Association of exergaming with physical literacy in Canadian children

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dc.contributor.authorThomas, Matthew P. L.
dc.contributor.authorUniversity of Lethbridge. Faculty of Arts and Science
dc.contributor.supervisorCopeland, Jennifer
dc.date.accessioned2017-01-19T22:11:35Z
dc.date.available2017-01-19T22:11:35Z
dc.date.issued2016
dc.degree.levelMastersen_US
dc.description.abstractProlonged sedentary time in children and youth is associated with decreased physical fitness, motor competence and overall health. Active video games (e.g. exergames) have been suggested as a more active alternative to sedentary screen time. While there is research examining the effect of video game use on specific physiological outcomes, there is limited evidence exploring how they affect the development of physical literacy. This study examined physical literacy using Canadian Assessment of Physical Literacy (CAPL) self-report questionnaires from 317 eight to thirteen year old Lethbridge area children. Independent sample t-tests were used to determine differences between genders as well as exergame users and non-users. Multiple linear regression analyses were conducted to determine if a relationship was present between exergaming time and the overall physical literacy score as well as the individual domains (physical competence, knowledge and understanding, motivation and confidence, and daily behavior). A discriminate function analysis was used to determine if CAPL interpretation group membership could be predicted by weekly exergame use. Sedentary screen-based activities were inversely related to the overall physical literacy score (P>.001), whereas exergaming time was not significantly associated with overall physical literacy. Self-reported exergaming time was negatively associated with knowledge and understanding and positively related to motivation and confidence. Our results suggest that increased screen time, regardless of exergame use, is detrimental to overall physical literacy. However, exergaming has the potential to increase children’s motivation and confidence.en_US
dc.description.sponsorshipMITACS University of Lethrbidgeen_US
dc.embargoNoen_US
dc.identifier.urihttps://hdl.handle.net/10133/4768
dc.language.isoen_USen_US
dc.proquest.subject0523en_US
dc.proquest.subject0575en_US
dc.proquestyesYesen_US
dc.publisherLethbridge, Alta : University of Lethbridge, Dept. of Kinesiology and Physical Educationen_US
dc.publisher.departmentDepartment of Kinesiology and Physical Educationen_US
dc.publisher.facultyArts and Scienceen_US
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Arts and Science)en_US
dc.subjectactive video gamingen_US
dc.subjectchildrenen_US
dc.subjectfitnessen_US
dc.subjectmotor competenceen_US
dc.subjectphysical activityen_US
dc.subjectscreen timeen_US
dc.subjectphysical literacyen_US
dc.subjectexergamingen_US
dc.titleAssociation of exergaming with physical literacy in Canadian childrenen_US
dc.typeThesisen_US
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