged 9–10 years who participated in semi-structured telephone interviews and 34 children who participated in six group discussions at school. Interview and discussion group data were recorded, transcribed and analysed thematically.

Results:
Parents and children had different perspectives on the potential of AVGs for FMS, which largely rested on different views of ‘reality’. Parents felt AVGs were not a substitute for the ‘real thing’, and therefore had limited FMS benefits. Overall, parents thought any FMS gained through AVGs would have poor transferability to ‘real life’. In contrast, children had a more fluid and expansive view of reality which incorporated both ‘real life’ and ‘virtual’ space. Whilst children could articulate limitations of AVGs for skill learning, they still reported extensive use of AVGs as a learning tool for movement skill, and considered that skill acquisition was highly transferable.

Conclusions:
Despite contrasting beliefs from parents and children, children used AVGs for FMS learning. Future research needs to determine whether actual FMS benefits are gained through AVGs.
Language eng
Field of Research 119999 Medical and Health Sciences not elsewhere classified
Socio Economic Objective 970111 Expanding Knowledge in the Medical and Health Sciences
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2013, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30054751

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