Ventriloquism as Early Literacy Practice: Making Meaning in Pretend Play

Science.gov (United States)

Bateman, Amanda

2018-01-01

This article discusses how children in New Zealand make meaning in their spontaneous pretend play from kindergarten (four years old) through to their first year of primary school (five years old). The findings discussed here are taken from a wider project investigating children's storytelling where 12 child participants were video recorded during…

Theory of Mind Deficit Is Associated with Pretend Play Performance, but Not Playfulness, in Children with Autism Spectrum Disorder

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Ping-Chen Chan

2016-12-01

Conclusion: The findings support the idea that children with ASD who have better ToM might be able to develop better pretend play, but not better playfulness, which might be more strongly related to their autistic severity.

Theory of mind predominantly associated with the quality, not quantity, of pretend play in children with autism spectrum disorder.

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Lin, Shu-Kai; Tsai, Ching-Hong; Li, Hsing-Jung; Huang, Chien-Yu; Chen, Kuan-Lin

2017-10-01

This study aimed to clarify the relationships between theory of mind and pretend play in children with autism spectrum disorder, using refined assessments of theory of mind and pretend play while controlling for autistic behaviors and verbal comprehension. A total of 92 children with autism spectrum disorder aged 4-10 years were enrolled. In two visits, the children were assessed with the Theory of Mind Task Battery, the Child-Initiated Pretend Play Assessment, the Childhood Autism Rating Scale, and the Verbal Comprehension Index of the Wechsler Intelligence Scales, respectively, for their theory of mind, pretend play performance, autistic behaviors, and verbal comprehension. The hierarchical regression models showed that in addition to the contributions of the autistic behaviors and verbal comprehension scores, the theory of mind scores positively predicted (p autism spectrum disorder, when the children's autistic behaviors and verbal comprehension are considered. This study fills a gap in the previous literature and provides information useful for clinicians and researchers on the relationships between theory of mind and pretend play in children with autism spectrum disorder.

Quality of pre-school children's pretend play and subsequent development of semantic organization and narrative re-telling skills.

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Stagnitti, Karen; Lewis, Fiona M

2015-04-01

This study investigated if the quality of pre-school children's pretend play predicted their semantic organization and narrative re-telling ability when they were in early primary school. It was hypothesized that the elaborateness of a child's play and the child's use of symbols in play were predictors of their semantic organization and narrative re-tell scores of the School Age Oral Language Assessment. Forty-eight children were assessed using the Child-Initiated Pretend Play Assessment when they were aged 4-5 years. Three-to-five years after this assessment their semantic organization and narrative re-telling skills were assessed. Results indicate that the elaborateness of a child's play and their ability to use symbols was predictive of semantic organization skills. Use of symbols in play was the strongest play predictor of narrative re-telling skills. The quality of a pre-school child's ability to elaborate complex sequences in pretend play and use symbols predicted up to 20% of a child's semantic organization and narrative re-telling skills up to 5 years later. The study provides evidence that the quality of pretend play in 4-5 year olds is important for semantic organization and narrative re-telling abilities in the school-aged child.

Pretend Play, Coping, and Subjective Well-Being in Children: A Follow-Up Study

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Fiorelli, Julie A.; Russ, Sandra W.

2012-01-01

Researchers, the authors state, link play to cognitive and affective processes important for a child's development and overall well-being. In this article, the authors examine the relationships involving pretend play, coping, and subjective well-being (the last of which they conceptualize as positive affect--positive mood--and life satisfaction)…

Preschoolers' cognitive and emotional self-regulation in pretend play : Relations with executive functions and quality of play

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Slot, Pauline Louise; Mulder, Hanna; Verhagen, Josje; Leseman, Paul

2017-01-01

The preschool period is marked by rapid growth of children's self-regulation and related executive functions. Self-regulation is considered an important aspect of school readiness and is related to academic and social–emotional outcomes in childhood. Pretend play, as part of the early childhood

"Everything's Upside Down. We'll Call It Upside Down Valley!": Siblings' Creative Play Themes, Object Use, and Language during Pretend Play

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Howe, Nina; Abuhatoum, Shireen; Chang-Kredl, Sandra

2014-01-01

Research Findings: Pretend play is an important context that supports young children's developing social-cognitive and creative abilities. The play behaviors of 70 sibling dyads in early and middle childhood were examined for the following indices of creativity in play: (a) play themes (set-up/organization, expected, creative), (b) object use…

Effect of Partner's Gender on Early Pretend Play: A Preliminary Study of Singapore Chinese Preschoolers

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Jing, Mengguo; Li, Hui

2015-01-01

This study examined the developmental trend of pretend play behaviour and the effect of partner's gender in Singaporean preschoolers. Peer dyadic play among 70 children, ranging in age from three to five years, was observed in a standardised toy play context. Videotaped recordings of the play were analysed using two scales--the Smilansky Scale for…

Developmental Changes in Pretend Play from 22- to 34-Months in Younger Siblings of Children with Autism Spectrum Disorder.

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Campbell, Susan B; Mahoney, Amanda S; Northrup, Jessie; Moore, Elizabeth L; Leezenbaum, Nina B; Brownell, Celia A

2018-04-01

Developmental trajectories of children's pretend play and social engagement, as well as parent sensitivity and stimulation, were examined in toddlers with an older sibling with autism spectrum disorder (ASD, high risk; HR) and toddlers with typically-developing older siblings (low risk; LR). Children (N = 168, 97 boys, 71 girls) were observed at 22, 28, and 34 months during free play with a parent and elicited pretend play with an examiner. At 28 and 34 months, children were asked to imagine the consequences of actions pantomimed by the examiner on a pretend transformation task. At 36 months children were assessed for ASD, yielding 3 groups for comparison: HR children with ASD, HR children without ASD (HR-noASD), and LR children. Children in all 3 groups showed developmental changes, engaging in more bouts of pretend play and obtaining higher scores on the elicited pretend and transformation tasks with age, but children with ASD lagged behind the other 2 groups on most measures. Children with ASD were also less engaged with their parents or the examiner during play interactions than either LR or HR-noASD children, with minimal developmental change evident. Parents, regardless of group, were highly engaged with their children, but parents of HR-noASD children received somewhat higher ratings on stimulation than parents of LR children. Most group differences were not accounted for by cognitive functioning. Instead, lower social engagement appears to be an important correlate of less advanced pretend skills, with implications for understanding the early development of children with ASD and for early intervention.

Preschoolers' Cognitive and Emotional Self-Regulation in Pretend Play: Relations with Executive Functions and Quality of Play

Science.gov (United States)

Slot, Pauline Louise; Mulder, Hanna; Verhagen, Josje; Leseman, Paul P. M.

2017-01-01

The preschool period is marked by rapid growth of children's self-regulation and related executive functions. Self-regulation is considered an important aspect of school readiness and is related to academic and social--emotional outcomes in childhood. Pretend play, as part of the early childhood curriculum, is hypothesized to support…

A Literacy Based Intervention to Increase the Pretend Play of Young Children with Visual Impairments

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Greeley-Bennett, Catherine

2016-01-01

The purpose of this study was to examine the effect of a literacy-based intervention on the conventional pretend play skills of preschool children who are visually impaired. The intervention involved experience books, real objects, story-reading, and role-play, which are common strategies used to teach children with visual impairments. A…

Does Pretend Play Matter? Searching for Evidence: Comment on Lillard et al. (2013)

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Bergen, Doris

2013-01-01

Lillard et al. (2013) have done a thorough review of published pretend play research from the past 50 plus years. However, they did not thoroughly address the reasons why this body of research has such flaws as well as the contradictory or minimal findings that call into question strongly held views and published assertions regarding the…

What Do We Know about Pretend Play and Narrative Development? A Response to Lillard, Lerner, Hopkins, Dore, Smith, and Palmquist on "The Impact of Pretend Play on Children's Development: A Review of the Evidence"

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Nicolopoulou, Ageliki; Ilgaz, Hande

2013-01-01

An article by Angeline S. Lillard and others in the January 2013 issue of "Psychological Bulletin" comprehensively reviewed and criticized the existing body of research on pretend play and children's development. Nicolopoulou and Ilgaz respond specifically to the article's critical review of research on play and narrative…

Variability of Self-Regulatory Strategies in Children with Intellectual Disability and Typically Developing Children in Pretend Play Situations

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Nader-Grosbois, N.; Vieillevoye, S.

2012-01-01

Objective: This study has examined whether or not self-regulatory strategies vary depending on pretend play situations in 40 children with intellectual disability and 40 typically developing children. Method: Their cognitive, linguistic and individual symbolic play levels were assessed in order to match the children of the two groups. During two…

Concepts and Theories, Methods and Reasons: Why Do the Children (Pretend) Play? Reply to Weisberg, Hirsh-Pasek, and Golinkoff (2013); Bergen (2013); and Walker and Gopnik (2013)

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Lillard, Angeline S.; Hopkins, Emily J.; Dore, Rebecca A.; Palmquist, Carolyn M.; Lerner, Matthew D.; Smith, Eric D.

2013-01-01

We greatly appreciate the astute comments on Lillard et al. (2013) and the opportunity to reply. Here we point out the importance of keeping conceptual distinctions clear regarding play, pretend play, and exploration. We also discuss methodological issues with play research. We end with speculation that if pretend play did not emerge because it…

Universal, Developmental, and Variable Aspects of Young Children's Play: A Cross-Cultural Comparison of Pretending at Home.

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Haight, Wendy L.; Wang, Xiao-lei; Fung, Heidi Han-tih; Williams, Kimberley; Mintz, Judith

1999-01-01

This study used longitudinal data from five Irish American families and nine Chinese families in Taiwan, in conjunction with cultural psychology research evidence, to propose universal, culturally variable, and developmental dimensions of children's pretend play. Findings raise the theoretical issue of how universal and variable dimensions of…

El juego de aparentar y el desarrollo de los ninos pequenos (Pretend Play and Young Children's Development). ERIC Digest.

Science.gov (United States)

Bergen, Doris

Although pretend play has long been part of the early childhood curriculum, recent emphasis on accountability in education seems to have led to a decline in the general understanding of the contribution that high-quality play can make to children's cognitive development in the early years. This Spanish-language Digest defines the cluster of…

"No! The Lambs Can Stay Out Because They Got Cozies": Constructive and Destructive Sibling Conflict, Pretend Play, and Social Understanding.

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Howe, Nina; Rinaldi, Christina M.; Jennings, Melissa; Petrakos, Harriet

2002-01-01

Investigated associations among constructive and destructive sibling conflict, pretend play, internal state language, and sibling relationship quality among sibling pairs with one kindergarten-age child. Found that specific resolution strategies were associated with conflict issues, aggression and internal state language, and that conflict issues…

Masekitlana re-membered: A performance-based ethnography of South African black children’s pretend play

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Esther Ofenste Phetlhu

2014-07-01

Full Text Available The extensive empirical research inspired by Piaget and Vygotsky’s theories of make-believe play has been criticised for restricting data to western, urban, middle-class children. We seek to redress this bias by researching a traditional black South African Pedi children’s game Masekitlana. Our data relies on embodied memories enacted by Mapelo (one of the authors, and interviews of two other informants. The analytical framework draws upon ‘emergent methods’ in ethnography such as performance ethnography, autoethnography and memory elicitation through ‘bodynotes’ within a Vygotskyian orientation to play. The findings show that Masekitlana shares features common to all pretend play, but others unique to it  including: i extended monologue, ii metacommunicative frames for realistic thinking, and iii a complex relation between social and solitary play. These findings support Vygotsky. However, ‘the long childhood’ of Masekitlana suggests that the stages theory of Piaget, as well as  Vygotskyian ideas that have come down to us via Cole & Scribner and Valsiner, require revision in the light of Bruner’s two modes of cognition, and Veresov’s reinterpretation of the theatre movement, within which Vygotsky’s central ideas are embedded.

Origins of Individual Differences in Imitation: Links with Language, Pretend Play, and Socially Insightful Behavior in Two-Year-Old Twins

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McEwen, Fiona; Happe, Francesca; Bolton, Patrick; Rijsdijk, Fruhling; Ronald, Angelica; Dworzynski, Katharina; Plomin, Robert

2007-01-01

Imitation, vocabulary, pretend play, and socially insightful behavior were investigated in 5,206 same- and opposite-sex 2-year-old twin pairs in the United Kingdom. Individual differences in imitative ability were due to modest heritability (30%), while environmental factors shared between twins (42%) and unique to each twin (28%) also made…

Pretense and Possibility--A Theoretical Proposal about the Effects of Pretend Play on Development: Comment on Lillard et al. (2013)

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Walker, Caren M.; Gopnik, Alison

2013-01-01

The review by Lillard et al. (2013) highlighted the need for additional research to better clarify the nature of the relationship between pretend play and development. However, the authors did not provide a proposal for how to structure the direction of this future work. Here, we provide a possible framework for generating additional research.…

O faz-de-conta em crianças com deficiência visual: identificando habilidades Pretend play in visually impaired children: identification of bilities

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Luciana Hueara

2006-12-01

visually impaired children during interactions in small groups. The project was developed with four children, aged 4-7 years, with a diagnosis of visual impairment (low vision or blindness, some of them with additional organic problems. Most of them were enrolled in preschool; some of them presented developmental alterations and/or school difficulties. The study comprised six sessions (about 25 minutes each session with two groups of children. The available toys were typical of pretend play activities (miniature kitchen and bedroom pieces, cars and dolls, etc. The sessions were taped, transcribed and analyzed. Episodes which were representative of children's abilities were selected. Analysis allowed for the identification of children's capacities such as: a recognition of objects and construction of scenes; b creation of narratives and episodes of pretend play; c exploration of objects by a child who usually refused any kind of contact; d joint construction of meanings. Pretend play situations allowed the recognition of abilities which would normally remain unnoticed in daily or guided activities. Peer interaction and a relatively free play situation, mediated by adults, promoted an environment that was favorable to multiple kinds of elaboration by the children. This proposal, which focused on the process of construction of knowledge and abilities, rather than characterizing the children as to their impairments, enabled the description and enhanced their development.

A Comparison of Least-to-Most Prompting and Video Modeling for Teaching Pretend Play Skills to Children with Autism Spectrum Disorder

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Ulke-Kurkcuoglu, Burcu

2015-01-01

The aim of this study is to compare effectiveness and efficiency of least-to-most prompting and video modeling for teaching pretend play skills to children with autism spectrum disorder. The adapted alternating treatment model, a single-subject design, was used in the study. Three students, one girl and two boys, between the ages of 5-6…

Drawing as Social Play: Shared Meaning-Making in Young Children's Collective Drawing Activities

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Kukkonen, Tiina; Chang-Kredl, Sandra

2018-01-01

The ability to construct shared meaning with peers is important for young children's social and linguistic development. Previous studies have mainly focused on shared meaning-making within cooperative pretend play with little mention of other childhood activities that might promote intersubjectivity. This study investigated the group play that…

Effectiveness and Efficiency of Peer and Adult Models Used in Video Modeling in Teaching Pretend Play Skills to Children with Autism Spectrum Disorder

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Sani-Bozkurt, Sunagul; Ozen, Arzu

2015-01-01

This study aimed to examine whether or not there was any difference in the effectiveness and efficiency of the presentation of video modeling interventions using peer and adult models in teaching pretend play skills to children with ASD and to examine the views of parents about the study. Participants were two boys and one girl, aged 5-6 years…

The development of early sociodramatic play

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Deunk, M.I.; Berenst, J.; de Glopper, C.M.

2008-01-01

In this article we study the beginnings of sociodramatic play. We examine the pretend play interactions of a Dutch girl, Peggy, and focus on her transition into sociodramatic play. Initially, Peggy interprets only some elements of her play interactions at the pretend level. At age 2;9, Peggy shows

Men's and women's reports of pretending orgasm.

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Muehlenhard, Charlene L; Shippee, Sheena K

2010-11-01

Research shows that many women pretend or "fake" orgasm, but little is known about whether men pretend orgasm. The purpose of this study was to investigate (a) whether, how, and why men pretend orgasm and (b) what men's and women's reports of pretending orgasm reveal about their sexual scripts and the functions of orgasms within these scripts. Participants were 180 male and 101 female college students; 85% of the men and 68% of the women had experienced penile-vaginal intercourse (PVI). Participants completed a qualitative questionnaire anonymously. Both men (25%) and women (50%) reported pretending orgasm (28% and 67%, respectively, for PVI-experienced participants). Most pretended during PVI, but some pretended during oral sex, manual stimulation, and phone sex. Frequently reported reasons were that orgasm was unlikely, they wanted sex to end, and they wanted to avoid negative consequences (e.g., hurting their partner's feelings) and to obtain positive consequences (e.g., pleasing their partner). Results suggest a sexual script in which women should orgasm before men, and men are responsible for women's orgasms.

Playing at Violence: Lock-down Drills, "Bad Guys" and the Construction of "Acceptable" Play in Early Childhood

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Delaney, Katherine K.

2017-01-01

This study examines how acceptable play was framed for a class of pre-Kindergarten children by their teacher and classroom aide. Using comic subjectivity theory [Zupancic, A. (2008). "The odd one in: On comedy." Cambridge: MIT Press], the author explores how children's playing at pretend violence (bad guy and pretend gun play) is…

Do women pretend orgasm to retain a mate?

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Kaighobadi, Farnaz; Shackelford, Todd K; Weekes-Shackelford, Viviana A

2012-10-01

The current study tested the hypothesis that women pretend orgasm as part of a broader strategy of mate retention. We obtained self-report data from 453 heterosexual women (M age, 21.8 years) in a long-term relationship (M length, 32.8 months) drawn from universities and surrounding communities in the southeastern United States. The results indicated that (1) women who perceived higher risk of partner infidelity were more likely to report pretending orgasm, (2) women who reported greater likelihood of pretending orgasm also reported performing more mate retention behaviors, and (3) women's perceptions of partner infidelity risk mediated the relationship between pretending orgasm and the performance of cost-inflicting mate retention behaviors, such as Intersexual Negative Inducements ("Flirted with someone in front of my partner") and Intrasexual Negative Inducements ("Yelled at a woman who looked at my partner"). Thus, pretending orgasm may be part of a broader strategy of mate retention performed by women who perceive higher risk of partner infidelity.

Do Women Pretend Orgasm to Retain a Mate?

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Shackelford, Todd K.; Weekes-Shackelford, Viviana A.

2013-01-01

The current study tested the hypothesis that women pretend orgasm as part of a broader strategy of mate retention. We obtained self-report data from 453 heterosexual women (M age, 21.8 years) in a long-term relationship (M length, 32.8 months) drawn from universities and surrounding communities in the southeastern United States. The results indicated that (1) women who perceived higher risk of partner infidelity were more likely to report pretending orgasm, (2) women who reported greater likelihood of pretending orgasm also reported performing more mate retention behaviors, and (3) women’s perceptions of partner infidelity risk mediated the relationship between pretending orgasm and the performance of cost-inflicting mate retention behaviors, such as Intersexual Negative Inducements (“Flirted with some one infront of my partner”) and Intrasexual Negative Inducements (“Yelled at a woman who looked at my partner”). Thus, pretending orgasm may be part of a broader strategy of mate retention performed by women who perceive higher risk of partner infidelity. PMID:22089325

Development and Validation of the Pretending Orgasm Reasons Measure.

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Goodman, Danya L; Gillath, Omri; Haj-Mohamadi, Parnia

2017-10-01

Pretending orgasm is a widespread phenomenon, reported by both men and women. We report here on the development of a new measure to assess reasons for pretending. In three studies, using large diverse samples, we obtained a comprehensive list of reasons for pretending orgasms (Study 1; N = 46) and conducted both exploratory (Study 2; N = 416) and confirmatory (Study 3; N = 1010) factor analyses identifying six reasons for pretending an orgasm: feels good, for partner, not into sex, manipulation/power, insecurity, and emotional communication. Sexual dysfunction was correlated with frequency of pretending orgasms for reasons such as insecure, not into sex, for partner, and emotional communication. Usefulness for future research and clinical implications are discussed.

Cultural Differences in Korean- and Anglo-American Preschoolers' Social Interaction and Play Behaviors.

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Farver, Jo Ann M.; And Others

1995-01-01

Compared Korean American and Anglo-American preschoolers' social and play behavior to determine the influence of culture on early development and to understand how culture shapes and organizes the environment in which children's social and play activities take place. Suggests that children's social interaction and pretend play are influenced by…

Playful Learning and Montessori Education

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Lillard, Angeline S.

2013-01-01

Although Montessori education is often considered a form of playful learning, Maria Montessori herself spoke negatively about a major component of playful learning--pretend play, or fantasy--for young children. In this essay, the author discusses this apparent contradiction: how and why Montessori education includes elements of playful learning…

Development and Initial Psychometric Assessment of the Reasons for Pretending Orgasm Inventory

OpenAIRE

Mark G. McCoy; Lisa L. M. Welling; Todd K. Shackelford

2015-01-01

Research suggests that women pretend orgasm with their partner as a mate retention strategy, but the cognitive reasons behind this deception are not well known. To explore women's cognitive reasons for pretending orgasm, we first assembled a list of the reasons women report for pretending orgasm. We refined this list using independent data collected on performance frequencies for each item, followed by a principal components analysis, to generate the Reasons for Pretending Orgasm Inventory (R...

Development and initial psychometric assessment of the reasons for pretending orgasm inventory.

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McCoy, Mark G; Welling, Lisa L M; Shackelford, Todd K

2015-02-03

Research suggests that women pretend orgasm with their partner as a mate retention strategy, but the cognitive reasons behind this deception are not well known. To explore women's cognitive reasons for pretending orgasm, we first assembled a list of the reasons women report for pretending orgasm. We refined this list using independent data collected on performance frequencies for each item, followed by a principal components analysis, to generate the Reasons for Pretending Orgasm Inventory (RPOI). We found three components encompassing the cognitive reasons women pretend orgasm: Improve Partner's Experience (i.e., increasing the quality of the sexual experience for the partner), Deception and Manipulation (i.e., deceiving the partner or manipulating his perceptions for other gains), and Hiding Sexual Disinterest (i.e., sparing the partner's feelings about the woman's lack of sexual excitement). Discussion highlights limitations of this research and the RPOI, but suggests that the RPOI is useful as a structured means for assessing women's reasons for pretending orgasm.

[From fantasy to reality: understanding the way of playing of institutionalized children victims of violence through therapeutic play].

Science.gov (United States)

Giacomello, Karina Jorgino; Melo, Luciana de Lione

2011-01-01

This qualitative research is based on the reference framework of Phenomenology--analysis of the structure of the situated phenomenon, and aims to understand institutionalized children victims of violence through therapeutic play sessions. Participants were three sheltered children of preschool age, one boy and two goals. The therapeutic play sessions of the drama type were held in a reserved place and ranged from 30 to 50 minutes, using the following guiding proposal: "Let us play that we are children who live at the shelter?" Two broad theme categories could be captured: playing and pretending and playing and reality. When they are pretending while playing, sometimes calmly, sometimes violently, the children brought contents that evidenced situations in their daily family reality. When they expose their reality, the children addressed questions about the shelter institution and the bond with these professionals and with the relatives. It can be affirmed that therapeutic play allowed for the children's effective communication by expressing their feelings, desires, experiences, criticism against the environment they live in and family relations, besides permitting a moment of pleasure and relaxation.

[Adolescents at play: the benefit of individual psychoanalytic psychodrama].

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Titia Rizzi, Alice; Zimmerman, Camille; Saada, Valérie; Moro, Marie Rose

An individual psychoanalytic psychodrama session with an adolescent treated at the Maison de Solenn shows the benefit of psychodrama role playing. Using the body, the imagination and 'pretend play', this therapy gives access to symbolisation and facilitates the care process. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence

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Nicolopoulou, Ageliki; Cortina, Kai Schnabel; Ilgaz, Hande; Cates, Carolyn Brockmeyer; de Sá, Aline B.

2015-01-01

This study examined whether a storytelling and story-acting practice (STSA), integrated as a regular component of the preschool curriculum, can help promote three key dimensions of young children’s school readiness: narrative and other oral-language skills, emergent literacy, and social competence. A total of 149 low-income preschoolers (almost all 3- and 4-year-olds) participated, attending six experimental and seven control classrooms. The STSA was introduced in the experimental classrooms for the entire school year, and all children in both conditions were pre- and post-tested on 11 measures of narrative, vocabulary, emergent literacy, pretend abilities, peer play cooperation, and self-regulation. Participation in the STSA was associated with improvements in narrative comprehension, print and word awareness, pretend abilities, self-regulation, and reduced play disruption. For almost all these measures, positive results were further strengthened by the frequency of participation in storytelling by individual children, indicated by number of stories told (NOST). The STSA is a structured preschool practice that exemplifies child-centered, play-based, and constructivist approaches in early childhood education, and that can operate as a curriculum module in conjunction with a variety of different preschool curricula. This study confirmed that it can contribute to promoting learning, development, and school readiness for low-income and otherwise disadvantaged children. PMID:25866441

Active Gaming: The Future of Play?

Science.gov (United States)

Witherspoon, Lisa; Manning, John P.

