Introduction of Active Video Gaming Into the Middle School Curriculum as a School-based Childhood Obesity Intervention

Abstract 

School-based physical education (PE) interventions are encouraged as a recommendation to support an increase in moderate to vigorous physical therapy by modifying curricula to allow for more active time in PE class. Based on these recommendations, the goal of this project was to incorporate a video gaming system as a fitness activity into a traditional PE class to enhance the curriculum and increase student participation and active time. The sample consisted of 86 sixth-grade students at a pilot middle school. A paired samples t test was conducted to evaluate whether students (n = 82) increased their participation in PE class after the intervention. The results indicated that the postintervention students (M = 4.37, SD = .80) were significantly more active in PE class than before the intervention (M = 4.16, SD = .88, t(81) = −2.27, P = .026). Significant findings included an increase in the percentage of students using the software options of Just Dance and Dance Dance Revolution before and after the intervention. Prior to implementation, the use of Just Dance was reported at 11.6%; the percentage more than doubled to 25.6% after the intervention. Similar findings were noted for Dance Dance Revolution, as pre-implementation use was reported to be 10.5% and postintervention usage was reported to be 19.8%. This project has proved to be an effective intervention to meet state and national PE standards while increasing adolescent activity as a measure to decrease the childhood obesity epidemic. The intervention also suggests that positive modeling behaviors proposed in school can encourage positive behaviors at home. Long-term efficacy and continued usage within this school and expansion to other schools and to alternate age groups warrants further investigation.

Key Words: Childhood obesity, school-based interventions, active video gaming