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Does playing a sports active video game improve object control skills of children with autism spectrum disorder?

Edwards, Jacqueline, Jeffrey, Sarah, May, Tamara, Rinehart, Nicole and Barnett, Lisa 2017, Does playing a sports active video game improve object control skills of children with autism spectrum disorder?, Journal of sport and health science, vol. 6, no. 1, pp. 17-24, doi: 10.1016/j.jshs.2016.09.004.

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Title Does playing a sports active video game improve object control skills of children with autism spectrum disorder?
Author(s) Edwards, Jacqueline
Jeffrey, SarahORCID iD for Jeffrey, Sarah orcid.org/0000-0001-8705-4180
May, TamaraORCID iD for May, Tamara orcid.org/0000-0001-6109-3958
Rinehart, NicoleORCID iD for Rinehart, Nicole orcid.org/0000-0002-9731-625X
Barnett, Lisa
Journal name Journal of sport and health science
Volume number 6
Issue number 1
Start page 17
End page 24
Total pages 8
Publisher Elsevier
Place of publication Amsterdam, The Netherlands
Publication date 2017-03
ISSN 2095-2546
2213-2961
Keyword(s) Autism spectrum disorder
child
Exergaming
Fundamental movement skills
Physical self-perception
XBox
Social Sciences
Science & Technology
Life Sciences & Biomedicine
Hospitality, Leisure, Sport & Tourism
Sport Sciences
Social Sciences - Other Topics
PHYSICAL-ACTIVITY LEVELS
ENERGY-EXPENDITURE
MOVEMENT SKILLS
YOUNG-CHILDREN
CEREBRAL-PALSY
MOTOR-SKILLS
WII FIT
METAANALYSIS
COMPETENCE
IMPACT
Summary Background: Active video games (AVGs) encourage whole body movements to interact or control the gaming system, allowing the opportunity for skill development. Children with autism spectrum disorder (ASD) show decreased fundamental movement skills in comparison with their typically developing (TD) peers and might benefit from this approach. This pilot study investigates whether playing sports AVGs can increase the actual and perceived object control (OC) skills of 11 children with ASD aged 6-10 years in comparison to 19 TD children of a similar age. Feasibility was a secondary aim. Methods: Actual (Test of Gross Motor Development) and perceived OC skills (Pictorial Scale of Perceived Movement Skill Competence for Young Children) were assessed before and after the intervention (6 × 45 min). Results: Actual skill scores were not improved in either group. The ASD group improved in perceived skill. All children completed the required dose and parents reported the intervention was feasible. Conclusion: The use of AVGs as a play-based intervention may not provide enough opportunity for children to perform the correct movement patterns to influence skill. However, play of such games may influence perceptions of skill ability in children with ASD, which could improve motivation to participate in physical activities.
Language eng
DOI 10.1016/j.jshs.2016.09.004
Field of Research 170106 Health, Clinical and Counselling Psychology
110603 Motor Control
Socio Economic Objective 920501 Child Health
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2017, Elsevier
Persistent URL http://hdl.handle.net/10536/DRO/DU:30090993

Document type: Journal Article
Collections: School of Psychology
School of Health and Social Development
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