2012-01-01

The authors examine technology-driven games--especially active gaming--as an evolving form of children's play. They offer an overview of play and its developmental benefits, describe the literature on the emergence of technology-driven play, and reflect on the diminishment of physical play in contemporary culture. They suggest that active gaming,…

"It's a hurricane! it's a hurricane!": can music facilitate social constructive and sociodramatic play in a preschool classroom?

Science.gov (United States)

Love, Angela; Burns, M Susan

2006-12-01

Sustaining attention and successfully engaging with others in collaborative play are important accomplishments focused on in preschool classrooms and childcare centers. In addition, music is frequently used in early childhood classrooms, and even recommended as an environmental feature to motivate and regulate children's behavior. Although pretend play provides appealing opportunities for developing these social abilities, no studies to date have explored the use of music as a tool to motivate and sustain constructive and social pretend play. Results from the current study indicate that within 1 preschool classroom, more sustained play (with fewer interruptions) occurred when music played as compared to when no music played in the background. In addition, significantly more dyadic play occurred when slower music played in the background, than when no music played.

Transition problems and play as transitory activity

DEFF Research Database (Denmark)

Broström, Stig

2005-01-01

Because too many children experience the transition to school as a culture shock, during the past decade teachers have implemented so-called transition activities in order to bridge the gap betwen pre-school and schoo. However, transition to school also calls for a development of higher mental...... functions, among others the development of children's learning motive. From the view of activity theori, transition to formal education entails crossing boundaries from the activity system play to the activity system of school learning. The transition can be facilitated by developing a 'transitory activity...... system', which mediates between the two systems, ensuring that the result of one system serves as a tool for the next. Advanced forms of play might make up a transitory activity system. The paper describes different forms of play crossing the boundaies of role play (frame-play, aesthetic theme play...

Active Play: Exploring the Influences on Children's School Playground Activities

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Hyndman, Brendon; Benson, Amanda; Telford, Amanda

2016-01-01

Because children spend so much of their time in schools, their playgrounds offer a good setting for promoting active play in young lives. Teachers, instead of considering active play a taxing demand on their busy day, have begun to develop an informal curriculum for it. The authors review the research on children's active play and explores its…

Position Statement on Active Outdoor Play

Science.gov (United States)

Tremblay, Mark S.; Gray, Casey; Babcock, Shawna; Barnes, Joel; Costas Bradstreet, Christa; Carr, Dawn; Chabot, Guylaine; Choquette, Louise; Chorney, David; Collyer, Cam; Herrington, Susan; Janson, Katherine; Janssen, Ian; Larouche, Richard; Pickett, William; Power, Marlene; Sandseter, Ellen Beate Hansen; Simon, Brenda; Brussoni, Mariana

2015-01-01

A diverse, cross-sectorial group of partners, stakeholders and researchers, collaborated to develop an evidence-informed Position Statement on active outdoor play for children aged 3–12 years. The Position Statement was created in response to practitioner, academic, legal, insurance and public debate, dialogue and disagreement on the relative benefits and harms of active (including risky) outdoor play. The Position Statement development process was informed by two systematic reviews, a critical appraisal of the current literature and existing position statements, engagement of research experts (N = 9) and cross-sectorial individuals/organizations (N = 17), and an extensive stakeholder consultation process (N = 1908). More than 95% of the stakeholders consulted strongly agreed or somewhat agreed with the Position Statement; 14/17 participating individuals/organizations endorsed it; and over 1000 additional individuals and organizations requested their name be listed as a supporter. The final Position Statement on Active Outdoor Play states: “Access to active play in nature and outdoors—with its risks— is essential for healthy child development. We recommend increasing children’s opportunities for self-directed play outdoors in all settings—at home, at school, in child care, the community and nature.” The full Position Statement provides context for the statement, evidence supporting it, and a series of recommendations to increase active outdoor play opportunities to promote healthy child development. PMID:26062040

Position Statement on Active Outdoor Play.

Science.gov (United States)

Tremblay, Mark S; Gray, Casey; Babcock, Shawna; Barnes, Joel; Bradstreet, Christa Costas; Carr, Dawn; Chabot, Guylaine; Choquette, Louise; Chorney, David; Collyer, Cam; Herrington, Susan; Janson, Katherine; Janssen, Ian; Larouche, Richard; Pickett, William; Power, Marlene; Sandseter, Ellen Beate Hansen; Simon, Brenda; Brussoni, Mariana

2015-06-08

A diverse, cross-sectorial group of partners, stakeholders and researchers, collaborated to develop an evidence-informed Position Statement on active outdoor play for children aged 3-12 years. The Position Statement was created in response to practitioner, academic, legal, insurance and public debate, dialogue and disagreement on the relative benefits and harms of active (including risky) outdoor play. The Position Statement development process was informed by two systematic reviews, a critical appraisal of the current literature and existing position statements, engagement of research experts (N=9) and cross-sectorial individuals/organizations (N=17), and an extensive stakeholder consultation process (N=1908). More than 95% of the stakeholders consulted strongly agreed or somewhat agreed with the Position Statement; 14/17 participating individuals/organizations endorsed it; and over 1000 additional individuals and organizations requested their name be listed as a supporter. The final Position Statement on Active Outdoor Play states: "Access to active play in nature and outdoors--with its risks--is essential for healthy child development. We recommend increasing children's opportunities for self-directed play outdoors in all settings--at home, at school, in child care, the community and nature." The full Position Statement provides context for the statement, evidence supporting it, and a series of recommendations to increase active outdoor play opportunities to promote healthy child development.

Position Statement on Active Outdoor Play

Directory of Open Access Journals (Sweden)

Mark S. Tremblay

2015-06-01

Full Text Available A diverse, cross-sectorial group of partners, stakeholders and researchers, collaborated to develop an evidence-informed Position Statement on active outdoor play for children aged 3–12 years. The Position Statement was created in response to practitioner, academic, legal, insurance and public debate, dialogue and disagreement on the relative benefits and harms of active (including risky outdoor play. The Position Statement development process was informed by two systematic reviews, a critical appraisal of the current literature and existing position statements, engagement of research experts (N = 9 and cross-sectorial individuals/organizations (N = 17, and an extensive stakeholder consultation process (N = 1908. More than 95% of the stakeholders consulted strongly agreed or somewhat agreed with the Position Statement; 14/17 participating individuals/organizations endorsed it; and over 1000 additional individuals and organizations requested their name be listed as a supporter. The final Position Statement on Active Outdoor Play states: “Access to active play in nature and outdoors—with its risks— is essential for healthy child development. We recommend increasing children’s opportunities for self-directed play outdoors in all settings—at home, at school, in child care, the community and nature.” The full Position Statement provides context for the statement, evidence supporting it, and a series of recommendations to increase active outdoor play opportunities to promote healthy child development.

Heroes of Resiliency and Reciprocity: Teachers' Supporting Role for Reconceptualizing Superhero Play in Early Childhood Settings

Science.gov (United States)

Harris, Kathleen I.

2016-01-01

Superhero play is a specialised form of fantasy play with considerable appeal to young children. During superhero play, children have opportunities to pretend and often to play different types of roles within a safe and caring environment. When guided appropriately in an early childhood classroom, superhero play gives young children opportunities…

The Activity of Play

DEFF Research Database (Denmark)

Pichlmair, Martin

This paper presents Activity Theory as a framework for understanding the action of playing games with the intention of building a foundation for the creation of new game design tools and methods. Activity Theory, an epistemological framework rooted in Soviet psychology of the first half of the 20...

Young Children's Creativity and Pretend Play.

Science.gov (United States)

Saracho, Olivia N.

2002-01-01

This article discusses commonalities among experts' descriptions of creative individuals, including rational thinking, high levels of emotional development, talent, and higher levels of consciousness. Maintains that creativity studies justify the development of educational creativity training programs. Asserts that teachers can promote children's…

Early Adopters: Playing New Literacies and Pretending New Technologies in Print-Centric Classrooms

Science.gov (United States)

Wohlwend, Karen E.

2009-01-01

In this article, semiotic analysis of children's practices and designs with video game conventions considers how children use play and drawing as spatializing literacies that make room to import imagined technologies and user identities. Microanalysis of video data of classroom interactions collected during a three year ethnographic study of…

Children's active play: self-reported motivators, barriers and facilitators

Directory of Open Access Journals (Sweden)

Rowan Brockman

2011-06-01

Full Text Available Physical activity has important benefits for children's physical health and mental wellbeing, but many children do not meet recommended levels. Research suggests that active play has the potential to make a valuable contribution to children's overall physical activity, whilst providing additional cognitive, social and emotional benefits. However, relatively little is known about the determinants of UK children's active play. Understanding these factors provides the critical first step in developing interventions to increase children's active play, and therefore overall physical activity. Eleven focus groups were conducted with 77, 10-11 year old children from four primary schools in Bristol, UK. Focus groups examined: (i factors which motivate children to take part in active play; (ii factors which limit children's active play and (iii factors which facilitate children's active play. All focus groups were audio-taped and transcribed verbatim. Data were analysed using a thematic approach. Children were motivated to engage in active play because they perceived it to be enjoyable, to prevent boredom, to have physical and mental health benefits and to provide freedom from adult control, rules and structure. However, children's active play was constrained by a number of factors, including rainy weather and fear of groups of teenagers in their play spaces. Some features of the physical environment facilitated children's active play, including the presence of green spaces and cul-de-sacs in the neighbourhood. Additionally, children's use of mobile phones when playing away from home was reported to help to alleviate parents' safety fears, and therefore assist children's active play. Children express a range of motivational and environmental factors that constrain and facilitate their active play. Consideration of these factors should improve effectiveness of interventions designed to increase active play.

Children's active play: self-reported motivators, barriers and facilitators.

Science.gov (United States)

Brockman, Rowan; Jago, Russell; Fox, Kenneth R

2011-06-10

Physical activity has important benefits for children's physical health and mental wellbeing, but many children do not meet recommended levels. Research suggests that active play has the potential to make a valuable contribution to children's overall physical activity, whilst providing additional cognitive, social and emotional benefits. However, relatively little is known about the determinants of UK children's active play. Understanding these factors provides the critical first step in developing interventions to increase children's active play, and therefore overall physical activity. Eleven focus groups were conducted with 77, 10-11 year old children from four primary schools in Bristol, UK. Focus groups examined: (i) factors which motivate children to take part in active play; (ii) factors which limit children's active play and (iii) factors which facilitate children's active play. All focus groups were audio-taped and transcribed verbatim. Data were analysed using a thematic approach. Children were motivated to engage in active play because they perceived it to be enjoyable, to prevent boredom, to have physical and mental health benefits and to provide freedom from adult control, rules and structure. However, children's active play was constrained by a number of factors, including rainy weather and fear of groups of teenagers in their play spaces. Some features of the physical environment facilitated children's active play, including the presence of green spaces and cul-de-sacs in the neighbourhood. Additionally, children's use of mobile phones when playing away from home was reported to help to alleviate parents' safety fears, and therefore assist children's active play. Children express a range of motivational and environmental factors that constrain and facilitate their active play. Consideration of these factors should improve effectiveness of interventions designed to increase active play.

Using Video Modeling with Substitutable Loops to Teach Varied Play to Children with Autism

Science.gov (United States)

Dupere, Sally; MacDonald, Rebecca P. F.; Ahearn, William H.

2013-01-01

Children with autism often engage in repetitive play with little variation in the actions performed or items used. This study examined the use of video modeling with scripted substitutable loops on children's pretend play with trained and untrained characters. Three young children with autism were shown a video model of scripted toy play that…

Activity and energy expenditure in older people playing active video games.

Science.gov (United States)

Taylor, Lynne M; Maddison, Ralph; Pfaeffli, Leila A; Rawstorn, Jonathan C; Gant, Nicholas; Kerse, Ngaire M

2012-12-01

Tayl To quantify energy expenditure in older adults playing interactive video games while standing and seated, and secondarily to determine whether participants' balance status influenced the energy cost associated with active video game play. Cross-sectional study. University research center. Community-dwelling adults (N=19) aged 70.7±6.4 years. Participants played 9 active video games, each for 5 minutes, in random order. Two games (boxing and bowling) were played in both seated and standing positions. Energy expenditure was assessed using indirect calorimetry while at rest and during game play. Energy expenditure was expressed in kilojoules per minute and metabolic equivalents (METs). Balance was assessed using the mini-BESTest, the Activities-specific Balance Confidence Scale, and the Timed Up and Go (TUG). Mean ± SD energy expenditure was significantly greater for all game conditions compared with rest (all P≤.01) and ranged from 1.46±.41 METs to 2.97±1.16 METs. There was no significant difference in energy expenditure, activity counts, or perceived exertion between equivalent games played while standing and seated. No significant correlations were observed between energy expenditure or activity counts and balance status. Active video games provide light-intensity exercise in community-dwelling older people, whether played while seated or standing. People who are unable to stand may derive equivalent benefits from active video games played while seated. Further research is required to determine whether sustained use of active video games alters physical activity levels in community settings for this population. Copyright © 2012 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Active play opportunities at child care.

Science.gov (United States)

Tandon, Pooja S; Saelens, Brian E; Christakis, Dimitri A

2015-06-01

Physical activity (PA) is important for children's health and development, yet preschoolers are not meeting PA recommendations. The objective of this study was to examine different PA opportunities at child care and how variation in indoor versus outdoor and free versus teacher-led opportunities relate to children's PA. An observational study of 98 children (mean age 4.5 years, 49% girls) from 10 child care centers. Classrooms were observed for at least 4 full days per center (total 50 days) to categorize time into (1) not an active play opportunity (APO); (2) naptime; (3) APO, outdoor free play; (4) APO, outdoor teacher-led; (5) APO, indoor free play; and (6) APO, indoor teacher-led. Children wore accelerometers during observations. Linear regression models examined the influence of APO categories on moderate-vigorous physical activity (MVPA) and sedentary time. Children's activity was 73% sedentary, 13% light, and 14% MVPA. For 88% of time children did not have APOs, including 26% time as naptime. On average, 48 minutes per day were APOs (41% sedentary, 18% light, and 41% MVPA), 33 minutes per day were outdoors. The most frequent APO was outdoor free play (8% of time); outdoor teacher-led time was Children were more active and less sedentary outdoors versus indoors and during the child-initiated APOs (indoors and outdoors) versus teacher-led APOs. Preschoolers were presented with significantly fewer than recommended opportunities for PA at child care. More APOs are needed for children to meet recommendations, particularly those that encourage more outdoor time, more teacher-led and child-initiated active play, and flexibility in naptime for preschoolers. Copyright © 2015 by the American Academy of Pediatrics.

Physical Activity Pattern of Malaysian Preschoolers: Environment, Barriers, and Motivators for Active Play.

Science.gov (United States)

Lee, Shoo Thien; Wong, Jyh Eiin; Ong, Wei Wen; Ismail, Mohd Noor; Deurenberg, Paul; Poh, Bee Koon

2016-07-01

Children's physical activity has been correlated with child characteristics and social or physical environment. This study aimed to compare preschoolers' physical activity among various sociodemographic characteristics and to determine barriers, motivators, and environmental factors for active play. A total of 835 preschoolers were included in this analysis. Time spent on active play, quiet play, and screen time was reported by parents. Boys spent significantly more time on active play and screen time than girls. Time spent on quiet play was highest in East Coast Peninsular Malaysia and lowest in Sarawak. Some 40% of children achieved active play recommendation while 27% exceeded daily screen time recommendation. Most parents reported that their child played actively in the house area; and that the main barrier and motivator to active play were safety and child's enjoyment, respectively. These findings demonstrate that sociodemographic characteristics and environment should be considered in designing physical activity intervention programs. © 2016 APJPH.

Solitary Active Videogame Play Improves Executive Functioning More Than Collaborative Play for Children with Special Needs.

Science.gov (United States)

Flynn, Rachel M; Colon, Nirmaliz

2016-12-01

This pilot study examined the impact of playing an active videogame on executive functioning (EF) skills for children with special needs, who typically have lower EF skills. Acute EF change was measured in 36 children with a range of special needs, including mental health disorders and developmental disabilities. Participants were assigned to one of two active videogame conditions: playing alone and playing with a peer. Two different EF tasks were conducted pre- and postplay. Children who played alone increased their accuracy performance more than children in the paired-play condition on two measures of EF. The study explored potential covariates of prior videogame experience, age, and enjoyment, but none of these variables related to EF change. This study's findings support active videogame play as an activity that can boost EF skills for children with special needs when they play alone. Future research should continue to examine the relationships between EF and active videogame play with a peer to elucidate the contributions of social interactions.

Embracing Complexity: Rethinking the Relation between Play and Learning--Comment on Lillard et al. (2013)

Science.gov (United States)

Weisberg, Deena Skolnick; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

2013-01-01

Lillard et al. (2013) concluded that pretend play is not causally related to child outcomes and charged that the field is subject to a "play ethos", whereby research is tainted by a bias to find positive effects of play on child development. In this commentary, we embrace their call for a more solidly scientific approach to questions in this…

A Longitudinal Assessment of Associations Between Women's Tendency to Pretend Orgasm, Orgasm Function, and Intercourse-Related Pain in Different Partner Relationship Constellations.

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Jern, Patrick; Hakala, Outi; Kärnä, Antti; Gunst, Annika

2018-04-01

The aim of the present study was to investigate how women's tendency to pretend orgasm during intercourse is associated with orgasm function and intercourse-related pain, using a longitudinal design where temporal stability and possible causal relationships could be modeled. The study sample consisted of 1421 Finnish women who had participated in large-scale population-based data collections conducted at two time points 7 years apart. Pretending orgasm was assessed for the past 4 weeks, and orgasm function and pain were assessed using the Female Sexual Function Index for the past 4 weeks. Associations were also computed separately in three groups of women based on relationship status. Pretending orgasm was considerably variable over time, with 34% of the women having pretended orgasm a few times or more at least at one time point, and 11% having done so at both time points. Initial bivariate correlations revealed associations between pretending orgasm and orgasm problems within and across time, whereas associations with pain were more ambiguous. However, we found no support in the path model for the leading hypotheses that pretending orgasms would predict pain or orgasm problems over a long period of time, or that pain or orgasm problems would predict pretending orgasm. The strongest predictor of future pretending in our model was previous pretending (R 2  = .14). Relationship status did not seem to affect pretending orgasm in any major way.

Position Statement on Active Outdoor Play

OpenAIRE

Tremblay, Mark S.; Gray, Casey; Babcock, Shawna; Barnes, Joel; Costas Bradstreet, Christa; Carr, Dawn; Chabot, Guylaine; Choquette, Louise; Chorney, David; Collyer, Cam; Herrington, Susan; Janson, Katherine; Janssen, Ian; Larouche, Richard; Pickett, William

2015-01-01

A diverse, cross-sectorial group of partners, stakeholders and researchers, collaborated to develop an evidence-informed Position Statement on active outdoor play for children aged 3–12 years. The Position Statement was created in response to practitioner, academic, legal, insurance and public debate, dialogue and disagreement on the relative benefits and harms of active (including risky) outdoor play. The Position Statement development process was informed by two systematic reviews, a critic...

THE MAGIC OF PLAY: LOW-INCOME MOTHERS' AND FATHERS' PLAYFULNESS AND CHILDREN'S EMOTION REGULATION AND VOCABULARY SKILLS.

Science.gov (United States)

Cabrera, Natasha J; Karberg, Elizabeth; Malin, Jenessa L; Aldoney, Daniela

2017-11-01

Using data from a diverse sample of low-income families who participated in the Early Head Start Research Evaluation Project (n = 73), we explored the association between mothers' and fathers' playfulness with toddlers, toddler's affect during play, and children's language and emotion regulation at prekindergarten. There were two main findings. First, fathers' playfulness in toddlerhood was associated with children's vocabulary skills in prekindergarten whereas mothers' playfulness was related to children's emotion regulation. Cross-parental effects were found only for mothers. The association between mothers' playfulness and children's vocabulary and emotion regulation was strengthened when fathers engaged in more pretend play and when children were affectively positive during the play. These findings show that playfulness is an important source of variation in the vocabulary and emotion regulation of children growing up in low-income families. They also point to domain-specific ways that mothers and fathers promote children's regulatory and vocabulary skills, and highlight the importance of children's positive engagement in play. © 2017 Michigan Association for Infant Mental Health.

Pragmatic evaluation of the Go2Play Active Play intervention on physical activity and fundamental movement skills in children.

Science.gov (United States)

Johnstone, Avril; Hughes, Adrienne R; Janssen, Xanne; Reilly, John J

2017-09-01

Active play is a novel approach to addressing low physical activity levels and fundamental movement skills (FMS) in children. This study aimed to determine if a new school-based, 'Go2Play Active Play' intervention improved school day physical activity and FMS. This was a pragmatic evaluation conducted in Scotland during 2015-16. Participants ( n  = 172; mean age = 7 years) were recruited from seven primary schools taking part in the 5-month intervention, plus 24 participants not receiving the intervention were recruited to act as a comparison group.189 participants had physical activity measured using an Actigraph GT3X accelerometer at baseline and again at follow-up 5 months later. A sub-sample of participants from the intervention ( n  = 102) and comparison ( n  = 21) groups had their FMS assessed using the Test of Gross Motor Development (TGMD-2) at baseline and follow-up. Changes in school day physical activity and FMS variables were examined using repeated measures ANOVA. The main effect was 'group' on 'time' from baseline to follow-up. Results indicated there was a significant interaction for mean counts per minute and percent time in sedentary behavior, light intensity physical activity and moderate to vigorous physical activity (MVPA) (all p  skills score and percentile (both p  = 0.02), but no significant interaction for object control skills score ( p  = 0.1) and percentile ( p  = 0.3). The Go2Play Active Play intervention may be a promising way of improving physical activity and FMS but this needs to be confirmed in an RCT.

The differences in physical activity levels in preschool children during free play recess and structured play recess

Directory of Open Access Journals (Sweden)

Megan L. Frank

2018-04-01

Full Text Available Background/Objective: Physical activity (PA is important in reducing childhood obesity, yet a majority of children are not meeting PA guidelines. Schools have been identified as a place to promote childhood PA. The purpose of this study was to determine the best type of physically active recess period to increase preschool-aged children's PA. Methods: PA was measured via accelerometers in preschool-aged children (n = 29 during three, 30-min recess conditions (control; structured play; free play on separate school days. Tertile splits were performed based on PA during the free play condition and children were divided into three groups: highly, moderately and least active. Results: For the aggregated sample, children were more (p ≤ 0.001 active during the free play (1282 ± 662 counts. min−1 and structured play (1416 ± 448 counts. min−1 recess versus the control condition (570 ± 460 counts. min−1 and activity was not different between the free play and structured conditions. However, children who were the most active during free play (1970 ± 647 counts·min−1 decreased (p ≤ 0.05 activity during structured play (1462 ± 535 counts·min−1, whereas children who were moderately active (1031 ± 112 counts·min−1 or the least (530 ± 239 counts·min−1 active during free play increased activity during structured play (1383 ± 345 counts·min−1 moderately active, 1313 ± 413 counts·min−1 least active. Conclusion: Providing a physically-active recess period will contribute to preschool-aged children meeting the recommended PA guidelines; however, different children may respond in a different way based upon the structure of the recess period.

Skill-Based and Planned Active Play Versus Free-Play Effects on Fundamental Movement Skills in Preschoolers.

Science.gov (United States)

Roach, Lindsay; Keats, Melanie

2018-01-01

Fundamental movement skill interventions are important for promoting physical activity, but the optimal intervention model for preschool children remains unclear. We compared two 8-week interventions, a structured skill-station and a planned active play approach, to a free-play control condition on pre- and postintervention fundamental movement skills. We also collected data regarding program attendance and perceived enjoyment. We found a significant interaction effect between intervention type and time. A Tukey honest significant difference analysis supported a positive intervention effect showing a significant difference between both interventions and the free-play control condition. There was a significant between-group difference in group attendance such that mean attendance was higher for both the free-play and planned active play groups relative to the structured skill-based approach. There were no differences in attendance between free-play and planned active play groups, and there were no differences in enjoyment ratings between the two intervention groups. In sum, while both interventions led to improved fundamental movement skills, the active play approach offered several logistical advantages. Although these findings should be replicated, they can guide feasible and sustainable fundamental movement skill programs within day care settings.

Maternal attitude and child interest in various play activities before and after mother-child play sessions

Directory of Open Access Journals (Sweden)

Soedjatmiko Soedjatmiko

2018-01-01

Full Text Available Background Play stimulates children’s growth and development. When mothers and their children play, a positive attitude from the mother and adequate interest from the child is required. Little is known about the play activities that effectively stimulate such positive maternal attitude and child interest. Objective To assess for associations between various play activities with maternal attitude and child interest before and after mother-child play sessions. Methods Pre-post intervention questionnaires were distributed to mothers before and after playing with their children. Children were aged 1-5 years, from two play sites (in Surabaya and Makassar, and included using purposive sampling. Eight types of toys/play activities were provided. The allocated time for answering the 17-question survey was 15 minutes. Average scores before and after the mother-child play sessions were analyzed using paired T-test. Results We collected 264 valid questionnaires, 235 in Surabaya and 29 in Makassar. Improvement of maternal attitude after the mother-child play session was found in 132 mothers [mean diff. 0.07 (SD 0.42; 95%CI -0.117 to -0.015; P=0.011]. Play activities with significant improvements in maternal attitude were jigsaw puzzle [mean diff. 0.09 (SD 0.66; 95% CI 0.007 to 0.167;P= 0.033, Lego blocks (mean diff.-0.10 (SD 0.69; 95%CI -0.186 to -0.018; P=0.017, mini-gardening (mean diff. -0.15 (SD 0.75; 95%CI -0.238 to -0.057; P=0.002, sandbox [mean diff.-0.24 (SD 0.83; 95%CI -0.339 to – 0.138; P < 0.001], fishing [mean diff. -0.17 (SD 0.68; 95%CI -0.253 to -0.088; P < 0.001], and animal figurines [mean diff. -0.21 (SD 0.75; 95%CI -0.3 to -0.117;P <0.001]. Improvement of child interest was found in 161 children [mean diff. 0.20 (SD 0.52; 95%CI -0.264 to -0.116; P<0.001]. Play activities with significant improvements in child interest were jigsaw puzzle, Lego blocks, origami, mini-gardening, fishing, and animal figurines. Conclusion Some mother

Where do the children play? The influence of playground equipment on physical activity of children in free play.

Science.gov (United States)

Farley, Thomas A; Meriwether, Rebecca A; Baker, Erin T; Rice, Janet C; Webber, Larry S

2008-03-01

Promotion of physical activity in children depends on an understanding of how children use play equipment. We conducted observations over 2 years of children in 2nd through 8th grades in a schoolyard with 5 distinct play areas with different amounts of play equipment. Children were more likely to play in areas with more installed play equipment, with densities of children in equipped areas 3.3 to 12.6 times higher than in an open grassy field. There were no significant differences by play area in the percent of children who were physically active at all, but children were more likely to be very active in areas with basketball goals and an installed play structure than in an open field. Playground equipment appeared to have a strong influence on where children played and a moderate influence on levels of activity. To maximize physical activity in children, playgrounds should be designed with ample and diverse play equipment.

Content and cultural validity in the development of the Indigenous Play Partner Scale.

Science.gov (United States)

Dender, Alma M; Stagnitti, Karen E

2017-08-01

Culturally relevant assessments of Australian Indigenous children's social pretend play do not exist. This study investigated the content validity and cultural validity of the Indigenous Play Partner Scale (I-PPS). Six pairs of children (i.e. 12 children) aged four-six years from a remote Australian town were videoed playing in pairs, and 14 community elders and mothers participated across three focus groups. The social interactions between the children were transcribed from the videos. Nineteen verbs, grouped into five categories of social interaction, described the social interactions between the pairs of children. The descriptions of the social interaction verbs were presented to the community elders and mothers in a focus group. The themes from the focus groups were 'background of Indigenous understanding of play' and 'proposed social interaction verbs'. The first theme reflected community collaboration, children playing in multi-aged groups and the role of older children within the play. Guided by the focus group discussion, the videos were re-analysed and 20 social interaction verbs were described that reflected the cultural context of play. The content and cultural validity of the I-PPS was established through community consultation. Twenty social interaction verbs, which form the basis of the items of the I-PPS, reflected Indigenous cultural values of being non-judgemental of Indigenous children's social interactions during pretend play. Culturally relevant assessments for Australian Indigenous children do not disadvantage this population group and are essential for practice in occupational therapy. © 2017 Occupational Therapy Australia.

Pragmatic evaluation of the Go2Play Active Play intervention on physical activity and fundamental movement skills in children

Directory of Open Access Journals (Sweden)

Avril Johnstone

2017-09-01

Full Text Available Active play is a novel approach to addressing low physical activity levels and fundamental movement skills (FMS in children. This study aimed to determine if a new school-based, ‘Go2Play Active Play’ intervention improved school day physical activity and FMS. This was a pragmatic evaluation conducted in Scotland during 2015–16. Participants (n = 172; mean age = 7 years were recruited from seven primary schools taking part in the 5-month intervention, plus 24 participants not receiving the intervention were recruited to act as a comparison group.189 participants had physical activity measured using an Actigraph GT3X accelerometer at baseline and again at follow-up 5 months later. A sub-sample of participants from the intervention (n = 102 and comparison (n = 21 groups had their FMS assessed using the Test of Gross Motor Development (TGMD-2 at baseline and follow-up. Changes in school day physical activity and FMS variables were examined using repeated measures ANOVA. The main effect was ‘group’ on ‘time’ from baseline to follow-up. Results indicated there was a significant interaction for mean counts per minute and percent time in sedentary behavior, light intensity physical activity and moderate to vigorous physical activity (MVPA (all p < 0.01 for school day physical activity. There was a significant interaction for gross motor quotient (GMQ score (p = 0.02 and percentile (p = 0.04, locomotor skills score and percentile (both p = 0.02, but no significant interaction for object control skills score (p = 0.1 and percentile (p = 0.3. The Go2Play Active Play intervention may be a promising way of improving physical activity and FMS but this needs to be confirmed in an RCT.

Development and validation of the Affect in Play Scale-brief rating version (APS-BR).

Science.gov (United States)

Cordiano, Tori J Sacha; Russ, Sandra W; Short, Elizabeth J

2008-01-01

The Affect in Play Scale (APS; Russ, 1987, 2004) is one of few reliable, standardized measures of pretend play, yet the fact that it requires videotaping and extensive training to score compromises its clinical utility. In this study, we developed and validated a brief rating version (APS-BR) that does not require videotaping. Construct validity was established by comparing scores from the original APS and the APS-BR using an existing data set of videotaped play (n = 46). We examined associations between scores on the APS-BR and theoretically relevant measures of divergent thinking and emotional memories. Scores on the APS-BR related strongly to those on the APS, and the pattern of correlations for each scale and relevant criterion measures was similar in strength and direction, supporting the APS-BR as an alternate form of the APS. In addition, we completed a pilot study to examine the efficacy of using the APS-BR in its intended in vivo format (n = 28). Results from both studies suggest that the APS-BR is a promising brief measure of children's pretend play that can be substituted for the APS in clinical and research settings.

Playful Interactions Stimulating Physical Activity in Public Spaces

DEFF Research Database (Denmark)

Sturm, Janienke; Bekker, Tilde; Vanden Abeele, Vero

In this position paper we describe our vision on designing playful interactions to persuade people to be physically active in public spaces. Social embeddedness and playful interaction are the core elements of this vision. We illustrate how our design vision is incorporated into innovative concepts...... to motivate each other to be physically active by creating challenges for each other. Designing playful solutions for public spaces asks for low-threshold solutions that support easy stepping in and stepping out solutions....

Holding in Mind Conflicting Information: Pretending, Working Memory, and Executive Control

Science.gov (United States)

Albertson, Kathleen; Shore, Cecilia

2008-01-01

Preschoolers' recall of the true and pretend identities of an object in pretense was examined along with a battery of executive functioning and working memory tasks. We expected that children would retain separate identities, as well as a link between them, after observing episodes of pretense, and that memory for pretense would be related to…

Energy expenditure while playing active and inactive video games.

Science.gov (United States)

Leatherdale, Scott T; Woodruff, Sarah J; Manske, Stephen R

2010-01-01

To examine energy expenditure (EE) when playing active and inactive videogames (VG). Predicted EE was measured among 51 undergraduate students while playing active and inactive VG (Ontario, Canada). Predicted EE was significantly higher playing the active VG compared to the inactive VG according to heart rate monitor (97.4 kcal vs 64.7 kcal) and SenseWear armband (192.4 kcal vs 42.3 kcal) estimates. Active VG may be a viable intervention tool for increasing EE among students who would otherwise be spending time in sedentary screen-based behaviors.

Active and non-active video gaming among Dutch adolescents: who plays and how much?

Science.gov (United States)

Simons, Monique; de Vet, Emely; Brug, Johannes; Seidell, Jaap; Chinapaw, Mai J M

2014-11-01

The aim of study was to determine prevalence and identify demographic correlates of active and non-active gaming among adolescents. Cross-sectional. A survey, assessing game behavior and correlates, was conducted among adolescents (12-16 years, n = 373), recruited via schools. Multivariable logistic regression analyses were conducted to examine demographic correlates of active gaming (≥ 1 h per week) and non-active gaming (>7h per week). Of all participants (n=373), 3% reported to play exclusively active games, 40% active games and non-active games, 40% exclusively non-active games, and 17% not playing video games at all. Active gaming adolescents played active games on average on 1.5 (sd = 1.2) days per school week for 36 (sd = 32.9)min and 1 (sd = 0.54) day per weekend for 42 (sd = 36.5)min. Non-active gaming adolescents played on average on 3.3 (sd = 1.6) days per school week for 65 (sd = 46.0)min and 1.4 (sd = 0.65) days per weekend for 80 (sd = 50.8)min. Adolescents attending lower levels of education were more likely to play active games ≥ 1 h per week than adolescents attending higher educational levels. Boys and older adolescents were more likely to play non-active games >7h per week, than girls or younger adolescents. Many adolescents play active games, especially those following a lower educational level, but time spent in this activity is relatively low compared to non-active gaming. To be feasible as a public health strategy, active gaming interventions should achieve more time is spent on active gaming at the expense of non-active gaming. Copyright © 2013 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Playing active video games increases energy expenditure in children.

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Graf, Diana L; Pratt, Lauren V; Hester, Casey N; Short, Kevin R

2009-08-01

To compare energy expenditure rates in children playing the physically active video games, Dance Dance Revolution (DDR) and Nintendo's Wii Sports in relation to treadmill walking. Energy expenditure, heart rate, step rate, and perceived exertion were measured in 14 boys and 9 girls (ages 10-13 years; BMI at 3-98th percentile for age and gender) while watching television at rest, playing DDR at 2 skill levels, playing Wii bowling and boxing, and walking at 2.6, 4.2, and 5.7 km/h. Arterial elasticity was measured at rest and immediately after gaming. Compared with watching television, energy expenditure while gaming or walking increased 2- to 3-fold. Similarly, high rates of energy expenditure, heart rate, and perceived exertion were elicited from playing Wii boxing, DDR level 2, or walking at 5.7 km/h. This occurred despite variations in step rate among activities, reflecting greater use of upper body during Wii play (lowest step rate) than during walking (highest step rate) or DDR play. Wii bowling and beginner level DDR elicited a 2-fold increase in energy expenditure compared to television watching. Large-artery elasticity declined immediately after both DDR and Wii. The change was inversely related to the increment in energy expenditure above rest achieved during the activity. Energy expenditure during active video game play is comparable to moderate-intensity walking. Thus, for children who spend considerable time playing electronic screen games for entertainment, physically active games seem to be a safe, fun, and valuable means of promoting energy expenditure.

Children and adolescent physical activity participation and enjoyment during active play.

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Moghaddaszadeh, Asal; Ahmadi, Yasamin; Belcastro, Angelo N

2017-10-01

Girls' (9-19 years) participation in physical activity (PA) is known to decrease at a faster rate than boys. A reduction in PA attractiveness (enjoyment) and lower psychosocial profile of girls approaching biological maturity may underlie the decreasing rate of PA participation. Since engaging children in active play programs improves health related quality of life indictors and enjoyment levels; the purposes of this study were to: 1) assess psychosocial status and PA attractiveness/enjoyment of boys and girls to an eight-week active play program; and 2) investigate the relationships among PA participation, psychosocial status and PA attractiveness with both age and maturity status for boys and girls following an active play PA program. Thirty-three children (age 9.8±1.3 years; weight 43.1±13.4 kg; BMI 20.8±3.2 kg/m2) were recruited to participate in an active play program for 8 weeks (4x/week; 1hr/d). M-S estimates ranged from -6.7 to -2.5 years away from biological maturity Daily program PA was assessed and compared to pre-post measures of psychosocial functioning and PA attractiveness. Statistical procedures were performed using ANOVA and/or Pearson's correlation r (SPSS v. 22.0) with P=0.05. PA participation in the active play program showed a group average of 39±11% time spent in moderate-vigorous PA (%MVPA) with boys averaging 45% MVPA and girls averaging 30% MVPA (Pattractiveness scores for boys did not change following the program; whereas girls improved from 67±13% to 76±9% (Pattractiveness to %MVPA, 80% of girls reporting positive changes or no change; in contrast 56% of boys responded with negative/less PA attractiveness. PA attractiveness for all children was negatively associated with age (r=-0.19) and/or M-S (r=-0.29). The relationships, however, were gender specific with boys exhibiting a coefficient of -0.28 (age) and -0.61 (M-S) (Pattractiveness promoted less decline in %MVPA for M-S (r=0.18) compared to age (r=-0.17). For girls, approaching

Using the Transformative Power of Play to Educate Hearts and Minds: From Vygotsky to Vivian Paley and Beyond

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Nicolopoulou, Ageliki; Barbosa De Sa, Aline; Ilgaz, Hande; Brockmeyer, Carolyn

2010-01-01

This article argues that Vygotsky's analysis of children's play and of the ways it can serve as a powerful matrix for learning and development has two important implications that are not always fully appreciated. First, children's social pretend play can promote development both in the domains of cognition and language "and" in…

Is it play? Towards a reconceptualisation of role-play from an activity theory perspective.

NARCIS (Netherlands)

van Oers, B.

2013-01-01

This article proposes a reconceptualisation of role play on the basis of the Cultural-Historical theory (Vygotskij -Leont'ev - El'konin). The theory conceives of play as a specific mode of activity defined by a format that includes three basic parameters (rules, degrees of freedom and involvement).

Biorhythms in the activity of children during free play.

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Wade, M G; Ellis, M J; Bohrer, R E

1973-07-01

The interaction between the arousal to action of environmental stimuli and recovery from that activity was presumed to generate biorhythms in the activity level of children. The level of environmental stimuli was manipulated by varying the play-group size and the apparatus, and higher environmental complexity was expected to produce more pronounced rhythms. The heart rates of 16 subjects playing in monad, dyad, and tetrad group sizes, in two playroom configurations, were monitored and spectral analysis used to locate significant biorhythms. There was a tendency toward 40-min (slow frequency) and 15-min (fast frequency) biorhythms. The group size manipulation produced the strongest biorhythmic behavior in the dyadic groups. Apparatus differences were not significant but the configuration containing a minimum quantity of play apparatus produced more variable activity than the configuration containing a large amount of play apparatus.

CHILDREN'S MOVEMENT SKILLS WHEN PLAYING ACTIVE VIDEO GAMES.

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Hulteen, Ryan M; Johnson, Tara M; Ridgers, Nicola D; Mellecker, Robin R; Barnett, Lisa M

2015-12-01

Active video games (AVGs) may be useful for movement skill practice. This study examined children's skill execution while playing Xbox Kinect™ and during movement skill assessment. Nineteen children (10 boys, 9 girls; M age=7.9 yr., SD=1.4) had their skills assessed before AVG play and then were observed once a week for 6 wk. while playing AVGs for 50 min. While AVG play showed evidence of correct skill performance (at least 30-50% of the time when playing table tennis, tennis, and baseball), nearly all skills were more correctly performed during skill assessment (generally more than 50% of the time). This study may help researchers to better understand the role AVGs could play in enhancing real life movement skills.

Setting them up for lifetime activity: Play competence perceptions and physical activity in young children.

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Barnett, Lisa M; Ridgers, Nicola D; Hesketh, Kylie; Salmon, Jo

2017-09-01

Possessing positive physical perceived competence is important for physical activity in older children. Young children are primarily physically active through play-based behaviour rather than through organised sports and activities, so understanding how play perceptions might influence physical activity behaviour is important. The study purpose was to assess if perceived active play competence is associated with young children's physical activity. Cross sectional study. This paper uses two different samples drawn from the same Australian city, both collected in 2013. The first sample included 152 children (49% boys) aged 4-5 years (M=4.7, SD=0.47), the second sample included 78 children (55% boys) aged 5-8 years (M=6.6, SD=0.93). The Pictorial Scale of Perceived Movement Skill Competence was used to assess children's perceived competence in six skill-related play activities. Moderate- to vigorous-intensity physical activity (MVPA) was assessed for 8 consecutive days via accelerometers. A general linear model with the mean minutes in MVPA per day as the outcome, perceived play competence as the independent variable and adjusting for relevant confounders was performed in each sample. Perceived active play competence was not related to MVPA min/day (B=0.44, p=0.323) in the younger sample, but was in the older sample (B=1.53, p=0.026), explaining 24% of adjusted variance. Positive findings in the older sample show school-aged children need exposure to play based activities in order to develop the positive self-perception needed to engage in MVPA every day. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Play Equipment, Physical Activity Opportunities, and Children's Activity Levels at Childcare

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Jessica S. Gubbels

2012-01-01

Full Text Available This study investigated the association between physical activity facilities at childcare (e.g., play equipment and physical activity of 2- and 3-year olds. Observations of physical activity intensity were performed among 175 children at 9 childcare centers in The Netherlands, using the OSRAC-P. The physical activity facilities were assessed for indoors and outdoors separately, using the EPAO instrument. Regular (single-level multivariate and multilevel linear regression analyses examined the association of the facilities and child characteristics (age and sex with children's activity levels. Various physical activity facilities were available in all childcare centers (e.g., balls. Riding toys and a small playing area were associated with lower indoor physical activity levels. Outdoor physical activity levels were positively associated with the availability of portable jumping equipment and the presence of a structured track on the playground. Portable slides, fixed swinging equipment, and sandboxes were negatively associated with outdoor activity levels. In addition, the 3-year old children were more active outdoors than the 2-year olds. In conclusion, not all physical activity facilities at childcare were indeed positively associated with children's activity levels. The current findings provide concrete leads for childcare providers regarding which factors they can improve in the physical environment to facilitate children's physical activity.

The effects of gender, motor skills and play area on the free play activities of 8-11 year old school children.

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Harten, Nathan; Olds, Tim; Dollman, Jim

2008-09-01

Two studies were conducted to examine the interactions between gender, play area, motor skills and free play activity in 8-11 year old school children. In both studies, boys were more active than girls. In boys, but not in girls, energy expenditure was greater for high-skill than for low-skill children (p = 0.0002), and increased as play area increased (p = 0.01). These results suggest that motor skills and play space are important variables in determining the free play activity of boys, but not of girls. This may be related to widely different play styles among boys and girls.

Changes in cue-induced, prefrontal cortex activity with video-game play.

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Han, Doug Hyun; Kim, Yang Soo; Lee, Yong Sik; Min, Kyung Joon; Renshaw, Perry F

2010-12-01

Brain responses, particularly within the orbitofrontal and cingulate cortices, to Internet video-game cues in college students are similar to those observed in patients with substance dependence in response to the substance-related cues. In this study, we report changes in brain activity between baseline and following 6 weeks of Internet video-game play. We hypothesized that subjects with high levels of self-reported craving for Internet video-game play would be associated with increased activity in the prefrontal cortex, particularly the orbitofrontal and anterior cingulate cortex. Twenty-one healthy university students were recruited. At baseline and after a 6-week period of Internet video-game play, brain activity during presentation of video-game cues was assessed using 3T blood oxygen level dependent functional magnetic resonance imaging. Craving for Internet video-game play was assessed by self-report on a 7-point visual analogue scale following cue presentation. During a standardized 6-week video-game play period, brain activity in the anterior cingulate and orbitofrontal cortex of the excessive Internet game-playing group (EIGP) increased in response to Internet video-game cues. In contrast, activity observed in the general player group (GP) was not changed or decreased. In addition, the change of craving for Internet video games was positively correlated with the change in activity of the anterior cingulate in all subjects. These changes in frontal-lobe activity with extended video-game play may be similar to those observed during the early stages of addiction.

World History Plays, Puzzles and Activities.

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Stevens, Lawrence

This instructional resource, for grades 7-10, includes a collection of 10 plays with related learning activities. Units of study include: (1) "Alexander the Great and the Greeks"; (2) "The Black Death and the End of the Middle Ages"; (3) "Robert Clive and Imperialism"; (4) "Christopher Columbus and the Age of…

"This Is Spiderman's Mask." "No, It's Green Goblin's": Shared Meanings during Boys' Pretend Play with Superhero and Generic Toys

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Parsons, Amy; Howe, Nina

2013-01-01

Preschool boys' pretense and coconstruction of shared meanings during two play sessions (superhero and generic toys) were investigated with 58 middle-class boys ("M" age = 54.95 mos.). The frequency of dyadic pretense and the coconstruction of shared meanings in the play were coded. The frequency of pretense did not vary across the two…

Biorhythms in the activity of children during free play1

Science.gov (United States)

Wade, M. G.; Ellis, M. J.; Bohrer, R. E.

1973-01-01

The interaction between the arousal to action of environmental stimuli and recovery from that activity was presumed to generate biorhythms in the activity level of children. The level of environmental stimuli was manipulated by varying the play-group size and the apparatus, and higher environmental complexity was expected to produce more pronounced rhythms. The heart rates of 16 subjects playing in monad, dyad, and tetrad group sizes, in two playroom configurations, were monitored and spectral analysis used to locate significant biorhythms. There was a tendency toward 40-min (slow frequency) and 15-min (fast frequency) biorhythms. The group size manipulation produced the strongest biorhythmic behavior in the dyadic groups. Apparatus differences were not significant but the configuration containing a minimum quantity of play apparatus produced more variable activity than the configuration containing a large amount of play apparatus. PMID:4714575

Differently Designed Playgrounds and Preschooler's Physical Activity Play

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Luchs, Antje; Fikus, Monika

2018-01-01

New playground concepts--favouring natural play characteristics--emerge. The aim of our free play study is to explore the relation between newly established natural playgrounds and the widely spread contemporary ones in terms of physical activity levels. The playground features differ in vegetation, topography, size and play equipment. The…

Investigation of habitual pitch during free play activities for preschool-aged children.

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Chen, Yang; Kimelman, Mikael D Z; Micco, Katie

2009-01-01

This study is designed to compare the habitual pitch measured in two different speech activities (free play activity and traditionally used structured speech activity) for normally developing preschool-aged children to explore to what extent preschoolers vary their vocal pitch among different speech environments. Habitual pitch measurements were conducted for 10 normally developing children (2 boys, 8 girls) between the ages of 31 months and 71 months during two different activities: (1) free play; and (2) structured speech. Speech samples were recorded using a throat microphone connected with a wireless transmitter in both activities. The habitual pitch (in Hz) was measured for all collected speech samples by using voice analysis software (Real-Time Pitch). Significantly higher habitual pitch is found during free play in contrast to structured speech activities. In addition, there is no showing of significant difference of habitual pitch elicited across a variety of structured speech activities. Findings suggest that the vocal usage of preschoolers appears to be more effortful during free play than during structured activities. It is recommended that a comprehensive evaluation for young children's voice needs to be based on the speech/voice samples collected from both free play and structured activities.

What is the meaning and nature of active play for today's children in the UK?

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Brockman, Rowan; Fox, Kenneth R; Jago, Russell

2011-03-07

Preventing the decline in physical activity which occurs around 10-11 years of age is a public health priority. Physically active play can make unique contributions to children's development which cannot be obtained from more structured forms of physical activity. Encouraging active play in children's leisure time has potential to increase physical activity levels while promoting optimal child development. Aspired wisdom states that contemporary British children no longer play outdoors, but systematic evidence for this is lacking. We need to build a more informed picture of contemporary children's play before we consider interventions to increase it. Eleven focus groups were conducted with 77, 10-11 year old children from four primary schools in Bristol, UK. Focus groups examined: 1) children's perceptions of 'play'; 2) how much of their play is active play; and 3) contexts of children's active play. All focus groups were audio-taped and transcribed verbatim. Data were analysed using a thematic approach. Children's perceptions of play were broad and included both physically active and sedentary behaviours. Children reported that they frequently engaged in active play and valued both the physical and social benefits it provided. Whereas boys frequently reported having a 'kick about' or riding bikes as their preferred forms of active play, girls were less likely to report a specific activity. Additionally, boys reported greater independent mobility in their active play compared to girls. Finally, boys were more likely to report playing with neighbourhood friends but girls more frequently reported playing with family members. Promoting active play in children's leisure time may increase the physical activity of children, but interventions may need to be tailored according to gender.

What is the meaning and nature of active play for today's children in the UK?

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Jago Russell

2011-03-01

Full Text Available Abstract Background Preventing the decline in physical activity which occurs around 10-11 years of age is a public health priority. Physically active play can make unique contributions to children's development which cannot be obtained from more structured forms of physical activity. Encouraging active play in children's leisure time has potential to increase physical activity levels while promoting optimal child development. Aspired wisdom states that contemporary British children no longer play outdoors, but systematic evidence for this is lacking. We need to build a more informed picture of contemporary children's play before we consider interventions to increase it. Methods Eleven focus groups were conducted with 77, 10-11 year old children from four primary schools in Bristol, UK. Focus groups examined: 1 children's perceptions of 'play'; 2 how much of their play is active play; and 3 contexts of children's active play. All focus groups were audio-taped and transcribed verbatim. Data were analysed using a thematic approach. Results Children's perceptions of play were broad and included both physically active and sedentary behaviours. Children reported that they frequently engaged in active play and valued both the physical and social benefits it provided. Whereas boys frequently reported having a 'kick about' or riding bikes as their preferred forms of active play, girls were less likely to report a specific activity. Additionally, boys reported greater independent mobility in their active play compared to girls. Finally, boys were more likely to report playing with neighbourhood friends but girls more frequently reported playing with family members. Conclusions Promoting active play in children's leisure time may increase the physical activity of children, but interventions may need to be tailored according to gender.

Engagement, enjoyment, and energy expenditure during active video game play.

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Lyons, Elizabeth J; Tate, Deborah F; Ward, Dianne S; Ribisl, Kurt M; Bowling, J Michael; Kalyanaraman, Sriram

2014-02-01

Playing active video games can produce moderate levels of physical activity, but little is known about how these games motivate players to be active. Several psychological predictors, such as perceptions of competence, control, and engagement, may be associated with enjoyment of a game, which has in turn been hypothesized to predict energy expended during play. However, these relationships have yet to be tested in active video games. Young adults aged 18-35 (N = 97, 50 female) game for 13 minutes while energy expenditure was measured using indirect calorimetry. Self-reported measures of engagement, perceived competence, perceived control, and enjoyment were taken immediately afterward. Mediation was analyzed using path analysis. A path model in which enjoyment mediated the effects of engagement, perceived competence, and perceived control on energy expenditure and BMI directly affected energy expenditure was an adequate fit to the data, χ(2)(1, N = 97) = .199, p = .655; CFI = 1.00; RMSEA video game play. Games that are more enjoyable and engaging may produce greater intensity activity. Developers, practitioners, and researchers should consider characteristics that influence these predictors when creating or recommending active video games. PsycINFO Database Record (c) 2014 APA, all rights reserved.

INTERVALS OF ACTIVE PLAY AND BREAK IN BASKETBALL GAMES

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Pavle Rubin

2010-09-01

Full Text Available The problem of the research comes from the need for decomposition of a basketball game. The aim was to determine the intervals of active game (“live ball” - term defined by rules and break (“dead ball” - term defined by rules, by analyzing basketball games. In order to obtain the relevant information, basketball games from five different competitions (top level of quality were analyzed. The sample consists of seven games played in the 2006/2007 season: NCAA Play - Off Final game, Adriatic League finals, ULEB Cup final game, Euroleague (2 games and the NBA league (2 games. The most important information gained by this research is that the average interval of active play lasts approximately 47 seconds, while the average break interval lasts approximately 57 seconds. This information is significant for coaches and should be used in planning the training process.

Daily portraits of five and six-year old boys: the play activity

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Flavia Bignardi da Silva Nunes

2013-08-01

Full Text Available Introduction: Daily life experiences provide maturity along human development, and the environments in which they occur are essential for this process. These experiences help to build children’s personalities and the way they deal with the world around them. Objectives: In this study, we aimed to understand the occupational behavior of four children aged five to six years old through their mothers’ reports. Methodology: The average time spent with daily activities is described, and playing was a central theme of analysis. We analyzed the preferences, companies and emotional characteristics of the play activity. We used an Activity Clock and semi-structured interviews with the children’s mothers as data collection instruments. Results: The main results show that most of their daily life time is spent with sleep, school and play activities. They indicate that children prefer games that challenge acquisitions that are under construction. Regarding company, these children still have their mothers as a reference to the play activity, but also peers their age or a little older. Conclusion: Play has an important representation in the daily occupational lives of these children and it stands as a key life experience to acquire skills and face challenges.

Exploring children's seasonal play to promote active lifestyles in Auckland, New Zealand.

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Ergler, Christina R; Kearns, Robin; Witten, Karen

2016-09-01

Studies of seasonal barriers for outdoor activities seldom view families' play practices as grounded in the everyday experience of the natural elements. This paper brings 20 families' mundane outdoor play experiences in Auckland's temperate climate to the fore. Through drawings and interviews, families residing in both suburban detached houses and central city apartments revealed locally constituted beliefs about appropriate play spaces (e.g. garden, park). While the majority of participants retreated to indoor activities during winter, some children and their parents viewed the outdoors as the only opportunity for 'real fun'. We advocate the importance of a better understanding of children's seasonal outdoor play. In particular, we argue that in order to promote year-round healthy levels of outdoor activities it is necessary to understand variations in societal, neighbourhood and family values attributed to outdoor activities. Further, to develop a more nuanced understanding of the locational complexities of outdoor play it is important to understand the meanings of, and practices associated with, seasonal and weather conditions in different international locations. Copyright © 2016 Elsevier Ltd. All rights reserved.

Meaning and purposes of the play activity for childhood education’ teachers

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Dijnane Fernanda Vedovatto Iza

2015-11-01

Full Text Available In this paper we discusses the importance of the childish education teachers clearly know about the meaning and the sense of the play activities with children 0 a 6 years old. This is part of doctor thesis from among of goals, one of them was to unveil the meaning and sense of the play activities attributed by childish education teachers. Part of the methodology used in the research involved interview with five childish education teachers who participated of a course about o theme and, so, video-records about yours routines and activities with the children. The results denote that the meaning and sense attributed by these teachers at to propose play activities for the children are connected to understanding of this activity as generating of the learns for this ages and, therefore, it needs to be developed with pleasure. The changes in the practices with the children are attribute to the courses which the teachers change experiences, discusses problems, suggest solutions and enlarge the possibilities about yours practices with children, which can to mean the improvement of the childish education quality. From There the importance of the public politics invest in the actions to the continuing childish teacher education by partnership with the university, so that the teachers can enlarge yours conceptions about the play activities and feel safety about to propose and to encourage these activities between children.

Influences of Technology-Related Playful Activity and Thought on Moral Development

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Bergen, Doris; Davis, Darrel

2011-01-01

Many early developmental theorists such as Freud, Erikson, Piaget, and Vygotsky suggested that play--which the authors of this article define as both playful activity and playful thought--had the power to influence the moral emotions, behaviors, and reasoning of children. More recent researchers have also found evidence of moral development in…

Effects of Behavioral Contingencies on Adolescent Active Videogame Play and Overall Activity: A Randomized Trial.

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Norman, Gregory J; Adams, Marc A; Ramirez, Ernesto R; Carlson, Jordan A; Kerr, Jacqueline; Godbole, Suneeta; Dillon, Lindsay; Marshall, Simon J

2013-06-01

This study evaluated the effect of four active videogames (AVGs) varying in behavioral contingencies (behavior-consequence relations) on adolescent AVG play and overall activity levels over 4 weeks. Each AVG, manufactured by SSD/Xavix(®) (Shiseido Co. of Japan, Tokyo, Japan), was coded and scored for the number of positive and aversive behavioral contingencies within the games. "Bowling" and "Tennis" were classified as having "higher contingency scores," and "Boxing" and aerobic fitness training were classified as having "lower contingency scores." Adolescents (n=63; 11-15 years old; 62% male; 38% Hispanic; 44% overweight or obese) were randomized to play one of the four AVGs at home and recorded game play sessions in a paper log. Baseline and week 4 assessments were completed at home; week 1, 2, and 3 assessments were completed by telephone. Accelerometers were worn during baseline and weeks 1 and 4. Accelerometer-measured sedentary and light activity hours/day were stable over time, whereas moderate-vigorous physical activity minutes/day increased in the higher contingency group and decreased in the lower contingency group (interaction effect, 6.43, P=0.024). Reported game play minutes decreased in both groups from week 1 to week 4 (-29.42 minutes, P=0.001). There was some support for the hypothesis that AVGs with more behavioral contingencies, compared with AVGs with fewer behavioral contingencies, result in more physical activity. However, overall AVG play decreased substantially after the first week. Further study is needed to better understand how behavioral contingencies can be used in AVGs to enhance their potential to provide health benefits to game players.

Ecological literacy and concepts formation in childhood education through playful activities

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Ana Célia de Brito Miranda

2010-07-01

Full Text Available This study aimed to investigate the concept formation involved in the study of food chain by utilizing the vygotskian referential and playful activities. The teacher-researcher planned the activities that were experienced by a group of children in an elementary school aged 4 to 5. The topic chosen intended to support ecological literacy and the construction of scientific concepts in children. For the data collect, the study employed diverse instruments of a playful nature, such as theatre, games, drawings, and video-recorded interviews. The study showed a generally positive influence of playful activities to develop a perception of belonging to the food chain and becoming aware of the importance of caring for animals in order to preserve life, as well as an evolution inside the phases proposed by Vygotsky.

An understanding of Japanese children's perceptions of fun, barriers, and facilitators of active free play.

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Lee, YingHua; Takenaka, Koji; Kanosue, Kazuyuki

2015-09-01

Physical activity contributes to children's physical and mental well-being. Research suggests that active free play helps to maintain and increase physical activity in children and also contributes to social and emotional well-being. To date, these studies have focused on Western countries. Thus, this study was conducted to gain insights into the factors of perceptions of fun, barriers, and facilitators affecting active free play from the perspective of Japanese children using focus group interviews. In Japan, 12 focus groups were conducted with 60 children aged 9-11 years. Children's perceptions of fun in active free play were categorized into socializing, achievement, emotions, and freedom. Additionally, active boys' groups were interested in free play and adventure play; girls' groups were interested in free play with less physical movement and challenges; inactive boys' groups were interested in relaxing and competitive play with bodily contact. However, children mentioned that busy schedules, weather, and health-related factors acted as main barriers. Lastly, children noted facilitators include setting schedules, having access to equipment and playgrounds, and holding special events. The findings provide insights into active free play-related factors for active and inactive Japanese children and also clarify the differences between Japanese and Western children. Such findings will contribute to designing interventions to increase active free play. © The Author(s) 2013.

Brain activity and desire for Internet video game play.

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Han, Doug Hyun; Bolo, Nicolas; Daniels, Melissa A; Arenella, Lynn; Lyoo, In Kyoon; Renshaw, Perry F

2011-01-01

Recent studies have suggested that the brain circuitry mediating cue-induced desire for video games is similar to that elicited by cues related to drugs and alcohol. We hypothesized that desire for Internet video games during cue presentation would activate similar brain regions to those that have been linked with craving for drugs or pathologic gambling. This study involved the acquisition of diagnostic magnetic resonance imaging and functional magnetic resonance imaging data from 19 healthy male adults (age, 18-23 years) following training and a standardized 10-day period of game play with a specified novel Internet video game, "War Rock" (K2 Network, Irvine, CA). Using segments of videotape consisting of 5 contiguous 90-second segments of alternating resting, matched control, and video game-related scenes, desire to play the game was assessed using a 7-point visual analogue scale before and after presentation of the videotape. In responding to Internet video game stimuli, compared with neutral control stimuli, significantly greater activity was identified in left inferior frontal gyrus, left parahippocampal gyrus, right and left parietal lobe, right and left thalamus, and right cerebellum (false discovery rate Internet video game showed significantly greater activity in right medial frontal lobe, right and left frontal precentral gyrus, right parietal postcentral gyrus, right parahippocampal gyrus, and left parietal precuneus gyrus. Controlling for total game time, reported desire for the Internet video game in the subjects who played more Internet video game was positively correlated with activation in right medial frontal lobe and right parahippocampal gyrus. The present findings suggest that cue-induced activation to Internet video game stimuli may be similar to that observed during cue presentation in persons with substance dependence or pathologic gambling. In particular, cues appear to commonly elicit activity in the dorsolateral prefrontal, orbitofrontal

Interdisciplinary Design Studio Education: Place through the activity of play

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Fatos Adiloglu

2011-09-01

Full Text Available This paper discusses the activity of play in design education among university students with interdisciplinary background. The study subscribes to social theories of learning and takes into account an international summer school which brought visual communication design and architecture students and instructors together at the intersection of design in Istanbul asking such questions: How can student learning activity in design education are fostered? How can studio experience be formulated to cultivate the understanding of place? In this study the international group acted as a learning community. Istanbul served at her best offering her potential for making connections through exploration and discovery. The paper casts student tasks formulated as playful graphic expression and reflects student statements, unfolding connections made across filters of space, time and movement in the working process of visual design studio. The particular design studio experiences uncover how students reconstructed their own texts. The study as a result releases the fact that one might best come to know a place through the activity of play and this kind of knowing is one that constantly evolving.

Gender-specific activity demands experienced during semiprofessional basketball game play.

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Scanlan, Aaron T; Dascombe, Ben J; Kidcaff, Andrew P; Peucker, Jessica L; Dalbo, Vincent J

2015-07-01

To compare game activity demands between female and male semiprofessional basketball players. Female (n=12) and male (n=12) semiprofessional basketball players were monitored across 3 competitive games. Time-motion-analysis procedures quantified player activity into predefined movement categories across backcourt (BC) and frontcourt (FC) positions. Activity frequencies, durations, and distances were calculated relative to live playing time (min). Work:rest ratios were also calculated using the video data. Game activity was compared between genders for each playing position and all players. Female players performed at greater running work-rates than male players (45.7±1.4 vs. 42.1±1.7 m/min, P=.05), while male players performed more dribbling than female players (2.5±0.3 vs. 3.0±0.2 s/min; 8.4±0.3 vs. 9.7±0.7 m/min, P=.05). Positional analyses revealed that female BC players performed more low-intensity shuffling (P=.04) and jumping (P=.05), as well as longer (P=.04) jogging durations, than male BC players. Female FC players executed more upper-body activity (P=.03) and larger work:rest ratios (Pbasketball. Furthermore, position-specific variations between female and male basketball players should be considered. These data may prove useful in the development of gender-specific conditioning plans relative to playing position in basketball.

Comparing Role-Playing Activities in Second Life and Face-to-Face Environments

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Gao, Fei; Noh, Jeongmin J.; Koehler, Matthew J.

2009-01-01

This study compared student performances in role-playing activities in both a face-to-face (FTF) environment and a virtual 3D environment, Second Life (SL). We found that students produced a similar amount of communication in the two environments, but the communication styles were different. In SL role-playing activities, students took more…

PLAY ACTIVITY WITH MILITARY TOYS AT PRESCHOOL AGE

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Irina Nikolaevna Aleshina

2013-12-01

Full Text Available The article analyzes various attitudes to military toys, both positive and negative, existing in Russia and abroad. Toy weapons are viewed as a separate type of military toy. The study looks at the impact of military toys on children’s emotions and personality. The study looks at how children play games on their own and the way they organize them. We have conducted an experiment where three types of toys were used – military toys, soft toys and objects that act as toy substitutes. The study of games and the roles children took showed their poor playing skills. The research has detected existing connection between imagination and thinking ability and the children’s play activity. None of the children took the role of ‘the defender of the weak’ or ‘Patria’s defender’, which contradicts the results of an opinion survey of children’s parents who think that military toys help to develop ‘patriotism’, ‘courage’, and ‘teach to protect the weak’.Repeated observation of the way the same children play with military toys has shown that they take the role of defenders of the motherland or the weak only after watching TV-programmes or fiction films which show male characters defending their motherland or the weak using weapons, which shows that children’s games have social character.The experiment’s results detected what activity adults, who are concerned with the young generation’s attitude to weapons and violence, should perform. It is vital to strengthen children’s moral, ethical and cognitive spheres first, and only in second place fight against sales of military toys both in Russia and abroad.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-53

Effect of Sex and Body Mass Index on Children's Physical Activity Intensity during Free Play at an Indoor Soft Play Center: An Exploratory Study.

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Jones, Michelle A

2017-09-12

Background : Indoor soft play can provide a safe but exciting physical activity opportunity regardless of environmental conditions. Relatively little is known about the quality or quantity of physical activity engaged in by children during indoor free soft play. The aim of this study was to evaluate the contribution indoor free soft play can make in enabling children to meet physical activity guidelines and to evaluate the effects of sex and body mass index category. Methods : Seventy-two boys and girls aged five to 10 years engaged in un-controlled indoor free soft play with a mean duration of 120.7 (27.1) min, during which physical activity was monitored using Actigraph accelerometers. Results : Children spent an average of 61.7 (24.2) min engaging in moderate to vigorous physical activity (MVPA) and 51.4% ( n = 37) achieved the recommended 60 min of MVPA through the single visit to the indoor soft play center. Boys (68.3 (25.7) min) engaged in significantly ( p < 0.05) more MVPA than girls (55.8 (21.4) min). Normal weight (65.7 (23.3) min) children engaged in significantly more MVPA than overweight children (48.0 (18.9) min). Conclusions : Attendance at a soft play indoor center has the potential to support children to engage in sufficient MVPA and overcome environmental factors that can restrict physical activity opportunities.

Online-offline activities and game-playing behaviors of avatars in a massive multiplayer online role-playing game

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Jiang, Zhi-Qiang; Zhou, Wei-Xing; Tan, Qun-Zhao

2009-11-01

Massive multiplayer online role-playing games (MMORPGs) are very popular in China, which provides a potential platform for scientific research. We study the online-offline activities of avatars in an MMORPG to understand their game-playing behavior. The statistical analysis unveils that the active avatars can be classified into three types. The avatars of the first type are owned by game cheaters who go online and offline in preset time intervals with the online duration distributions dominated by pulses. The second type of avatars is characterized by a Weibull distribution in the online durations, which is confirmed by statistical tests. The distributions of online durations of the remaining individual avatars differ from the above two types and cannot be described by a simple form. These findings have potential applications in the game industry.

Play, Playfulness, Creativity and Innovation

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Patrick Bateson

2014-05-01

Full Text Available Play, as defined by biologists and psychologists, is probably heterogeneous. On the other hand, playfulness may be a unitary motivational state. Playful play as opposed to activities that merge into aggression is characterized by positive mood, intrinsic motivation, occurring in a protected context and easily disrupted by stress. Playful play is a good measure of positive welfare. It can occupy a substantial part of the waking-life of a young mammal or bird. Numerous functions for play have been proposed and they are by no means mutually exclusive, but some evidence indicates that those individual animals that play most are most likely to survive and reproduce. The link of playful play to creativity and hence to innovation in humans is strong. Considerable evidence suggests that coming up with new ideas requires a different mindset from usefully implementing a new idea.

Footballs versus Barbies: Childhood Play Activities as Predictors of Sport Participation by Women.

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Guiliano, Traci A.; Popp, Kathryn E.; Knight, Jennifer L.

2000-01-01

Examined the extent to which women's childhood play activities predicted future sport participation. College athletes and nonathletes completed a survey on childhood play and adult sports experiences. Playing with masculine toys and games, playing in predominantly male or mixed groups, and being a tomboy characterized women who later became…

Meaning and purposes of the play activity for childhood education’ teachers

OpenAIRE

Dijnane Fernanda Vedovatto Iza; Maria Aparecida Mello

2015-01-01

In this paper we discusses the importance of the childish education teachers clearly know about the meaning and the sense of the play activities with children 0 a 6 years old. This is part of doctor thesis from among of goals, one of them was to unveil the meaning and sense of the play activities attributed by childish education teachers. Part of the methodology used in the research involved interview with five childish education teachers who participated of a course about o theme and, so, vi...

Using Pretend Play to Promote Foundations for Text Comprehension: Examples from a Program for Children Who Are Deaf and Hard of Hearing

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Westby, Carol; Wilson, Deborah

2017-01-01

This review article starts with an overview of changing education paradigms and the literature on cognitive and linguistic relationships in imaginative play related to comprehension of oral and written texts. Strategies for developing the cognitive and linguistic foundations for text comprehension through play are described. A review of current…

Individual, social and physical environmental correlates of children's active free-play: a cross-sectional study

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Ball Kylie

2010-02-01

Full Text Available Abstract Background Children's unstructured outdoor free-play (or active free-play has the potential to make an important contribution to children's overall physical activity levels. Limited research has, however, examined physical activity in this domain. This study examined associations between individual, social and physical environmental factors and the frequency with which children play in particular outdoor locations outside school hours. This study also investigated whether the frequency of playing in outdoor locations was associated with children's overall physical activity levels. Methods Participants including 8-9 year old children and their parents (n = 187 were recruited from a selection of primary schools of varying socioeconomic status across metropolitan Melbourne, Australia. Parents completed a survey and children's overall physical activity levels were measured by accelerometry. Regression models examined the odds of children playing in various outdoor settings according to particular correlates. Results Inverse associations were found between preference for activities not involving physical activity, and the likelihood of children playing in the yard at home on the weekend (OR = 0.65; CI = 0.45,0.95. Positive correlates of children playing in their own street included: parental perceptions that it was safe for their child to play in their street (weekdays [OR = 6.46; CI = 2.84,14.71], weekend days [OR = 6.01; CI = 2.68,13.47]; children having many friends in their neighbourhood (OR = 2.63; CI = 1.21,5.76; and living in a cul-de-sac (weekdays [OR = 3.99; CI = 1.65,9.66], weekend days [OR = 3.49; CI = 1.49,8.16]. Positive correlates of more frequent play in the park/playground on weekdays included family going to the park together on a weekly basis on weekdays (OR = 6.8; CI = 3.4,13.6; and on weekend days (OR = 7.36; CI = 3.6,15.0. No differences in mean mins/day of moderate-vigorous physical activity were found between children

Effect of a family focused active play intervention on sedentary time and physical activity in preschool children.

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O'Dwyer, Mareesa V; Fairclough, Stuart J; Knowles, Zoe; Stratton, Gareth

2012-10-01

Early childhood provides a window of opportunity for the promotion of physical activity. Given the limited effectiveness of interventions to date, new approaches are needed. Socio-ecological models suggest that involving parents as intervention targets may be effective in fostering healthier lifestyles in children. This study describes the effectiveness of a family-focused 'Active Play' intervention in decreasing sedentary time and increasing total physical activity in preschool children. Seventy-seven families were recruited from 8 randomly selected SureStart children's centres in the North West of England. Centres were randomly assigned to either an intervention (n = 4) or a comparison group (n = 4). Parents and children in the intervention group received a 10-week active play programme delivered by trained active play professionals; this included an activity and educational component. Families in the comparison group were asked to maintain their usual routine. Each participating parent and child wore a uni-axial accelerometer for 7 days at baseline and post-test. Week and weekend day sedentary time and total physical activity adjusted for child- and home- level covariates were analysed using multilevel analyses. Significant intervention effects were observed for sedentary time and physical activity for both week and weekend days. Children in the intervention group engaged in 1.5% and 4.3% less sedentary time during week and weekend days, respectively and 4.5% and 13.1% more physical activity during week and weekend days, respectively than children in the comparison group. Parent's participation in sport and their physical activity levels, child's sex, availability of media in the home and attendance at organised activities were significant predictors of sedentary time and physical activity in this age group. A 10-week family focused active play intervention produced positive changes in sedentary time and total physical activity levels in preschool children

Effect of Sex and Body Mass Index on Children’s Physical Activity Intensity during Free Play at an Indoor Soft Play Center: An Exploratory Study

Science.gov (United States)

2017-01-01

Background: Indoor soft play can provide a safe but exciting physical activity opportunity regardless of environmental conditions. Relatively little is known about the quality or quantity of physical activity engaged in by children during indoor free soft play. The aim of this study was to evaluate the contribution indoor free soft play can make in enabling children to meet physical activity guidelines and to evaluate the effects of sex and body mass index category. Methods: Seventy-two boys and girls aged five to 10 years engaged in un-controlled indoor free soft play with a mean duration of 120.7 (27.1) min, during which physical activity was monitored using Actigraph accelerometers. Results: Children spent an average of 61.7 (24.2) min engaging in moderate to vigorous physical activity (MVPA) and 51.4% (n = 37) achieved the recommended 60 min of MVPA through the single visit to the indoor soft play center. Boys (68.3 (25.7) min) engaged in significantly (p < 0.05) more MVPA than girls (55.8 (21.4) min). Normal weight (65.7 (23.3) min) children engaged in significantly more MVPA than overweight children (48.0 (18.9) min). Conclusions: Attendance at a soft play indoor center has the potential to support children to engage in sufficient MVPA and overcome environmental factors that can restrict physical activity opportunities. PMID:28895904

Playing Active Video Games may not develop movement skills: An intervention trial

OpenAIRE

Barnett, Lisa M.; Ridgers, Nicola D.; Reynolds, John; Hanna, Lisa; Salmon, Jo

2015-01-01

Background: To investigate the impact of playing sports Active Video Games on children's actual and perceived object control skills. Methods: Intervention children played Active Video Games for 6 weeks (1 h/week) in 2012. The Test of Gross Motor Development-2 assessed object control skill. The Pictorial Scale of Perceived Movement Skill Competence assessed perceived object control skill. Repeated measurements of object control and perceived object control were analysed for the whole sample, u...

Development of various reaction abilities and their relationships with favorite play activities in preschool children.

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Miyaguchi, Kazuyoshi; Demura, Shinich; Sugiura, Hiroki; Uchiyama, Masanobu; Noda, Masahiro

2013-10-01

This study examines the development of various reaction movements in preschool children and the relationship between reaction times and favorite play activities. The subjects were 167 healthy preschool children aged 4-6 (96 boys and 71 girls). This study focused on the reaction times of the upper limbs (reaction 1: release; reaction 2: press) and the whole body (reaction 3: forward jump). The activities frequently played in preschools are largely divided into dynamic play activities (tag, soccer, gymnastics set, dodge ball, and jump rope) and static play activities (drawing, playing house, reading, playing with sand, and building blocks). The subjects chose 3 of 10 cards picturing their favorite play activities, depicting 10 different activities. All intraclass correlation coefficients of measured reaction times were high (0.73-0.79). In addition, each reaction time shortened with age. Reaction 1 showed a significant and low correlation with reaction 3 (r = 0.37). The effect size of the whole body reaction time was the largest. Whole body reaction movement, which is largely affected by the exercise output function, develops remarkably in childhood. Children who liked "tag" were faster in all reaction times. The children who chose "soccer" were faster in reactions 2 and 3. In contrast, children who liked "playing house" tended to have slower reaction times. Dynamic activities, such as tag and soccer, promote development of reaction speed and agility in movements involving the whole body. Preschool teachers and physical educators should re-examine the effect of tag and use it periodically as one of the exercise programs to avoid unexpected falls and injuries in everyday life.

Narrative increases step counts during active video game play among children

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Active video games (AVGs) capable of inducing physical activity (PA) level offer a novel alternative to child obesity. Unfortunately, children's motivation to play AVG decreases quickly, underscoring the need to find new methods to maintain their engagement. According to narrative transportation th...

Active Play in After-school Programmes: development of an intervention and description of a matched-pair cluster-randomised trial assessing physical activity play in after-school programmes.

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Riiser, Kirsti; Helseth, Sølvi; Ellingsen, Hanna; Fallang, Bjørg; Løndal, Knut

2017-08-04

Interventions delivered in after-school programmes (ASPs) have the potential to become a means of ensuring adequate physical activity among schoolchildren. This requires a motivational climate, allowing for self-determined play. If trained, ASP staff may represent a valuable resource for supporting such play. Increasing knowledge and supportive skills among ASP staff may also potentially increase their motivation for work. The purpose of this article is to describe the development of the 'Active Play in ASP' intervention, which aims to promote physical activity among first graders attending ASP, and to present a protocol for a matched-pair cluster-randomised trial to evaluate the intervention. Informed by experiences from practice, evidence-based knowledge and theory, the intervention was developed in a stepwise process including focus group meetings and a small-scale pilot test. The intervention contains a course programme for ASP staff to increase their skills in how to support physical activity through play. In a cluster randomised controlled trial, the ASPs will be matched and randomly allocated to receive the 7-month intervention or to a control group. Outcomes will be assessed at baseline, after 7 and 19 months. First graders attending the ASPs included are eligible. The primary outcome will be accelerometer-determined minutes in moderate to vigorous physical activity in the ASP. The study uses a mixed methods approach including observations and interviews to provide rich descriptions of the concept of children's physical activity in ASP. Moreover, the trial will assess whether the ASP staff benefits from participation in the intervention in terms of increased work motivation. Lastly, process evaluations of programme fidelity, satisfaction and suggestions on improvement will be performed. The study is approved by the Data Protection Official for Research (reference no 46008). Results will be presented in conferences and peer-reviewed journals. Clinical Trials

An intergenerational study of perceptions of changes in active free play among families from rural areas of Western Canada.

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Holt, Nicholas L; Neely, Kacey C; Spence, John C; Carson, Valerie; Pynn, Shannon R; Boyd, Kassi A; Ingstrup, Meghan; Robinson, Zac

2016-08-19

Children's engagement in active free play has declined across recent generations. Therefore, the purpose of this study was to examine perceptions of intergenerational changes in active free play among families from rural areas. We addressed two research questions: (1) How has active free play changed across three generations? (2) What suggestions do participants have for reviving active free play? Data were collected via 49 individual interviews with members of 16 families (15 grandparents, 16 parents, and 18 children) residing in rural areas/small towns in the Province of Alberta (Canada). Interview recordings were transcribed verbatim and subjected to thematic analysis guided by an ecological framework of active free play. Factors that depicted the changing nature of active free play were coded in the themes of less imagination/more technology, safety concerns, surveillance, other children to play with, purposeful physical activity, play spaces/organized activities, and the good parenting ideal. Suggestions for reviving active free play were coded in the themes of enhance facilities to keep kids entertained, provide more opportunities for supervised play, create more community events, and decrease use of technology. These results reinforce the need to consider multiple levels of social ecology in the study of active free play, and highlight the importance of community-based initiatives to revive active free play in ways that are consistent with contemporary notions of good parenting.

A meta-study of qualitative research examining determinants of children's independent active free play.

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Lee, Homan; Tamminen, Katherine A; Clark, Alexander M; Slater, Linda; Spence, John C; Holt, Nicholas L

2015-01-24

To produce a meta-study by completing a systematic review of qualitative research examining determinants of independent active free play in children. Following systematic electronic and manual searches and application of inclusion/exclusion criteria, 46 studies were retained and subjected to meta-method, meta-theory, and meta-data analyses, followed by a final meta-synthesis. Identified determinants of independent active free play were child characteristics (age, competence, and gender), parental restrictions (safety concerns and surveillance), neighborhood and physical environment (fewer children to play with, differences in preferences for play spaces between parents and children, accessibility and proximity, and maintenance), societal changes (reduced sense of community, good parenting ideal, changing roles of parents, privatization of playtime and play spaces), and policy issues (need to give children voice). An ecological model depicting these factors, and the relationships therein, was created. This comprehensive meta-study helps establish a knowledge base for children's independent active free play research by synthesizing a previously fragmented set of studies. Parents' perceived safety concerns are the primary barrier to children's active free play. These safety concerns are moderated by child-level factors (age, competence, gender) and broader social issues. Interventions should focus on community-level solutions that include children's perspectives. From a methods perspective, the reviewed studies used a range of data collection techniques, but methodological details were often inadequately reported. The theoretical sophistication of research in this area could be improved. To this end, the synthesis reported in this study provides a framework for guiding future research.

Children's active free play in local neighborhoods: a behavioral mapping study.

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Veitch, J; Salmon, J; Ball, K

2008-10-01

Many Australian children are more sedentary than they should be, and almost one in five are currently overweight or obese. Some children may face difficulties finding opportunities to be active, having poor access to safe public open spaces or having low independent mobility limiting their access to places to play. This study aimed to examine children's access to places in their neighborhood for active free play and how these vary by age, sex and socioeconomic status (SES). Behavioral maps of the local neighborhood were completed by children (8-12 years) from five primary schools across different areas of Melbourne. Children living in low SES outer-urban neighborhoods had to travel greater distances to access local parks compared with those in inner-urban mid and high SES areas. One-third (32%) of children reported an independent mobility range of <100 m from home. In conclusion, for some children opportunities to engage in active free play in the local neighborhood may be limited due to lack of parks in close proximity to home and restricted independent mobility. It is important to collaborate with local governments, urban planners and community groups to improve access to neighborhood parks and to promote a sense of neighborhood safety.

Brain activity and desire for internet video game play

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Han, Doug Hyun; Bolo, Nicolas; Daniels, Melissa A.; Arenella, Lynn; Lyoo, In Kyoon; Renshaw, Perry F.

2010-01-01

Objective Recent studies have suggested that the brain circuitry mediating cue induced desire for video games is similar to that elicited by cues related to drugs and alcohol. We hypothesized that desire for internet video games during cue presentation would activate similar brain regions to those which have been linked with craving for drugs or pathological gambling. Methods This study involved the acquisition of diagnostic MRI and fMRI data from 19 healthy male adults (ages 18–23 years) following training and a standardized 10-day period of game play with a specified novel internet video game, “War Rock” (K-network®). Using segments of videotape consisting of five contiguous 90-second segments of alternating resting, matched control and video game-related scenes, desire to play the game was assessed using a seven point visual analogue scale before and after presentation of the videotape. Results In responding to internet video game stimuli, compared to neutral control stimuli, significantly greater activity was identified in left inferior frontal gyrus, left parahippocampal gyrus, right and left parietal lobe, right and left thalamus, and right cerebellum (FDR video game (MIGP) cohort showed significantly greater activity in right medial frontal lobe, right and left frontal pre-central gyrus, right parietal post-central gyrus, right parahippocampal gyrus, and left parietal precuneus gyrus. Controlling for total game time, reported desire for the internet video game in the MIGP cohort was positively correlated with activation in right medial frontal lobe and right parahippocampal gyrus. Discussion The present findings suggest that cue-induced activation to internet video game stimuli may be similar to that observed during cue presentation in persons with substance dependence or pathological gambling. In particular, cues appear to commonly elicit activity in the dorsolateral prefrontal, orbitofrontal cortex, parahippocampal gyrus, and thalamus. PMID:21220070

Plan before You Play: An Activity for Teaching the Managerial Process

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Althouse, Norm R.; Hedges, Peggy L.

2015-01-01

This article describes a 60-minute classroom activity using LEGO® bricks that demonstrates and reinforces the importance of the managerial process. The activity, Plan Before You Play (PBP), is targeted to introductory business classes, and differs from others in that it requires little investment or up-front planning, is easily scalable, and, with…

A Comparison of Solo and Multiplayer Active Videogame Play in Children with Unilateral Cerebral Palsy.

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Howcroft, Jennifer; Fehlings, Darcy; Wright, Virginia; Zabjek, Karl; Andrysek, Jan; Biddiss, Elaine

2012-08-01

Active videogames (AVGs) have potential in terms of physical activity and therapy for children with cerebral palsy. However, the effect of social interaction on AVG play has not yet been assessed. The objective of this study is to determine if multiplayer AVG versus solo affects levels of energy expenditure and movement patterns. Fifteen children (9.77 [standard deviation (SD) 1.78] years old) with hemiplegic cerebral palsy (Gross Motor Function Classification System Level I) participated in solo and multiplayer Nintendo(®) "Wii™ Boxing" (Nintendo, Inc., Redmond, WA) AVG play while energy expenditure and punching frequency were monitored. Moderate levels of physical activity were achieved with no significant differences in energy measures during multiplayer and solo play. Dominant arm punching frequency increased during the multiplayer session from 95.75 (SD 37.93) punches/minute to 107.77 (SD 36.99) punches/minute. Conversely, hemiplegic arm punching frequency decreased from 39.05 (SD 29.57) punches/minutes to 30.73 (SD 24.74) punches/minutes during multiplayer game play. Children enjoyed multiplayer more than solo play. Opportunities to play AVGs with friends and family may translate to more frequent participation in this moderate physical activity. Conversely, increased hemiplegic limb use during solo play may have therapeutic advantages. As such, new strategies are recommended to promote use of the hemiplegic hand during multiplayer AVG play and to optimize commercial AVG systems for applications in virtual reality therapy.

An intergenerational study of perceptions of changes in active free play among families from rural areas of Western Canada

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Nicholas L. Holt

2016-08-01

Full Text Available Abstract Background Children’s engagement in active free play has declined across recent generations. Therefore, the purpose of this study was to examine perceptions of intergenerational changes in active free play among families from rural areas. We addressed two research questions: (1 How has active free play changed across three generations? (2 What suggestions do participants have for reviving active free play? Methods Data were collected via 49 individual interviews with members of 16 families (15 grandparents, 16 parents, and 18 children residing in rural areas/small towns in the Province of Alberta (Canada. Interview recordings were transcribed verbatim and subjected to thematic analysis guided by an ecological framework of active free play. Results Factors that depicted the changing nature of active free play were coded in the themes of less imagination/more technology, safety concerns, surveillance, other children to play with, purposeful physical activity, play spaces/organized activities, and the good parenting ideal. Suggestions for reviving active free play were coded in the themes of enhance facilities to keep kids entertained, provide more opportunities for supervised play, create more community events, and decrease use of technology. Conclusions These results reinforce the need to consider multiple levels of social ecology in the study of active free play, and highlight the importance of community-based initiatives to revive active free play in ways that are consistent with contemporary notions of good parenting.

Modified Active Videogame Play Results in Moderate-Intensity Exercise.

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Monedero, Javier; McDonnell, Adam C; Keoghan, Melissa; O'Gorman, Donal J

2014-08-01

Large proportions of the population do not meet current American College of Sports Medicine physical activity recommendations, and innovative approaches are required. Most active videogames do not require a significant amount of energy expenditure. The purpose of this study was to determine if modifying an active videogame increased exercise intensity to meet current physical activity recommendations. After completing a maximal oxygen uptake test, participants did a familiarization session on a separate day. Thirteen healthy participants 24.2±3.4 years of age played (1) a sedentary videogame, (2) an active videogame, and (3) a modified active videogame designed to increase physical activity for 46 minutes in a randomized order on separate days. Oxygen uptake, heart rate, heart rate reserve, percentage of maximal heart rate, metabolic equivalents of task, and energy expenditure were significantly higher during the modified active videogame trial than during the active videogame or sedentary videogame trials and also between the active videogame and sedentary videogame. A simple modification to an existing active videogame was sufficient to reach moderate exercise intensity. Active videogames could provide an important option for increasing daily physical activity and reducing sedentary time.

HybridPLAY: A New Technology to Foster Outdoors Physical Activity, Verbal Communication and Teamwork.

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Díaz, Diego José; Boj, Clara; Portalés, Cristina

2016-04-23

This paper presents HybridPLAY, a novel technology composed of a sensor and mobile-based video games that transforms urban playgrounds into game scenarios. With this technology we aim to stimulate physical activity and playful learning by creating an entertaining environment in which users can actively participate and collaborate. HybridPLAY is different from other existing technologies that enhance playgrounds, as it is not integrated in them but can be attached to the different elements of the playgrounds, making its use more ubiquitous (i.e., not restricted to the playgrounds). HybridPLAY was born in 2007 as an artistic concept, and evolved after different phases of research and testing by almost 2000 users around the world (in workshops, artistic events, conferences, etc.). Here, we present the temporal evolution of HybridPLAY with the different versions of the sensors and the video games, and a detailed technical description of the sensors and the way interactions are produced. We also present the outcomes after the evaluation by users at different events and workshops. We believe that HybridPLAY has great potential to contribute to increased physical activity in kids, and also to improve the learning process and monitoring at school centres by letting users create the content of the apps, leading to new narratives and fostering creativity.

Playing Active Video Games may not develop movement skills: An intervention trial

Science.gov (United States)

Barnett, Lisa M.; Ridgers, Nicola D.; Reynolds, John; Hanna, Lisa; Salmon, Jo

2015-01-01

Background: To investigate the impact of playing sports Active Video Games on children's actual and perceived object control skills. Methods: Intervention children played Active Video Games for 6 weeks (1 h/week) in 2012. The Test of Gross Motor Development-2 assessed object control skill. The Pictorial Scale of Perceived Movement Skill Competence assessed perceived object control skill. Repeated measurements of object control and perceived object control were analysed for the whole sample, using linear mixed models, which included fixed effects for group (intervention or control) and time (pre and post) and their interaction. The first model adjusted for sex only and the second model also adjusted for age, and prior ball sports experience (yes/no). Seven mixed-gender focus discussions were conducted with intervention children after programme completion. Results: Ninety-five Australian children (55% girls; 43% intervention group) aged 4 to 8 years (M 6.2, SD 0.95) participated. Object control skill improved over time (p = 0.006) but there was no significant difference (p = 0.913) between groups in improvement (predicted means: control 31.80 to 33.53, SED = 0.748; intervention 30.33 to 31.83, SED = 0.835). A similar result held for the second model. Similarly the intervention did not change perceived object control in Model 1 (predicted means: control: 19.08 to 18.68, SED = 0.362; intervention 18.67 to 18.88, SED = 0.406) or Model 2. Children found the intervention enjoyable, but most did not perceive direct equivalence between Active Video Games and ‘real life’ activities. Conclusions: Whilst Active Video Game play may help introduce children to sport, this amount of time playing is unlikely to build skill. PMID:26844136

Playing Active Video Games may not develop movement skills: An intervention trial

Directory of Open Access Journals (Sweden)

Lisa M. Barnett

2015-01-01

Full Text Available Background: To investigate the impact of playing sports Active Video Games on children's actual and perceived object control skills. Methods: Intervention children played Active Video Games for 6 weeks (1 h/week in 2012. The Test of Gross Motor Development-2 assessed object control skill. The Pictorial Scale of Perceived Movement Skill Competence assessed perceived object control skill. Repeated measurements of object control and perceived object control were analysed for the whole sample, using linear mixed models, which included fixed effects for group (intervention or control and time (pre and post and their interaction. The first model adjusted for sex only and the second model also adjusted for age, and prior ball sports experience (yes/no. Seven mixed-gender focus discussions were conducted with intervention children after programme completion. Results: Ninety-five Australian children (55% girls; 43% intervention group aged 4 to 8 years (M 6.2, SD 0.95 participated. Object control skill improved over time (p = 0.006 but there was no significant difference (p = 0.913 between groups in improvement (predicted means: control 31.80 to 33.53, SED = 0.748; intervention 30.33 to 31.83, SED = 0.835. A similar result held for the second model. Similarly the intervention did not change perceived object control in Model 1 (predicted means: control: 19.08 to 18.68, SED = 0.362; intervention 18.67 to 18.88, SED = 0.406 or Model 2. Children found the intervention enjoyable, but most did not perceive direct equivalence between Active Video Games and ‘real life’ activities. Conclusions: Whilst Active Video Game play may help introduce children to sport, this amount of time playing is unlikely to build skill.

Playing Active Video Games may not develop movement skills: An intervention trial.

Science.gov (United States)

Barnett, Lisa M; Ridgers, Nicola D; Reynolds, John; Hanna, Lisa; Salmon, Jo

2015-01-01

To investigate the impact of playing sports Active Video Games on children's actual and perceived object control skills. Intervention children played Active Video Games for 6 weeks (1 h/week) in 2012. The Test of Gross Motor Development-2 assessed object control skill. The Pictorial Scale of Perceived Movement Skill Competence assessed perceived object control skill. Repeated measurements of object control and perceived object control were analysed for the whole sample, using linear mixed models, which included fixed effects for group (intervention or control) and time (pre and post) and their interaction. The first model adjusted for sex only and the second model also adjusted for age, and prior ball sports experience (yes/no). Seven mixed-gender focus discussions were conducted with intervention children after programme completion. Ninety-five Australian children (55% girls; 43% intervention group) aged 4 to 8 years (M 6.2, SD 0.95) participated. Object control skill improved over time (p = 0.006) but there was no significant difference (p = 0.913) between groups in improvement (predicted means: control 31.80 to 33.53, SED = 0.748; intervention 30.33 to 31.83, SED = 0.835). A similar result held for the second model. Similarly the intervention did not change perceived object control in Model 1 (predicted means: control: 19.08 to 18.68, SED = 0.362; intervention 18.67 to 18.88, SED = 0.406) or Model 2. Children found the intervention enjoyable, but most did not perceive direct equivalence between Active Video Games and 'real life' activities. Whilst Active Video Game play may help introduce children to sport, this amount of time playing is unlikely to build skill.

Word Play: Scaffolding Language Development through Child-Directed Play

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Wasik, Barbara A.; Jacobi-Vessels, Jill L.

2017-01-01

Play is an important activity in young children's lives. It is how children explore their world and build knowledge. Although free play, which is play that is totally child directed, contributes to children's learning, self-regulation and motivation, adults' participation in children's play is critical in their development, especially their…

DEVOTEES, WANNABES Y PRETENDERS: PARAFILIAS VINCULADAS A LA DISCAPACIDAD

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Carolina Mora

2016-01-01

Full Text Available Con el desarrollo de internet se ha ido haciendo evidente la vinculación entre discapacidad y sexualidad, en la que las designaciones “devotees”, “pretedenders” y “wannabes” (DPW juegan un rol central. Los devotees son individuos sanos que se sienten atraídos sexualmente hacia personas con discapacidad, generalmente con problemas de movilidad. Los pretenders son personas que actúan como si tuvieran una discapacidad imitando sus movimientos, usando muletas, sillas de ruedas, escayolas, etc. Por último, los wannabes desean ser discapacitados, algunos de ellos han llegado al extremo de hacerse amputaciones caseras cuando la medicina tradicional se ha negado a dar respuesta a su necesidad. La presente investigación documental indaga sobre cada uno de los miembros de la taxonomía DPW, presentando: a las hipótesis existentes con relación a su etiología; b su vinculación con otras entidades diagnósticas presentes en el DSM V; c se describen algunos de los tratamientos que se han empleado en su abordaje terapéutico, y d se mencionan las interrelaciones entre estas 3 categorías, dado que los limites entre ellas son muy flexibles.

Playful persuasion to support older adults’ social and physical activities

NARCIS (Netherlands)

Romero Herrera, N.A.; Sturm, Janienke; Bekker, M.M.; Valk, de L.C.T.; Kruitwagen, S.

2010-01-01

In this paper we describe a case study in which we examine how to develop playful persuasive solutions to motivate older adults to maintain or increase their social and physical activities. By including various stakeholders (older adults, family, and care givers) and by designing for transitions in

Real-time monitoring prefrontal activities during online video game playing by functional near-infrared spectroscopy.

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Li, Yue; Zhang, Lei; Long, Kehong; Gong, Hui; Lei, Hao

2018-02-16

A growing body of literature has suggested that video game playing can induce functional and structural plasticity of the brain. The underlying mechanisms, however, remain poorly understood. In this study, functional near-infrared spectroscopy (fNIRS) was used to record prefrontal activities in 24 experienced game players when they played a massively multiplayer online battle arena video game, League of Legends (LOL), under naturalistic conditions. It was observed that game onset was associated with significant activations in the ventrolateral prefrontal cortex (VLPFC) and concomitant deactivations in the dorsolateral prefrontal cortex (DLPFC) and frontal pole area (FPA). Game events, such as slaying an enemy and being slain by an enemy evoked region-specific time-locked hemodynamic/oxygenation responses in the prefrontal cortex (PFC). It was proposed that the VLPFC activities during LOL playing are likely responses to visuo-motor task load of the game, while the DLPFC/FPA activities may be involved in the constant shifts of attentional states and allocation of cognitive resources required by game playing. The present study demonstrated that it is feasible to use fNIRS to monitor real-time prefrontal activity during online video game playing. © 2018 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Virtual Playgrounds? Assessing the Playfulness of Massively Multiplayer Online Role-Playing Games

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Graham, Kerrie Lewis

2010-01-01

Millions of children and adults devote much of their leisure time to playing massively multiplayer online role-playing games (MMORPGs). Most observers commonly categorize computer games as a play activity, but this article asks whether MMORPGs contain activities that might not be play. The author examines the phenomenon of online gaming and…

Adherence to active play and electronic media guidelines in preschool children: gender and parental education considerations.

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Loprinzi, Paul D; Schary, David P; Cardinal, Bradley J

2013-01-01

The primary purpose of the present study was to examine adherence to current active play and electronic media use guidelines in a sample of US preschool-aged children and to examine whether differences occurred across gender and parental education. 164 parents completed an on-line survey to estimate preschool children's active play and sedentary behaviors. For weekdays, 50% of the sample met the active play guideline with this increasing to 65% during the weekend. With respect to electronic media use, 90% of the sample met guidelines during the week, with the percentage meeting guidelines dropping to 78% during the weekend. A greater percentage of preschool children from high parental education families (83.4 ± 3.3) met electronic media use guidelines on the weekends, compared to preschool children from low parental education families (59.4 ± 8.1) (p = 0.002). Our findings indicate that a substantial portion of preschool children are not meeting active play guidelines and that adherence to active play and electronic media use guidelines may be influenced by parental education.

Video game play, child diet, and physical activity behavior change a randomized clinical trial.

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Baranowski, Tom; Baranowski, Janice; Thompson, Debbe; Buday, Richard; Jago, Russ; Griffith, Melissa Juliano; Islam, Noemi; Nguyen, Nga; Watson, Kathleen B

2011-01-01

Video games designed to promote behavior change are a promising venue to enable children to learn healthier behaviors. Evaluate outcome from playing "Escape from Diab" (Diab) and "Nanoswarm: Invasion from Inner Space" (Nano) video games on children's diet, physical activity, and adiposity. Two-group RCT; assessments occurred at baseline, immediately after Diab, immediately after Nano, and 2 months later. Data were collected in 2008-2009, and analyses were conducted in 2009-2010. 133 children aged 10-12 years, initially between 50th percentile and 95th percentile BMI. Treatment group played Diab and Nano in sequence. Control Group played diet and physical activity knowledge-based games on popular websites. Servings of fruit, vegetable, and water; minutes of moderate to vigorous physical activity. At each point of assessment: 3 nonconsecutive days of 24-hour dietary recalls; 5 consecutive days of physical activity using accelerometers; and assessment of height, weight, waist circumference, and triceps skinfold. A repeated measures ANCOVA was conducted (analyzed in 2009-2010). Children playing these video games increased fruit and vegetable consumption by about 0.67 servings per day (pchange. Copyright © 2011 American Journal of Preventive Medicine. All rights reserved.

HybridPLAY: A New Technology to Foster Outdoors Physical Activity, Verbal Communication and Teamwork

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Diego José Díaz

2016-04-01

Full Text Available This paper presents HybridPLAY, a novel technology composed of a sensor and mobile-based video games that transforms urban playgrounds into game scenarios. With this technology we aim to stimulate physical activity and playful learning by creating an entertaining environment in which users can actively participate and collaborate. HybridPLAY is different from other existing technologies that enhance playgrounds, as it is not integrated in them but can be attached to the different elements of the playgrounds, making its use more ubiquitous (i.e., not restricted to the playgrounds. HybridPLAY was born in 2007 as an artistic concept, and evolved after different phases of research and testing by almost 2000 users around the world (in workshops, artistic events, conferences, etc.. Here, we present the temporal evolution of HybridPLAY with the different versions of the sensors and the video games, and a detailed technical description of the sensors and the way interactions are produced. We also present the outcomes after the evaluation by users at different events and workshops. We believe that HybridPLAY has great potential to contribute to increased physical activity in kids, and also to improve the learning process and monitoring at school centres by letting users create the content of the apps, leading to new narratives and fostering creativity.

HybridPLAY: A New Technology to Foster Outdoors Physical Activity, Verbal Communication and Teamwork

Science.gov (United States)

Díaz, Diego José; Boj, Clara; Portalés, Cristina

2016-01-01

This paper presents HybridPLAY, a novel technology composed of a sensor and mobile-based video games that transforms urban playgrounds into game scenarios. With this technology we aim to stimulate physical activity and playful learning by creating an entertaining environment in which users can actively participate and collaborate. HybridPLAY is different from other existing technologies that enhance playgrounds, as it is not integrated in them but can be attached to the different elements of the playgrounds, making its use more ubiquitous (i.e., not restricted to the playgrounds). HybridPLAY was born in 2007 as an artistic concept, and evolved after different phases of research and testing by almost 2000 users around the world (in workshops, artistic events, conferences, etc.). Here, we present the temporal evolution of HybridPLAY with the different versions of the sensors and the video games, and a detailed technical description of the sensors and the way interactions are produced. We also present the outcomes after the evaluation by users at different events and workshops. We believe that HybridPLAY has great potential to contribute to increased physical activity in kids, and also to improve the learning process and monitoring at school centres by letting users create the content of the apps, leading to new narratives and fostering creativity. PMID:27120601

Role-Playing Mitosis.

Science.gov (United States)

Wyn, Mark A.; Stegink, Steven J.

2000-01-01

Introduces a role playing activity that actively engages students in the learning process of mitosis. Students play either chromosomes carrying information, or cells in the cell membrane. (Contains 11 references.) (Author/YDS)

Motivation within Role-Playing as a Means to Intensify College Students' Educational Activity

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Burenkova, Olga Mikhailovna; Arkhipova, Irina Vladimirovna; Semenov, Sergei Aleksandrovich; Samarenkina, Saniya Zakirzyanovna

2015-01-01

This article covers college students' educational activity issues while studying a foreign language; analyzes special aspects of motivation introduction, their specific features. It also defines role and structure of role-playing. The authors come to the conclusion that introduction of role-playing in an educational process will bring it closer to…

Is playing exergames really exercising? A meta-analysis of energy expenditure in active video games.

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Peng, Wei; Lin, Jih-Hsuan; Crouse, Julia

2011-11-01

This article reports a meta-analysis of energy expenditure (EE) of playing active video games (AVGs). In particular, heart rate (HR), oxygen consumption (VO2), and EE were assessed and three moderators for the effects of AVGs--types of AVG, player age, and player weight status--were analyzed. The results show that playing AVGs significantly increased HR, VO2, and EE from resting. The effect sizes of playing AVGs on HR, VO2, and EE were similar to traditional physical activities. AVG type and player age were significant moderators for the effects of AVGs. The finding suggests that AVGs are effective technologies that may facilitate light- to moderate-intensity physical activity promotion.

Playing educational activities as a condition of cooperation skills

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Panfilova A. P.

2016-07-01

Full Text Available the article made an analysis of the training playing activity from the point of view of its influence on the development of collaboration skills among the participants of game sessions, spelled out the conditions for achieving this goal and the necessary ingredients for the organization of effective interpersonal interaction in the process of learning game, based on the rules and ethical norms that do not allow to manipulate and interact correctly.

Imagination, Playfulness, and Creativity in Children's Play with Different Toys

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Mo????ller, Signe?? Juhl?

2015-01-01

Based on a four-month experimental study of preschool children's play with creative-construction and social-fantasy toys, the author examines the in?uence of both types of toys on the play of preschool children. Her comparative analysis considers the impact of transformative play on the development of imagination during play activities and…

Changes in brain activity in response to problem solving during the abstinence from online game play.

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Kim, Sun Mi; Han, Doug Hyun; Lee, Young Sik; Kim, Jieun E; Renshaw, Perry F

2012-06-01

Several studies have suggested that addictive disorders including substance abuse and pathologic gambling might be associated with dysfunction on working memory and prefrontal activity. We hypothesized that excessive online game playing is associated with deficits in prefrontal cortex function and that recovery from excessive online game playing might improve prefrontal cortical activation in response to working memory stimulation. Thirteen adolescents with excessive online game playing (AEOP) and ten healthy adolescents (HC) agreed to participate in this study. The severity of online game play and playing time were evaluated for a baseline measurement and again following four weeks of treatment. Brain activation in response to working memory tasks (simple and complex calculations) at baseline and subsequent measurements was assessed using BOLD functional magnetic resonance imaging (fMRI). Compared to the HC subjects, the AEOP participants exhibited significantly greater activity in the right middle occipital gyrus, left cerebellum posterior lobe, left premotor cortex and left middle temporal gyrus in response to working memory tasks during baseline measurements. After four weeks of treatment, the AEOP subjects showed increased activity within the right dorsolateral prefrontal cortex and left occipital fusiform gyrus. After four weeks of treatment, changes in the severity of online game playing were negatively correlated with changes in the mean β value of the right dorsolateral prefrontal cortex in response to complex stimulation. We suggest that the effects of online game addiction on working memory may be similar to those observed in patients with substance dependence.

Children with Autism Spectrum Disorder and Patterns of Participation in Daily Physical and Play Activities

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Amir Hossein Memari

2015-01-01

Full Text Available Autism spectrum disorder (ASD indicates several neurodevelopmental impairments which may end in impairments in motor or physical activities. Daily physical activity involvement was investigated in a total of 83 children (52 boys and 31 girls with ASD aged 6–15 years. Results indicated that only 10 (12% of children with ASD were physically active. Children were predominantly engaged in solitary play rather than social play activities. Gender, family income, and household structure were found to be associated with activity scores. Financial burden and lack of opportunities were noted as the leading barriers to physical activities. In conclusion, findings indicated a low rate of physical activity participation in children with ASD that is closely associated with sociodemographic variables.

The energy cost of playing active video games in children with obesity and children of a healthy weight.

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O'Donovan, C; Roche, E F; Hussey, J

2014-08-01

Increasing physical activity and reducing sedentary behaviour form a large part of the treatment of paediatric obesity. However, many children today spend prolonged periods of time playing sedentary video games. Active video games (AVGs) represent a novel and child friendly form of physical activity. To measure the energy cost of playing two AVGs in children with obesity and healthy age- and gender-matched children. The energy cost of gaming and heart rates achieved during gaming conditions were compared between groups. AVG play can result in light-to-moderate intensity physical activity (2.7-5.4 metabolic equivalents). When corrected for fat-free mass those with obesity expended significantly less energy than healthy weight peers playing Nintendo Wii Fit Free Jogging (P = 0.017). No significant difference was seen between groups in the energy cost of playing Boxing. Certain AVGs, particularly those that require lower limb movement, could be used to increase total energy expenditure, replace more sedentary activities, or achieve moderate intensity physical activity among children with obesity. There seems to be some differences in how children with obesity and children of a healthy weight play AVGs. This could result in those with obesity expending less energy than their lean peers during AVG play. © 2013 The Authors. Pediatric Obesity © 2013 International Association for the Study of Obesity.

Playing on the edge

DEFF Research Database (Denmark)

Cermak-Sassenrath, Daniel

2018-01-01

and specific ways. For instance, gambling for money, party and drinking games, professional play and show sports, art installations, violent and military propaganda computer games, pervasive/mobile gaming, live-action role playing, festivals, performances, and games such as Ghosting and Planking. It is argued......Everything gets more interesting, challenging, or intense the closer it gets to the edge, and so does play. How edgy can play become and still be play? Based on Huizinga’s notion of play, this chapter discusses how a wide range of playful activities pushes the boundaries of play in different...... that in concert with a number of characteristics that mark an activity as play, play is essentially a subjective perspective and individual decision of the player. Huizinga calls this attitude the play spirit, which informs a player’s actions and is in turn sustained by them. Edgy digital or mobile games do...

Playing and gaming

DEFF Research Database (Denmark)

Karoff, Helle Skovbjerg; Ejsing-Duun, Stine; Hanghøj, Thorkild

2013-01-01

The paper develops an approach of playing and gaming activities through the perspective of both activities as mood activities . The point of departure is that a game - is a tool with which we, through our practices, achieve different moods. This based on an empirical study of children's everyday...... lives, where the differences emerge through actual practices, i.e. through the creation of meaning in the specific situations. The overall argument is that it is not that important whether it is a playing or a gaming activity - it is however crucial to be aware of how moods occur and what their optimal...... dimensions: practices and moods. Practice is the concept of all the doing in the activities. Moods are the particular concept of sense and feeling of being, which is what we are drawn to when we are playing or gaming....

PRIDE FOR PLAY: PERSONAL RESPONSIBILITY IN DAILY EFFORT FOR PARTICIPATION IN LIFELONG ACTIVITY FOR YOUTHS. A SINGAPOREAN CONTEXT

Directory of Open Access Journals (Sweden)

Michael Chia

2007-09-01

Full Text Available Singapore, a developed city state of four million people is experiencing the pitfalls that come with rapid modernisation and economic progress- elevated disease risk factors among adults and young people. Weekly compulsory physical education classes of 70 minutes in schools and the associated sports activities after classes are inadequate to meet emergent physical activity guidelines of a daily accumulation of at least 90 minutes of physical activity of at least moderate intensity. Daily play sessions that are exclusive of an active daily recess, physical education classes taught by trained specialists and after-school sport sessions, can provide many developmental and holistic health benefits that may carry over into adulthood. A school environment that is play-encouraging, play-enabling and play-inviting can be a useful, innovative and natural way of inculcating a love for movement and help redress a serious trend of physical activity insufficiency while youngsters engage electronic gaming activities. Pilot initiatives for the PRIDE (personal responsibility in daily effort for PLAY (participation in lifelong activity for youths programme is a radicalised approach in a number of primary schools in Singapore to infuse daily physical play of between 20 to 45 minutes during curriculum hours. The hope is that PRIDE for PLAY will reap benefits of improved holistic health of youngsters- better physical, social, emotional and mental attributes. While PRIDE for PLAY is no panacea to all of the ills of modernisation, it will go some way in helping the students of tomorrow to be physically healthy, socially more engaged and tolerant of others, mentally more apt to problem-solve and emotionally more proficient to embrace working life in adulthood

METs in adults while playing active video games: a metabolic chamber study.

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Miyachi, Motohiko; Yamamoto, Kenta; Ohkawara, Kazunori; Tanaka, Shigeho

2010-06-01

Active video game systems controlled through arm gestures and motions (Nintendo Wii Sports) and video games controlled through force plate (Wii Fit Plus) are becoming increasingly popular. This study was performed to determine the energy expenditure (EE) during Wii Fit Plus and Wii Sports game activities. Twelve adult men and women performed all the activities of Wii Sports (five activities: golf, bowling, tennis, baseball, and boxing) and Wii Fit Plus (63 activities classified as yoga, resistance, balance, and aerobic exercises). Each activity was continued for at least 8 min to obtain a steady-state EE. Because EE was assessed in an open-circuit indirect metabolic chamber consisting of an airtight room (20,000 or 15,000 L), subjects were freed of apparatus to collect expired gas while playing the games. MET value was calculated from resting EE and steady-state EE during activity. The mean MET values of all 68 activities were distributed over a wide range from 1.3 METs (Lotus Focus) to 5.6 METs (single-arm stand). The mean MET values in yoga, balance, resistance, and aerobic exercise of Wii Fit Plus and Wii Sports were 2.1, 2.0, 3.2, 3.4, and 3.0 METs, respectively. Forty-six activities (67%) were classified as light intensity (6.0 METs). Time spent playing one-third of the activities supplied by motion- and gesture-controlled video games can count toward the daily amount of exercise required according to the guidelines provided by the American College of Sports Medicine and the American Heart Association, which focus on 30 min of moderate-intensity daily physical activity 5 d x wk(-1).

Developing Pharmacy Student Communication Skills through Role-Playing and Active Learning

Science.gov (United States)

Zeszotarski, Paula; Ma, Carolyn

2015-01-01

Objective. To evaluate the impact on pharmacy students of a communication course, which used role-playing to develop active-learning skills. Design. Students role-playing pharmacists in patient care scenarios were critiqued by students and pharmacist faculty members. Grading was performed using the rubric inspired by Bruce Berger’s Communication Skills for Pharmacists. Written skills were evaluated using student written critique questionnaires. Students completed precourse and postcourse self-assessment surveys. Preceptor evaluations were analyzed for course impact. Assessment. Students demonstrated improvement in oral skills based on role-play scores (45.87/50) after practice sessions. The average score based on the student questionnaire was 9.31/10. Gain was demonstrated in all defined course objectives. Impact on introductory pharmacy practice experience (IPPE) communication objectives was insignificant. Student evaluations for course and teaching strategy reflected a high average. Conclusion. Study results demonstrated improvement in oral and written communication skills that may help improve interprofessional teamwork between pharmacists and other health care providers. PMID:25995519

Developing pharmacy student communication skills through role-playing and active learning.

Science.gov (United States)

Luiz Adrian, Julie Ann; Zeszotarski, Paula; Ma, Carolyn

2015-04-25

To evaluate the impact on pharmacy students of a communication course, which used role-playing to develop active-learning skills. Students role-playing pharmacists in patient care scenarios were critiqued by students and pharmacist faculty members. Grading was performed using the rubric inspired by Bruce Berger's Communication Skills for Pharmacists. Written skills were evaluated using student written critique questionnaires. Students completed precourse and postcourse self-assessment surveys. Preceptor evaluations were analyzed for course impact. Students demonstrated improvement in oral skills based on role-play scores (45.87/50) after practice sessions. The average score based on the student questionnaire was 9.31/10. Gain was demonstrated in all defined course objectives. Impact on introductory pharmacy practice experience (IPPE) communication objectives was insignificant. Student evaluations for course and teaching strategy reflected a high average. Study results demonstrated improvement in oral and written communication skills that may help improve interprofessional teamwork between pharmacists and other health care providers.

"Prey Play": Learning about Predators and Prey through an Interactive, Role-Play Game

Science.gov (United States)

Deaton, Cynthia C. M.; Dodd, Kristen; Drennon, Katherine; Nagle, Jack

2012-01-01

"Prey Play" is an interactive role-play activity that provides fifth-grade students with opportunities to examine predator-prey interactions. This four-part, role-play activity allows students to take on the role of a predator and prey as they reflect on the behaviors animals exhibit as they collect food and interact with one another, as well as…

Social learning and aggressive and playful behaviors of pre-school boys / Aprendizagem social e comportamentos agressivo e lúdico de meninos pré-escolares

Directory of Open Access Journals (Sweden)

Timoteo Madaleno Vieira

2010-01-01

Full Text Available We investigated the interaction between social learning factors measured by questionnaires and aggressive and playful behaviors of pre-school children, through direct observation during their playful break time. The subjects were 15 boys between four and six years old who were enrolled in a non-profit child care center in Goiânia-GO, Brazil. A multivariate analysis of variance indicated significant effects of aggressive models at home on aggression levels during playful behavior. Children exposed to abusive physical punishment, adult fighting and violent TV programs engaged in more episodes of aggression during playful breaks. Boys who reported to play with toy guns at home did not engage in aggressive behavior more often than those who did not, but they displayed a higher proportion of pretended aggression. Results also indicated that aggressive behavior becomes more frequent as the number of aggressive models at home increases.

Exploring the Impact of Role-Playing on Peer Feedback in an Online Case-Based Learning Activity

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Yu-Hui Ching

2014-07-01

Full Text Available This study explored the impact of role-playing on the quality of peer feedback and learners’ perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners’ generation of constructive feedback as role-playing was associated with higher frequency of problem identification in the peer comments. Sixty percent of learners perceived the role-play strategy useful in assisting them to compose and provide meaningful feedback. Multiple motivations drove learners in making decisions on role choice when responding to their peers, mostly for peer benefits. Finally, 90% of learners reported the peer feedback useful or somewhat useful. Based on the findings of this study, we discussed educational and instructional design implications and future directions to further the line of research using role-play strategy to enhance peer feedback activity.

The Play Curricular Activity Reflection Discussion Model for Game-Based Learning

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Foster, Aroutis; Shah, Mamta

2015-01-01

This article elucidates the process of game-based learning in classrooms through the use of the Play Curricular activity Reflection Discussion (PCaRD) model. A mixed-methods study was conducted at a high school to implement three games with the PCaRD model in a year-long elective course. Data sources included interviews and observations for…

DREAM plays an important role in platelet activation and thrombogenesis

Science.gov (United States)

Kim, Kyungho; Tseng, Alan; Barazia, Andrew; Italiano, Joseph E.

2017-01-01

Downstream regulatory element antagonist modulator (DREAM), a transcriptional repressor, is known to modulate pain responses. However, it is unknown whether DREAM is expressed in anucleate platelets and plays a role in thrombogenesis. By using intravital microscopy with DREAM-null mice and their bone marrow chimeras, we demonstrated that both hematopoietic and nonhematopoietic cell DREAMs are required for platelet thrombus formation following laser-induced arteriolar injury. In a FeCl3-induced thrombosis model, we found that compared with wild-type (WT) control and nonhematopoietic DREAM knockout (KO) mice, DREAM KO control and hematopoietic DREAM KO mice showed a significant delay in time to occlusion. Tail bleeding time was prolonged in DREAM KO control mice, but not in WT or DREAM bone marrow chimeric mice. In vivo adoptive transfer experiments further indicated the importance of platelet DREAM in thrombogenesis. We found that DREAM deletion does not alter the ultrastructural features of platelets but significantly impairs platelet aggregation and adenosine triphosphate secretion induced by numerous agonists (collagen-related peptide, adenosine 5′-diphosphate, A23187, thrombin, or U46619). Biochemical studies revealed that platelet DREAM positively regulates phosphoinositide 3-kinase (PI3K) activity during platelet activation. Using DREAM-null platelets and PI3K isoform-specific inhibitors, we observed that platelet DREAM is important for α-granule secretion, Ca2+ mobilization, and aggregation through PI3K class Iβ (PI3K-Iβ). Genetic and pharmacological studies in human megakaryoblastic MEG-01 cells showed that DREAM is important for A23187-induced Ca2+ mobilization and its regulatory function requires Ca2+ binding and PI3K-Iβ activation. These results suggest that platelet DREAM regulates PI3K-Iβ activity and plays an important role during thrombus formation. PMID:27903531

Exploring the Impact of Role-Playing on Peer Feedback in an Online Case-Based Learning Activity

Science.gov (United States)

Ching, Yu-Hui

2014-01-01

This study explored the impact of role-playing on the quality of peer feedback and learners' perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners' generation of constructive feedback as role-playing was associated with higher…

Not Just "A Walking the Dog": Dog Walking and Pet Play and Their Association With Recommended Physical Activity Among Adolescents.

Science.gov (United States)

Martin, Karen E; Wood, Lisa; Christian, Hayley; Trapp, Georgina S A

2015-01-01

To examine the role of pet play and dog walking in children's and adolescents' leisure time, and the relationship between these activities and physical activity. The study design was observational. The study setting was metropolitan Perth and nonmetropolitan regions in Western Australia. The study included 1097 primary school (mean age, 10.1 years; SD, 1.6 years) and 657 secondary school (mean age, 14.0 years; SD, 1.3 years) students. Validated measures of total physical activity, dog walking, and pet play activity (prevalence and time) were calculated. Generalized linear models tested for differences between proportions, while adjusting for socioeconomic status, age, and school-level clustering. Approximately one third of primary school and one quarter of secondary school students reported that they walked the dog at least once in the last week. Pet play was the most common play activity for primary and secondary school girls, and the second and third most popular play activity for secondary and primary school boys, respectively. Secondary school students who walked the dog or played with pets spent an average of 1 hour per week on each activity, and they were significantly more likely (p physical activity recommendations than secondary school students not reporting these activities. Given the significant proportion of young people who frequently engage in dog walking and pet play, and the high level of pet ownership in many Western countries, promotion of these activities to support young people's health is warranted.

Does playing a sports active video game improve young children's ball skill competence?

Science.gov (United States)

Johnson, Tara M; Ridgers, Nicola D; Hulteen, Ryan M; Mellecker, Robin R; Barnett, Lisa M

2016-05-01

Actual and perceived object control (commonly ball) skill proficiency is associated with higher physical activity in children and adolescents. Active video games (AVGs) encourage whole body movement to control/play the electronic gaming system and therefore provide an opportunity for screen time to become more active. The purpose of this study was to determine whether playing sports AVGs has a positive influence on young children's actual and perceived object control skills. Two group pre/post experimental design study. Thirty-six children aged 6-10 years old from one school were randomly allocated to a control or intervention condition. The Test of Gross Motor Development-3 assessed object control skill. The Pictorial Scale of Perceived Competence for Young Children assessed perceived object control skill. The intervention consisted of 6×50min lunchtime AVG sessions on the Xbox Kinect. Two to three sport games were chosen for participants to play each session. General linear models with either perceived object control or actual object control skill as the outcome variables were conducted. Each base model adjusted for intervention status and pre-score of the respective outcome variable. Additional models adjusted for potential confounding variables (sex of child and game at home). No significant differences between the control and intervention groups were observed for both outcomes. This study found that playing the Xbox Kinect does not significantly influence children's perceived or actual object control skills, suggesting that the utility of the Xbox Kinect for developing perceived and actual object control skill competence is questionable. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Examining Motivations to Play Pokémon GO and Their Influence on Perceived Outcomes and Physical Activity.

Science.gov (United States)

Marquet, Oriol; Alberico, Claudia; Adlakha, Deepti; Hipp, J Aaron

2017-10-24

Pokémon GO is the most played augmented reality game in history. With more than 44 million players at the peak of its popularity, the game has sparked interest on its effects on the young population's health. This pilot study examined motivations to start playing Pokémon GO among a sample of US college students, and how motivations were associated with perceived outcomes of the playing experience and physical activity derived while playing. In November 2016, we asked a sample of 47 US college students (all Pokémon GO players) to complete online surveys and install an ecological momentary assessment (EMA) tool and step counter on their smartphones. The EMA tool prompted a set of questions on playing behavior and physical activity, 3 times per day (12:00 PM, 7:00 PM, and 10:00 PM), for 7 days. We used a factorial analysis to identify 3 distinctive groups of players based on their motivations to start playing Pokémon GO. We tested differences across motivation groups related to 5 unique outcomes using 1-way analysis of variance. We extracted 3 interpretable factors from the clustering of motivations to start playing Pokémon GO: Pokémon and video game fans (n=26, 55% of the sample), physical activity seekers (n=8, 17%), and curious & social (n=13, 28%). The clusters differed significantly on the enjoyment of different aspects of the game, particularly battling, discovering new places, and meeting new people, as well as differences in agreement that playing improved mood and made them more social. Days when playing Pokémon GO were associated with higher number of steps reported at the end of the day, especially among physical activity seekers, but also for Pokémon and video game fans. All groups perceived traffic as a major threat to playing. Days during which Pokémon GO was played were positively associated with a set of beneficial health behaviors, including higher physical activity levels, more socialization, and better mood. Results, however, depended on

Play and Adversity: How the Playful Mammalian Brain Withstands Threats and Anxieties

Science.gov (United States)

Siviy, Stephen M.

2010-01-01

Most mammals play, but they do so in a dangerous world. The dynamic relationship between the stresses created by their world and the activity of play helps to explain the evolution of play in mammals, as the author demonstrates in evidence garnered from experiments that introduce elements of fear to rats at play. The author describes the resulting…

The role of play

NARCIS (Netherlands)

Schouten, B.A.M.

2011-01-01

Play is seen as an activity that is fun, voluntary, offers escape, and is fundamentally exciting. Play is however, more than that; it is a working model of flexibility! There is a vital link between play, psychological development and learning. Moreover, the importance of play has gained importance

Play vs. Procedures

DEFF Research Database (Denmark)

Hammar, Emil

Through the theories of play by Gadamer (2004) and Henricks (2006), I will show how the relationship between play and game can be understood as dialectic and disruptive, thus challenging understandings of how the procedures of games determine player activity and vice versa. As such, I posit some...... analytical consequences for understandings of digital games as procedurally fixed (Boghost, 2006; Flannagan, 2009; Bathwaite & Sharp, 2010). That is, if digital games are argued to be procedurally fixed and if play is an appropriative and dialectic activity, then it could be argued that the latter affects...... and alters the former, and vice versa. Consequently, if the appointed procedures of a game are no longer fixed and rigid in their conveyance of meaning, qua the appropriative and dissolving nature of play, then understandings of games as conveying a fixed meaning through their procedures are inadequate...

Evaluation of Children Playing a New-Generation Motion-Sensitive Active Videogame by Accelerometry and Indirect Calorimetry.

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Reading, Stacey A; Prickett, Karel

2013-06-01

New-generation active videogames (AVGs) use motion-capture video cameras to connect a player's arm, leg, and body movements through three-dimensional space to on-screen activity. We sought to determine if the whole-body movements required to play the AVG elicited moderate-intensity physical activity (PA) in children. A secondary aim was to examine the utility of using accelerometry to measure the activity intensity of AVG play in this age group. The PA levels of boys (n=26) and girls (n=15) 5-12 years of age were measured by triaxial accelerometry (n=25) or accelerometry and indirect calorimetry (IC) (n=16) while playing the "Kinect Adventures!" videogame for the Xbox Kinect (Microsoft(®), Redmond, WA) gaming system. The experiment simulated a typical 20-minute in-home free-play gaming session. Using 10-second recording epochs, the average (mean±standard deviation) PA intensity over 20 minutes was 4.4±0.9, 3.2±0.7, and 3.3±0.6 metabolic equivalents (METs) when estimated by IC or vertical axis (Crouter et al. intermittent lifestyle equation for vertical axis counts/10 seconds [Cva2RM]) and vector magnitude (Crouter et al. intermittent lifestyle equation for vector magnitude counts/10 seconds [Cvm2RM]) accelerometry. In total, 16.9±3.2 (IC), 10.6±4.5 (Cva2RM), and 11.1±3.9 (Cvm2RM) minutes of game playing time were at a 3 MET intensity or higher. In this study, children played the Xbox Kinect AVG at moderate-intensity PA levels. The study also showed that current accelerometry-based methods underestimated the PA of AVG play compared with IC. With proper guidance and recommendations for use, video motion-capture AVG systems could reduce sedentary screen time and increase total daily moderate PA levels for children. Further study of these AVG systems is warranted.

Exercise intensity levels in children with cerebral palsy while playing with an active video game console.

Science.gov (United States)

Robert, Maxime; Ballaz, Laurent; Hart, Raphael; Lemay, Martin

2013-08-01

Children with cerebral palsy (CP) are prone to secondary complications related to physical inactivity and poor cardiorespiratory capacity. This problem could be greatly attenuated through the use of video games that incorporate physical activity for 2 reasons: Video games already represent an important component of leisure time in younger people, and such games can lead to a high level of exercise intensity in people who are healthy. The study objective was to evaluate exercise intensity in children with spastic diplegic CP and children who were typically developing while playing with an active video game console. This was a cross-sectional study. Ten children (7-12 years old) with spastic diplegic CP (Gross Motor Function Classification System level I or II) and 10 children who were age matched and typically developing were evaluated in a movement analysis laboratory. Four games were played with the active video game console (jogging, bicycling, snowboarding, and skiing) for 40 minutes. Heart rate was recorded during the entire playing period with a heart rate belt monitor. Exercise intensity was defined as the percentage of heart rate reserve (HRR). In addition, lower extremity motion analysis was carried out during the final minute of the playing period for the jogging and bicycling games. No difference between groups was observed for any variables. A main effect of games was observed for the amount of time spent at an intensity greater than 40% of HRR. Specifically, more than 50% of the playing time for the jogging game and more than 30% of the playing time for the bicycling game were spent at an intensity greater than 40% of HRR. In addition, the jogging game produced a larger range of motion than the bicycling game. A limitation of this study was the relatively small and heterogeneous sample. For all 4 games, similar exercise intensity levels were observed for children who were typically developing and children with CP, suggesting that children with CP could

Lessons from "A Really Useful Engine"[TM]: Using Thomas the Tank Engine[TM] to Examine the Relationship between Play as a Leading Activity, Imagination and Reality in Children's Contemporary Play Worlds

Science.gov (United States)

Edwards, Susan

2011-01-01

This paper examines Vygotsky's conception of play as a leading activity in the contexts of children's contemporary play worlds. Commencing with an examination of the relationship between leading activities and the development of psychological functions, the paper moves into a consideration of the relationship between imagination and reality as a…

THE NONLINEAR TRAJECTORY OF CHANGE IN PLAY PROFILES OF THREE CHILDREN IN PSYCHODYNAMIC PLAY THERAPY

Directory of Open Access Journals (Sweden)

Sibel Halfon

2016-10-01

Full Text Available Aim: Even though there is substantial evidence that play based therapies produce significant change, the specific play processes in treatment remain unexamined. For that purpose, processes of change in long-term psychodynamic play therapy are assessed through a repeated systematic assessment of three children’s Play Profiles, which reflect patterns of organization among play variables that contribute to play activity in therapy, indicative of the children’s coping strategies, and an expression of their internal world. The main aims of the study are to investigate the kinds of Play Profiles expressed in treatment, and to test whether there is emergence of new and more adaptive Play Profiles using dynamic systems theory as a methodological framework.Methods and Procedures: Each session from the long-term psychodynamic treatment (mean number of sessions = 55 of three 6 year old good outcome cases presenting with Separation Anxiety were recorded, transcribed and coded using items from the Children's Play Therapy Instrument, created to assess the play activity of children in psychotherapy, generating discrete and measurable units of play activity arranged along a continuum of four play profiles: Adaptive, Inhibited, Impulsive, and Disorganized. The play profiles were clustered through K-means Algorithm, generating 7 discrete states characterizing the course of treatment and the transitions between these states were analyzed by Markov Transition Matrix, Recurrence Quantification Analysis (RQA and odds ratios comparing the first and second halves of psychotherapy.Results: The Markov Transitions between the states scaled almost perfectly and also showed the ergodicity of the system meaning that the child can reach any state or shift to another one in play. The RQA and odds ratios showed two trends of change, first concerning the decrease in the use of less adaptive strategies, second regarding the reduction of play interruptions.Conclusions: The

The power of play: Innovations in Getting Active Summit 2011: a science panel proceedings report from the American Heart Association.

Science.gov (United States)

Lieberman, Debra A; Chamberlin, Barbara; Medina, Ernie; Franklin, Barry A; Sanner, Brigid McHugh; Vafiadis, Dorothea K

2011-05-31

To examine the influence active-play video gaming (also referred to as exergaming, exertainment, and active gaming) might have on improving health-related skills, enhancing self-esteem and self-efficacy, promoting social support, and ultimately motivating positive changes in health behaviors, the American Heart Association convened The Power of Play: Innovations in Getting Active Summit. The summit, as well as a follow-up science panel, was hosted by the American Heart Association and Nintendo of America. The science panel discussed the current state of research on active-play video gaming and its potential to serve as a gateway experience that might motivate players to increase the amount and intensity of physical activity in their daily lives. The panel identified the need for continued research on the gateway concept and on other behavioral health outcomes that could result from active-play video games and considered how these games could potentially affect disparate populations. The summit represented an exciting first step in convening healthcare providers, behavioral researchers, and professionals from the active-play video game industry to discuss the potential health benefits of active-play video games. Research is needed to improve understanding of processes of behavior change with active games. Future games and technologies may be designed with the goal to optimize physical activity participation, increase energy expenditure, and effectively address the abilities and interests of diverse and targeted populations. The summit helped the participants gain an understanding of what is known, identified gaps in current research, and supported a dialogue for continued collaboration.

Art of Play

DEFF Research Database (Denmark)

Froes, Isabel Cristina G.; Walker, Kevin

2011-01-01

Play is a key element in cultural development, according to the Dutch historian Johan Huizinga. Nowadays many of us interact with other people in online games and social networks, through multiple digital devices. But harnessing playful activities for museum learning is mostly undeveloped. In thi...

Playfulness, Imagination, and Creativity in Play with Toys: A Cultural-Historical Approach

Science.gov (United States)

Møller, Signe Juhl

2016-01-01

The aim of this article is to present a wholeness perspective on the relation between creative imagination and children's activity when playing with toys. This is explored through a case retrieved from a 4-month experimental research project, specifically from a social fantasy play session. In order to analyse and examine children's play, the…

Use of Active-Play Video Games to Enhance Aerobic Fitness in Schizophrenia: Feasibility, Safety, and Adherence.

Science.gov (United States)

Kimhy, David; Khan, Samira; Ayanrouh, Lindsey; Chang, Rachel W; Hansen, Marie C; Lister, Amanda; Ballon, Jacob S; Vakhrusheva, Julia; Armstrong, Hilary F; Bartels, Matthew N; Sloan, Richard P

2016-02-01

Active-play video games have been used to enhance aerobic fitness in various clinical populations, but their use among individuals with schizophrenia has been limited. Feasibility, acceptability, safety, and adherence data were obtained for use of aerobic exercise (AE) equipment by 16 individuals with schizophrenia during a 12-week AE program consisting of three one-hour exercise sessions per week. Equipment included exercise video games for Xbox 360 with Kinect motion sensing devices and traditional exercise equipment. Most participants (81%) completed the training, attending an average of 79% of sessions. The proportion of time spent playing Xbox (39%) exceeded time spent on any other type of equipment. When using Xbox, participants played 2.24±1.59 games per session and reported high acceptability and enjoyment ratings, with no adverse events. Measures of feasibility, acceptability, adherence, and safety support the integration of active-play video games into AE training for people with schizophrenia.

Active release technique in hamstrings strain: Rehabilitation and return to play – a case study

Directory of Open Access Journals (Sweden)

Hariharasudhan Ravichandran

2017-01-01

Full Text Available Hamstring injuries and its rehabilitation in competitive events such as football targets safe and early return to play. This is because hamstring injuries are more related to prolonged recovery time and high rate of re-injury. In this case study, Zakeer Mundampara, 26-year-old footballer of Chennaiyin FC team (Indian super league tournament, who was rehabilitated for Grade 2 hamstring strain was briefed. To describe the importance of conservative rehabilitation in hamstring injuries and report on player's rehabilitation program and clinical outcome. Zakeer Mundampara was conservatively treated with active release technique for 2 weeks duration. Data collected includes passive knee extension test range of motion and verbal rating score. After 2 weeks of rehabilitation, Zakeer Mundampara had nearly full range of pain-free movement, normal gait and trained to run safely. By the 3rd week, he started to perform all sports specific drills. He was rehabilitated and set fit to play after 4 weeks from the date of injury. Active release technique is effective in hamstring injuries. In this case study, rehabilitation program with an emphasis on active release technique is found to be effective in returning the footballer back to play.

Physical Activity Play and Preschool Children's Peer Acceptance: Distinctions between Rough-and-Tumble and Exercise Play

Science.gov (United States)

Lindsey, Eric W.

2014-01-01

Research Findings: Two forms of exercise play (toy mediated and non-mediated) and 2 forms of rough-and-tumble (R&T) play (chase and fighting) were examined in relation to preschoolers' peer competence. A total of 148 preschoolers (78 boys, 89 Euro-Americans) were observed during free play at their university-sponsored child care center. The…

Associations of object control motor skill proficiency, game play competence, physical activity and cardiorespiratory fitness among primary school children.

Science.gov (United States)

Miller, Andrew; Eather, Narelle; Duncan, Mitch; Lubans, David Revalds

2018-06-18

This study investigated if object control relates to children's game play competence, and examined these competencies as correlates of physical activity and cardiorespiratory fitness. Game play (Game Performance Assessment Instrument), object control (The Test Gross Motor Development-3), moderate-to-vigorous physical activity (Accelerometry), and cardiorespiratory fitness (20-metre shuttle) assessments were completed for 107 children (57% Female, 43% Male) aged 9-12 years (M 10.53, SD 0.65). Two-level regression of object control on game play competence, and object control and game play competence on physical activity and cardiorespiratory fitness assessed associations. Object control competence was positively associated with game play competence (Std. B = 0.25, t (104.77) = 2.38, p = 0.001). Game play competence (Std. B = 0.33, t (99.81) = 5.21, p competence (Std. B = 0.20, t (106.93) = 2.96, p = 0.003). Likewise, game competence (Std. B = 0.39, t (104.41) = 4.36, p fitness than object control competence (Std. B = 0.22, t (106.69) = 2.63, p = 0.002). Object control and game competence are both important as correlates of physical activity and cardiorespiratory fitness in children.

ENERGY EXPENDITURE AND INTENSITY OF PHYSICAL ACTIVITY IN SOCCER REFEREES DURING MATCH-PLAY

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Alberto Inácio da Silva

2008-09-01

Full Text Available The aim of this study was to determine the caloric expenditure and the intensity of physical activities performed by official soccer referees during a match expressed in Metabolic Equivalent (METs. The physical activity of referees accredited by CBF (Brazilian Confederation of Soccer was video-recorded during twenty-nine official games of Paraná Championship (Brasil, Series A and B of the 2005/2006. Computerized video analysis was used to determine the time spent in 6 locomotor activities (standing still, walking, jogging, backwards running, running and sprint. The frequency and duration of each activity were recorded and these data were utilized to calculate the distance covered by the referee. Energy expenditure values were estimated, utilizing specific equations, from the time players spent in each motor activity. The referees observed in this study had a mean age of 38.9 ± 3.8 years, body mass of 86.1 ± 7.1 kg, stature of 1.80 ± 0.07 m and a body mass index of 26.5 ± 0.6 kg·m-2. During match-play, referees covered an average distance of 9155.4 ± 70.3 meters (8411 - 9765, with a mean energy expenditure of 734.7 ± 65 kcal. This energy expenditure was significantly reduced in the second half: 359.9 ± 6.3 vs 374.7 ± 6.6 kcal (p = 0.006, and averaged to be moderate energy intensity (5 METs with predominant utilization of the aerobic energy system. In total, during 67% of match-play the intensity was equal or lower than 3.8 METs and in 33% it was higher than 9.8 METs. The pattern of movement observed in the present study confirms that soccer refereeing may be considered as a highly intermittent exercise mode. The high to low-intensity activity ratio may be defined as 1:7.1. In conclusion, referees officiating in professional soccer matches in Brazil should perform a physical conditioning regime that provides the stamina required at this level and consume appropriate and adequate nutrition to meet the energetic demands for match-play

Play to Learn, Learn to Play: Language Learning through Gaming Culture

Science.gov (United States)

Ryu, Dongwan

2013-01-01

Many researchers have investigated learning through playing games. However, after playing games, players often go online to establish and participate in the online community where they enrich their game experiences, discuss game-related issues, and create fan-fictions, screenshots, or scenarios. Although these emerging activities are an essential…

The Non-linear Trajectory of Change in Play Profiles of Three Children in Psychodynamic Play Therapy.

Science.gov (United States)

Halfon, Sibel; Çavdar, Alev; Orsucci, Franco; Schiepek, Gunter K; Andreassi, Silvia; Giuliani, Alessandro; de Felice, Giulio

2016-01-01

Aim: Even though there is substantial evidence that play based therapies produce significant change, the specific play processes in treatment remain unexamined. For that purpose, processes of change in long-term psychodynamic play therapy are assessed through a repeated systematic assessment of three children's "play profiles," which reflect patterns of organization among play variables that contribute to play activity in therapy, indicative of the children's coping strategies, and an expression of their internal world. The main aims of the study are to investigate the kinds of play profiles expressed in treatment, and to test whether there is emergence of new and more adaptive play profiles using dynamic systems theory as a methodological framework. Methods and Procedures: Each session from the long-term psychodynamic treatment (mean number of sessions = 55) of three 6-year-old good outcome cases presenting with Separation Anxiety were recorded, transcribed and coded using items from the Children's Play Therapy Instrument (CPTI), created to assess the play activity of children in psychotherapy, generating discrete and measurable units of play activity arranged along a continuum of four play profiles: "Adaptive," "Inhibited," "Impulsive," and "Disorganized." The play profiles were clustered through K -means Algorithm, generating seven discrete states characterizing the course of treatment and the transitions between these states were analyzed by Markov Transition Matrix, Recurrence Quantification Analysis (RQA) and odds ratios comparing the first and second halves of psychotherapy. Results: The Markov Transitions between the states scaled almost perfectly and also showed the ergodicity of the system, meaning that the child can reach any state or shift to another one in play. The RQA and odds ratios showed two trends of change, first concerning the decrease in the use of "less adaptive" strategies, second regarding the reduction of play interruptions. Conclusion

Playing with a digital swing

DEFF Research Database (Denmark)

Skovbjerg, Helle Marie

2017-01-01

Based on a field study in a kindergarten among children in Denmark, this paper explores playing activities on a digital swing, the SON-X Octavia (SON-X) and its Applause application. SON-X is an interactive sound unit that can be attached to any swing chain. Here, I explore the relationship between...... to highlight the features of swing play that children develop using the SON-X technology in terms of the danger-safety continuum. The feedback provided, it is found, enables children to independently manage risk and security within the limits of their playing activities; the digital swing supports play...

Parents' Perceptions of Preschool Activities: Exploring Outdoor Play

Science.gov (United States)

Jayasuriya, Avanthi; Williams, Marcia; Edwards, Todd; Tandon, Pooja

2016-01-01

Research Findings: Outdoor play is important for children's health and development, yet many preschool-age children in child care settings do not receive the recommended 60 min/day of outdoor play. Child care providers have previously described parent-related barriers to increasing outdoor playtime, including parents not providing appropriate…

Soreness during non-music activities is associated with playing-related musculoskeletal problems: an observational study of 731 child and adolescent instrumentalists

Directory of Open Access Journals (Sweden)

Sonia Ranelli

2014-06-01

Full Text Available Question: Is exposure to non-music-related activities associated with playing-related musculoskeletal problems in young instrumentalists? Is non-music-activity-related soreness associated with playing-related musculoskeletal problems in this group of instrumentalists? Design: Observational study using a questionnaire and physical measures. Participants: 859 instrumentalists aged 7 to 17 years from the School of Instrumental Music program. Results: Of the 731 respondents who completed the questionnaire adequately, 412 (56% experienced instrument-playing problems; 219 (30% had symptoms severe enough to interfere with normal playing. Children commonly reported moderate exposure to non-music-related activities, such as watching television (61%, vigorous physical activity (57%, writing (51% and computer use (45%. Greater exposure to any non-music activity was not associated with playing problems, with odds ratios ranging from 1.01 (95% CI 0.7 to 1.5 for watching television to 2.08 (95% CI 0.5 to 3.3 for intensive hand activities. Four hundred and seventy eight (65% children reported soreness related to non-music activities, such as vigorous physical activity (52%, writing (40%, computer use (28%, intensive hand activities (22%, electronic game use (17% and watching television (15%. Non-music-activity-related soreness was significantly associated with instrument playing problems, adjusting for gender and age, with odds ratios ranging from 2.6 (95% CI 1.7 to 3.9 for soreness whilst watching television, to 4.3 (95% CI 2.6 to 7.1 for soreness during intensive hand activities. Conclusion: Non-music-activity-related soreness co-occurs significantly with playing problems in young instrumentalists. The finding of significant co-occurrence of music and non-music-related soreness in respondents in this study suggests that intervention targets for young instrumentalists could include risk factors previously identified in the general child and adolescent

Do faz de conta à realidade: compreendendo o brincar de crianças institucionalizadas vítimas de violência por meio do brinquedo terapêutico From fantasy to reality: understanding the way of playing of institutionalized children victims of violence through therapeutic play

Directory of Open Access Journals (Sweden)

Karina Jorgino Giacomello

2011-01-01

Full Text Available Trata-se de uma pesquisa qualitativa embasada no referencial da fenomenologia análise da estrutura do fenômeno situado, cujo objetivo é compreender a criança institucionalizada vítima de violência por meio de sessões de brinquedo terapêutico. Participaram três crianças abrigadas em idade pré-escolar, sendo um menino e duas meninas. As sessões de brinquedo terapêutico do tipo dramático foram realizadas em um local reservado, variando de trinta a cinquenta minutos, com a seguinte proposta norteadora: "Vamos brincar de uma criança que mora no abrigo?" Foi possível apreender duas amplas categorias temáticas: o brincar e o faz de conta e o brincar e a realidade. Ao brincar de faz de conta, ora de modo tranquilo, ora de modo violento, as crianças trouxeram conteúdos que evidenciaram situações de seu cotidiano familiar. Ao exporem sua realidade, as crianças abordaram questões sobre a instituição de abrigamento e a vinculação com estes profissionais e com os familiares. É possível afirmar que o brinquedo terapêutico permitiu uma comunicação eficaz da criança por meio da expressão de seus sentimentos, de seus desejos, de suas experiências vividas, de críticas ao meio onde vive e às relações familiares, além de possibilitar um momento de prazer e de descontração.This qualitative research is based on the reference framework of Phenomenology analysis of the structure of the situated phenomenon, and aims to understand institutionalized children victims of violence through therapeutic play sessions. Participants were three sheltered children of preschool age, one boy and two goals. The therapeutic play sessions of the drama type were held in a reserved place and ranged from 30 to 50 minutes, using the following guiding proposal: "Let us play that we are children who live at the shelter?" Two broad theme categories could be captured: playing and pretending and playing and reality. When they are pretending while playing

Return to Play

Science.gov (United States)

Mangan, Marianne

2013-01-01

Call it physical activity, call it games, or call it play. Whatever its name, it's a place we all need to return to. In the physical education, recreation, and dance professions, we need to redesign programs to address the need for and want of play that is inherent in all of us.

Soreness during non-music activities is associated with playing-related musculoskeletal problems: an observational study of 731 child and adolescent instrumentalists.

Science.gov (United States)

Ranelli, Sonia; Straker, Leon; Smith, Anne

2014-06-01

Is exposure to non-music-related activities associated with playing-related musculoskeletal problems in young instrumentalists? Is non-music-activity-related soreness associated with playing-related musculoskeletal problems in this group of instrumentalists? Observational study using a questionnaire and physical measures. 859 instrumentalists aged 7 to 17 years from the School of Instrumental Music program. Of the 731 respondents who completed the questionnaire adequately, 412 (56%) experienced instrument-playing problems; 219 (30%) had symptoms severe enough to interfere with normal playing. Children commonly reported moderate exposure to non-music-related activities, such as watching television (61%), vigorous physical activity (57%), writing (51%) and computer use (45%). Greater exposure to any non-music activity was not associated with playing problems, with odds ratios ranging from 1.01 (95% CI 0.7 to 1.5) for watching television to 2.08 (95% CI 0.5 to 3.3) for intensive hand activities. Four hundred and seventy eight (65%) children reported soreness related to non-music activities, such as vigorous physical activity (52%), writing (40%), computer use (28%), intensive hand activities (22%), electronic game use (17%) and watching television (15%). Non-music-activity-related soreness was significantly associated with instrument playing problems, adjusting for gender and age, with odds ratios ranging from 2.6 (95% CI 1.7 to 3.9) for soreness whilst watching television, to 4.3 (95% CI 2.6 to 7.1) for soreness during intensive hand activities. Non-music-activity-related soreness co-occurs significantly with playing problems in young instrumentalists. The finding of significant co-occurrence of music and non-music-related soreness in respondents in this study suggests that intervention targets for young instrumentalists could include risk factors previously identified in the general child and adolescent population, as well as music-specific risk factors. This is an

Play Therapy in Elementary Schools

Science.gov (United States)

Landreth, Garry L.; Ray, Dee C.; Bratton, Sue C.

2009-01-01

Because the child's world is a world of action and activity, play therapy provides the psychologist in elementary-school settings with an opportunity to enter the child's world. In the play therapy relationship, toys are like the child's words and play is the child's language. Therefore, children play out their problems, experiences, concerns, and…

Comparison of electromyographic activity and range of neck motion in violin students with and without neck pain during playing.

Science.gov (United States)

Park, Kyue-nam; Kwon, Oh-yun; Ha, Sung-min; Kim, Su-jung; Choi, Hyun-jung; Weon, Jong-hyuck

2012-12-01

Neck pain is common in violin students during a musical performance. The purpose of this study was to compare electromyographic (EMG) activity in superficial neck muscles with neck motion when playing the violin as well as neck range of motion (ROM) at rest, between violin students with and without neck pain. Nine violin students with neck pain and nine age- and gender-matched subjects without neck pain were recruited. Muscle activity of the bilateral upper trapezius, sternocleidomastoid, and superficial cervical extensor muscles was measured using surface EMG. Kinematic data on neck motion while playing and active neck ROM were also measured using a three-dimensional motion analysis system. Independent t-tests were used to compare EMG activity with kinematic data between groups. These analyses revealed that while playing, both the angle of left lateral bending and leftward rotation of the cervical spine were significantly greater in the neck pain group than among those without neck pain. Similarly, EMG activity of the left upper trapezius, both cervical extensors, and both sternocleidomastoid muscles were significantly greater in the neck pain group. The active ROM of left axial rotation was significantly lower in the neck pain group. These results suggest that an asymmetric playing posture and the associated increased muscle activity as well as decreased neck axial rotation may contribute to neck pain in violin students.

Development and use of an observation tool for active gaming and movement (OTAGM) to measure children's movement skill components during active video game play.

Science.gov (United States)

Rosa, Rita L; Ridgers, Nicola D; Barnett, Lisa M

2013-12-01

This article presents a direct observational tool for assessing children's body movements and movement skills during active video games. The Observation Tool of Active Gaming and Movement (OTGAM) was informed by the Test of Gross Motor Development-2. 18 elementary school children (12 boys, 6 girls; M age = 6.1 yr., SD = 0.9) were observed during Nintendo Wii game play. Using the OTAGM, researchers were able to capture and quantify the children's body movements and movement skills during active play of video games. Furthermore, the OTAGM captured specific components of object control skills: strike, throw, and roll. Game designers, health promotion practitioners, and researchers could use this information to enhance children's physical activity and movement skills.

Children Get More Than a Hamburger: Using Labels and Logos To Enhance Literacy.

Science.gov (United States)

West, Lillie S.; Egley, Esther H.

1998-01-01

Describes how to incorporate environmental print materials into early childhood programs. Outlines strategies for using environmental print, such as personalized books, story walls, categorization games, and pretend play. Discusses reducing dependence on context cues and involving families with print activities. (KB)

"Fair Play": A Videogame Designed to Address Implicit Race Bias Through Active Perspective Taking.

Science.gov (United States)

Gutierrez, Belinda; Kaatz, Anna; Chu, Sarah; Ramirez, Dennis; Samson-Samuel, Clem; Carnes, Molly

2014-12-01

Having diverse faculty in academic health centers will help diversify the healthcare workforce and reduce health disparities. Implicit race bias is one factor that contributes to the underrepresentation of Black faculty. We designed the videogame "Fair Play" in which players assume the role of a Black graduate student named Jamal Davis. As Jamal, players experience subtle race bias while completing "quests" to obtain a science degree. We hypothesized that participants randomly assigned to play the game would have greater empathy for Jamal and lower implicit race bias than participants randomized to read narrative text describing Jamal's experience. University of Wisconsin-Madison graduate students were recruited via e-mail and randomly assigned to play "Fair Play" or read narrative text through an online link. Upon completion, participants took an Implicit Association Test to measure implicit bias and answered survey questions assessing empathy toward Jamal and awareness of bias. As hypothesized, gameplayers showed the least implicit bias but only when they also showed high empathy for Jamal (P=0.013). Gameplayers did not show greater empathy than text readers, and women in the text condition reported the greatest empathy for Jamal (P=0.008). However, high empathy only predicted lower levels of implicit bias among those who actively took Jamal's perspective through gameplay (P=0.014). A videogame in which players experience subtle race bias as a Black graduate student has the potential to reduce implicit bias, possibly because of a game's ability to foster empathy through active perspective taking.

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

Directory of Open Access Journals (Sweden)

Jacqueline Edwards

2017-03-01

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.

Suspected Motor Problems and Low Preference for Active Play in Childhood Are Associated with Physical Inactivity and Low Fitness in Adolescence

Science.gov (United States)

Kantomaa, Marko T.; Purtsi, Jarno; Taanila, Anja M.; Remes, Jouko; Viholainen, Helena; Rintala, Pauli; Ahonen, Timo; Tammelin, Tuija H.

2011-01-01

Background This prospective longitudinal study investigates whether suspected motor problems and low preference for active play in childhood are associated with physical inactivity and low cardiorespiratory fitness in adolescence. Methodology/Principal Findings The study sample consisted of the Northern Finland Birth Cohort 1986 (NFBC 1986) composed of 5,767 children whose parents responded to a postal inquiry concerning their children's motor skills at age 8 years and who themselves reported their physical activity at age 16 years. Cardiorespiratory fitness was measured with a cycle ergometer test at age 16 years. Odds ratios (OR) and their 95% confidence intervals (95% CI) for the level of physical activity and fitness were obtained from multinomial logistic regression and adjusted for socio-economic position and body mass index. Low preference for active play in childhood was associated with physical inactivity (boys: OR 3.31, 95% CI 2.42–4.53; girls: OR 1.79, 95% CI 1.36–2.36) and low cardiorespiratory fitness (boys: OR 1.87, 95% CI 1.27–2.74; girls: OR 1.52, 95% CI 1.09–2.11) in adolescence. Suspected gross (OR 2.16, 95% CI 1.33–3.49) and fine (OR 1.88, 95% CI 1.35–2.60) motor problems were associated with physical inactivity among boys. Children with suspected motor problems and low preference for active play tended to have an even higher risk of physical inactivity in adolescence. Conclusions/Significance Low preference for active play in childhood was associated with physical inactivity and low cardiorespiratory fitness in adolescence. Furthermore, children with suspected motor problems and low preference for active play tended to have an even higher risk of physical inactivity in adolescence. Identification of children who do not prefer active play and who have motor problems may allow targeted interventions to support their motor learning and participation in active play and thereby promote their physical activity and fitness in later life

A repeated measures experiment of school playing environment to increase physical activity and enhance self-esteem in UK school children.

Science.gov (United States)

Wood, Carly; Gladwell, Valerie; Barton, Jo

2014-01-01

School playtime provides daily opportunities for children to be active outdoors, but only makes small contributions to physical activity (PA) requirements. Natural environments facilitate unstructured PA and children report a preference for play in nature. Thus, play on the school field might encourage children to be more active during playtime. The primary aim of this study was to examine the impact of the school playing environment on children's PA. Descriptive data and fitness were assessed in 25 children aged 8-9 years from a single primary school. Over two consecutive weeks participants were allocated to either play on the school field or playground during playtime. The order of play in the two areas was randomised and counterbalanced. Moderate to vigorous PA (MVPA) was assessed during playtime on the last two days of each week using accelerometers. There was a significant interaction of environment and sex on MVPA during morning play (F(1,22) = 6.27; P0.05; np2 = 0.060) or all of playtime combined (P>0.05; np2 = 0.140). During morning play boys were significantly more active than girls on the playground (t(23) = 1.32; P0.05; n2 = 0.071). For lunch (F(1,22) = 24,11; Psex during lunch (F(1,22) = 11.56; Pschools should encourage greater use of their natural areas to increase PA.

The motivation of children to play an active video game.

Science.gov (United States)

Chin A Paw, Marijke J M; Jacobs, Wietske M; Vaessen, Ellen P G; Titze, Sylvia; van Mechelen, Willem

2008-04-01

The purpose of this pilot study was to evaluate the effect of a weekly multiplayer class on the motivation of children aged 9-12 years to play an interactive dance simulation video game (IDSVG) at home over a period of 12 weeks. A sample of 27 children was randomly assigned to (1) a home group instructed to play the IDSVG at home; (2) a multiplayer group instructed to play the IDSVG at home and to participate in a weekly IDSVG multiplayer class. Participants were asked to play the IDSVG as often as they liked and report the playing time daily on a calendar for a 12-week period. Motivation to play was assessed by the playing duration of IDSVG in minutes and the dropout during the study. Mean age of the 16 children who completed the study was 10.6+/-0.8 years. During the 12-week intervention period, the multiplayer group played approximately twice as many minutes (901min) as the home group (376min, p=0.13). Dropout was significantly (p=0.02) lower in the multiplayer group (15%) than in the home group (64%). Our findings suggest that multiplayer classes may increase children's motivation to play interactive dance simulation video games.

Technical activity profile and influence of body anthropometry on playing performance in female elite team handball

DEFF Research Database (Denmark)

Michalsik, Lars B; Aagaard, Per; Madsen, Klavs

2015-01-01

regular tournament match seasons. Technical match activities were distributed in 6 major types of playing actions (shots, breakthroughs, fast breaks, technical errors, defensive errors, and tackles) and further divided into various subcategories (e.g., type of shot, hard or light tackles, claspings......, screenings, and blockings). Furthermore, anthropometric measurements were performed. Each player had 28.3 ± 11.0 (group means ± SD) high-intense playing actions per match with a total effective playing time of 50.70 ± 5.83 minutes. On average, each player made 2.8 ± 2.6 fast breaks, gave 7.9 ± 14...... that female elite TH players during competitive games intermittently perform a high number of short-term, high-intense technical playing actions making modern female elite TH a physically demanding team sport. No sign of technical fatigue were observed, since the amount of intense technical playing actions...

Video game play, child diet, and physical activity behavior change: A randomized clinical trial

Science.gov (United States)

Video games designed to promote behavior change are a promising venue to enable children to learn healthier behaviors. The purpose is to evaluate the outcome from playing "Escape from Diab" (Diab) and "Nanoswarm: Invasion from Inner Space" (Nano) video games on children's diet, physical activity, an...

Association of Active Play-Related Parenting Behaviors, Orientations, and Practices with Preschool Sedentary Behavior

Science.gov (United States)

Loprinzi, Paul D.; Cardinal, Bradley J.; Kane, Christy; Lee, Hyo; Beets, Michael W.

2014-01-01

Background: Parents' behaviors, practices, beliefs, and attitudes greatly influence children's active play behavior; however, little research has examined these parental influences on preschool children's sedentary behavior (SB). Purpose: The purpose of this study was to examine the association between parental influences on preschool SB. Methods:…

Preschoolers´ Physical Activity and Time on Task During a Mastery Motivational Climate and Free Play

Directory of Open Access Journals (Sweden)

Danielle D Wadsworth

2014-08-01

Full Text Available The purpose of the present study was to determine the effect of a structured, mastery motivation physical education climate and an unstructured physical activity climate on time spent on task in a small sample of preschool children. Children enrolled in a public, federal-subsidized childcare center (N= 12 participated in two 45 minute physical activity programs within the school day. The structured climate consisted of a biweekly program of motor skill instruction that was based upon the key principles of a mastery motivational climate. The unstructured program was a daily 45 minute free play environment. Actigraph accelerometers monitored children’s participation in physical activity and time-on task was observed by a momentary time sampling technique. Results showed that time on-task significantly improved following a mastery motivational climate, and children spent 36% of their time in moderate-to-vigorous activity in this climate.  In contrast, time on-task did not significantly improve following participation in a free play environment and participants spent a majority of their time in sedentary behavior and accumulated no vigorous physical activity. Our results indicate that participation in physical activity impacts a preschooler’s ability to stay on task and the amount of physical activity accumulated during physical activity programming is dependent upon the climate delivered.

The Non-linear Trajectory of Change in Play Profiles of Three Children in Psychodynamic Play Therapy

OpenAIRE

Halfon, Sibel; ?avdar, Alev; Orsucci, Franco; Schiepek, Gunter K.; Andreassi, Silvia; Giuliani, Alessandro; de Felice, Giulio

2016-01-01

Aim: Even though there is substantial evidence that play based therapies produce significant change, the specific play processes in treatment remain unexamined. For that purpose, processes of change in long-term psychodynamic play therapy are assessed through a repeated systematic assessment of three children’s “play profiles,” which reflect patterns of organization among play variables that contribute to play activity in therapy, indicative of the children’s coping strategies, and an express...

Playing with social identities

DEFF Research Database (Denmark)

Winther-Lindqvist, Ditte Alexandra

2013-01-01

as pretence, children’s play is understood as an activity involving rules of the social order (roles and positions) as well as identification processes (imagined situations). The theoretical argumentation builds on empirical examples obtained in two different Danish day-care centres. The chapter is informed...... by ethnographic observations and draws on illustrative examples with symbolic group play as well as game-play with rules (soccer) among 5 year old boys. Findings suggest that day-care children’s play, involves negotiation of roles, positioning and identification, and rules – and that these negotiations......This chapter offers support for Vygotsky’s claim that all play involves both an imagined situation as well as rules. Synthesising Schousboe’s comprehensive model of spheres of realities in playing (see Chapter 1, this volume) with Lev Vygotskys insight that all playing involve rules as well...

Development of the Assistance to Participate Scale (APS) for children's play and leisure activities.

Science.gov (United States)

Bourke-Taylor, H; Law, M; Howie, L; Pallant, J F

2009-09-01

This paper describes the development and psychometric evaluation of the Assistance to Participate Scale (APS). The APS measures the assistance that a school-aged child with a disability requires to participate in play and leisure activities from the primary carer's perspective. Mixed methodology using an instrument design model was used to complete two studies. First, a qualitative research design was used to generate items and scoring criteria for the APS. Second, a quantitative study evaluated the instrument using data collected from 152 mothers with children aged 5-18 years. Statistical analysis assessed the underlying structure, internal consistency and construct validity of the APS. Exploratory factor analysis revealed two correlated components, reflecting home-based and community-based play activities. Both subscales and the total APS scale showed good internal consistency. The APS correlated as predicted with individual domains and overall scores for other validated measures (Pediatric Evaluation of Disability Inventory caregiver scales and Pediatric Quality of Life Inventory) with correlations ranging from rho = 0.42 to rho = 0.77. The APS was able to discriminate between groups of children based on type of schooling (regular or segregated), need for equipment/assistive devices, frequency of lifting and disability. The APS provides professionals with a brief psychometrically sound tool that measures the amount of caregiver assistance provided to a child with a disability to participate in play and recreation. The APS may be used as an outcome measure and to evaluate and predict the amount and type of additional assistance families need to facilitate their child's participation in an important aspect of the child's daily life and development: play and recreation.

Young Children's Development of Scientific Knowledge Through the Combination of Teacher-Guided Play and Child-Guided Play

Science.gov (United States)

Sliogeris, Marija; Almeida, Sylvia Christine

2017-09-01

Play-based approaches to science learning allow children to meaningfully draw on their everyday experiences and activities as they explore science concepts in context. Acknowledging the crucial role of the teacher in facilitating science learning through play, the purpose of this qualitative study was to examine how teacher-guided play, in conjunction with child-guided play, supports children's development of science concepts. While previous research on play-based science learning has mainly focused on preschool settings, this study explores the possibilities of play-based approaches to science in primary school contexts. Using a qualitative methodology grounded in the cultural-historical theoretical perspective, children's learning was examined during a science learning sequence that combined teacher-guided and child-guided play. This study revealed that the teacher-guided play explicitly introduced science concepts which children then used and explored in subsequent child-guided play. However, intentional teaching during the child-guided play continued to be important. Play-based approaches to science allowed children to make sense of the science concepts using familiar, everyday knowledge and activities. It became evident that the expectations and values communicated through classroom practices influenced children's learning through play.

On play and playing.

Science.gov (United States)

Rudan, Dusko

2013-12-01

The paper offers a review of the development of the concept of play and playing. The true beginnings of the development of the theories of play are set as late as in the 19th century. It is difficult to define play as such; it may much more easily be defined through its antipode--work. In the beginning, play used to be connected with education; it was not before Freud's theory of psychoanalysis and Piaget's developmental psychology that the importance of play in a child's development began to be explained in more detail. The paper further tackles the role of play in the adult age. Detailed attention is paid to psychodynamic and psychoanalytic authors, in particular D. W. Winnicott and his understanding of playing in the intermediary (transitional) empirical or experiential space. In other words, playing occupies a space and time of its own. The neuroscientific concept of playing is also tackled, in the connection with development as well.

What Play Means to Us: Exploring Children's Perspectives on Play in an English Year 1 Classroom

Science.gov (United States)

Howe, Sally

2016-01-01

Opportunities for play and self-initiated activity, considered to be an important part of children's learning in early childhood settings, diminish as children progress into school. Previous studies suggest that losing time for play/self-initiated activity can impact negatively on children's attitudes to school learning. This article discusses the…

Five recent play dates

DEFF Research Database (Denmark)

Abildgaard, Mette Simonsen; Birkbak, Andreas; Jensen, Torben Elgaard

2017-01-01

An advantage of the playground metaphor is that it comes with the activity of going out on ‘play dates’ and developing friendships. In such playful relationships, there is always something at stake, but the interaction is also fun and inherently exploratory. In the following, we take a tour of five...

Play with your food! Sensory play is associated with tasting of fruits and vegetables in preschool children.

Science.gov (United States)

Coulthard, Helen; Sealy, Annemarie

2017-06-01

The objective of the current study was to ascertain whether taking part in a sensory play activity with real fruits and vegetables (FV) can encourage tasting in preschool children, compared to a non-food activity or visual exposure to the activity. Three to four year old pre-school children (N = 62) were recruited from three preschool nursery classes from a school in Northamptonshire, UK. A between participants experimental study was conducted with each class assigned to one of three conditions; sensory FV play, sensory non-food play and visual FV exposure. Parental report of several baseline variables were taken; child baseline liking of the foods used in the study, parental and child FV consumption (portions/day), child neophobia and child tactile sensitivity. Outcome measures were the number of fruits and vegetables tasted in a post experiment taste test which featured (n = 5) or did not feature (n = 3) in the task. Analyses of covariance controlling for food neophobia and baseline liking of foods, showed that after the activity children in the sensory FV play condition tried more FV than both children in the non-food sensory play task (p foods used in the activity (p foods that were not used in the activity (p vegetables may encourage FV tasting in preschool children more than non food play or visual exposure alone. Long term intervention studies need to be carried out to see if these effects can be sustained over time. Copyright © 2017 Elsevier Ltd. All rights reserved.

ACHIEVEMENT GOALS AND INTENSIVITY OF PHYSICAL ACTIVITY DURING FREE PLAY IN CHILDREN: THE MODERATING ROLE OF PERCEIVED SPORT CONFIDENCE

Directory of Open Access Journals (Sweden)

R. Lochbaum Marc

2015-11-01

Full Text Available Purpose: to examine the moderating role of sport confidence and resultant the achievement goal profile with physical activity intensity during free play. Material: participants were 28 children participating in an after-school program. The 28 children completed measures of task and ego goal orientations and sport confidence two weeks prior to having their heart rate monitored during a free play session. Results: indicated that children with high sport confidence were characterized ( p 1.10 by higher task and ego orientations and average heart rate over the course of the free play session when compared to the low sport confidence children. The moderate sport confidence children were not significantly different than the other groups expect for ego orientation though effect sizes indicated this group tended towards being more similar to the high sport confidence group. The results were confounded as all children in the low sport confidence condition were girls. Conclusions: Sport confidence moderates physical activity intensity during free play in children and is characterized by a higher ego orientation and generally higher task orientation. But given all of the low confident children were females, intervention work is needed at early ages with girls to build sport confidence and motivations for both goal orientations to hopefully increase physical activity intensity during free play.

Improving the Physical Activity and Outdoor Play Environment of Family Child Care Homes in Nebraska Through Go Nutrition and Physical Activity Self-Assessment for Child Care.

Science.gov (United States)

Dinkel, Danae; Dev, Dipti; Guo, Yage; Hulse, Emily; Rida, Zainab; Sedani, Ami; Coyle, Brian

2018-05-09

The purpose of this study was to determine if the Go Nutrition and Physical Activity Self-Assessment in Child Care (Go NAP SACC) intervention was effective in improving best practices in the areas of infant and child physical activity and outdoor play and learning in family child care homes (FCCHs) in Nebraska. FCCHs (n = 201) participated in a pre-post evaluation using the Infant and Child Physical Activity and Outdoor Play and Learning assessments from the Go NAP SACC validated measure to assess compliance with best practices. At post, FCCHs demonstrated significant differences in 85% of the Infant and Child Physical Activity items (17 of 20) and 80% of the Outdoor Play and Learning items (12 of 15). Significant differences in best practices between urban and rural FCCH providers were also found. Go NAP SACC appears to be an effective intervention in Nebraska as, after participation in the initiative, providers were improving child care physical activity best practices. Additional research is needed to objectively determine if these changes resulted in objective improvements in children's physical activity levels. Further, efforts are needed to develop and/or identify geographic-specific resources for continued improvement.

Just watching the game ain't enough: striatal fMRI reward responses to successes and failures in a video game during active and vicarious playing.

Science.gov (United States)

Kätsyri, Jari; Hari, Riitta; Ravaja, Niklas; Nummenmaa, Lauri

2013-01-01

Although the multimodal stimulation provided by modern audiovisual video games is pleasing by itself, the rewarding nature of video game playing depends critically also on the players' active engagement in the gameplay. The extent to which active engagement influences dopaminergic brain reward circuit responses remains unsettled. Here we show that striatal reward circuit responses elicited by successes (wins) and failures (losses) in a video game are stronger during active than vicarious gameplay. Eleven healthy males both played a competitive first-person tank shooter game (active playing) and watched a pre-recorded gameplay video (vicarious playing) while their hemodynamic brain activation was measured with 3-tesla functional magnetic resonance imaging (fMRI). Wins and losses were paired with symmetrical monetary rewards and punishments during active and vicarious playing so that the external reward context remained identical during both conditions. Brain activation was stronger in the orbitomedial prefrontal cortex (omPFC) during winning than losing, both during active and vicarious playing. In contrast, both wins and losses suppressed activations in the midbrain and striatum during active playing; however, the striatal suppression, particularly in the anterior putamen, was more pronounced during loss than win events. Sensorimotor confounds related to joystick movements did not account for the results. Self-ratings indicated losing to be more unpleasant during active than vicarious playing. Our findings demonstrate striatum to be selectively sensitive to self-acquired rewards, in contrast to frontal components of the reward circuit that process both self-acquired and passively received rewards. We propose that the striatal responses to repeated acquisition of rewards that are contingent on game related successes contribute to the motivational pull of video-game playing.

Just watching the game ain’t enough: Striatal fMRI reward responses to successes and failures in a video game during active and vicarious playing

Directory of Open Access Journals (Sweden)

Jari eKätsyri

2013-06-01

Full Text Available Although the multimodal stimulation provided by modern audiovisual video games is pleasing by itself, the rewarding nature of video game playing depends critically also on the players’ active engagement in the gameplay. The extent to which active engagement influences dopaminergic brain reward circuit responses remains unsettled. Here we show that striatal reward circuit responses elicited by successes (wins and failures (losses in a video game are stronger during active than vicarious gameplay. Eleven healthy males both played a competitive first-person tank shooter game (active playing and watched a pre-recorded gameplay video (vicarious playing while their hemodynamic brain activation was measured with 3-tesla functional magnetic resonance imaging (fMRI. Wins and losses were paired with symmetrical monetary rewards and punishments during active and vicarious playing so that the external reward context remained identical during both conditions. Brain activation was stronger in the orbitomedial prefrontal cortex (omPFC during winning than losing, both during active and vicarious playing conditions. In contrast, both wins and losses suppressed activations in the midbrain and striatum during active playing; however, the striatal suppression, particularly in the anterior putamen, was more pronounced during loss than win events. Sensorimotor confounds related to joystick movements did not account for the results. Self-ratings indicated losing to be more unpleasant during active than vicarious playing. Our findings demonstrate striatum to be selectively sensitive to self-acquired rewards, in contrast to frontal components of the reward circuit that process both self-acquired and passively received rewards. We propose that the striatal responses to repeated acquisition of rewards that are contingent on game related successes contribute to the motivational pull of video-game playing.

On detecting the playing/non-playing activity of musicians in symphonic music videos

NARCIS (Netherlands)

Bazzica, A.; Liem, C.C.S.; Hanjalic, A.

2016-01-01

Information on whether a musician in a large symphonic orchestra plays her instrument at a given time stamp or not is valuable for a wide variety of applications aiming at mimicking and enriching the classical music concert experience on modern multimedia platforms. In this work, we propose a novel

Effects of short-term active video game play on community adults: under International Classification of Functioning, Disability and Health consideration.

Science.gov (United States)

Tseng, Wei-Che; Hsieh, Ru-Lan

2013-06-01

The effects of active video game play on healthy individuals remain uncertain. A person's functional health status constitutes a dynamic interaction between components identified in the International Classification of Functioning, Disability, and Health (ICF). The aim of this study was to investigate the short-term effects of active video game play on community adults using the ICF. Sixty community adults with an average age of 59.3 years and without physical disabilities were recruited. Over 2 weeks, each adult participated in six sessions of active video game play lasting 20 minutes each. Participants were assessed before and after the intervention. Variables were collected using sources related to the ICF components, including the Hospital Anxiety and Depression Scale, Multidimensional Fatigue Inventory, Biodex Stability System, chair- rising time, Frenchay Activity Index, Rivermead Mobility Index, Chronic Pain Grade Questionnaire, Work Ability Index, and World Health Organization Quality of Life-Brief Version. Compared to baseline data, significantly reduced risk of a fall measured by Biodex Stability System and improvements in disability scores measured by the Chronic Pain Grade Questionnaire were noted. There was no significant change in the other variables measured. Short-term, active video game play reduces fall risks and ameliorates disabilities in community adults.

A repeated measures experiment of school playing environment to increase physical activity and enhance self-esteem in UK school children.

Directory of Open Access Journals (Sweden)

Carly Wood

Full Text Available School playtime provides daily opportunities for children to be active outdoors, but only makes small contributions to physical activity (PA requirements. Natural environments facilitate unstructured PA and children report a preference for play in nature. Thus, play on the school field might encourage children to be more active during playtime. The primary aim of this study was to examine the impact of the school playing environment on children's PA. Descriptive data and fitness were assessed in 25 children aged 8-9 years from a single primary school. Over two consecutive weeks participants were allocated to either play on the school field or playground during playtime. The order of play in the two areas was randomised and counterbalanced. Moderate to vigorous PA (MVPA was assessed during playtime on the last two days of each week using accelerometers. There was a significant interaction of environment and sex on MVPA during morning play (F(1,22 = 6.27; P0.05; np2 = 0.060 or all of playtime combined (P>0.05; np2 = 0.140. During morning play boys were significantly more active than girls on the playground (t(23 = 1.32; P0.05; n2 = 0.071. For lunch (F(1,22 = 24,11; P<0.001; np2 = 0.523 and all of playtime combined (F(1,22 = 33.67; P<0.001; np2 = 0.616 there was a significant effect of environment. There was also a significant main effect of sex during lunch (F(1,22 = 11.56; P<0.01; np2 = 0.344 and all of playtime combined (F(1,22 = 12.37; P<0.01; np2 = 0.371. MVPA was higher on the field and boys were more active than girls. Play on the field leads to increases in MVPA, particularly in girls. The promising trend for the effect of the natural environment on MVPA indicates that interventions aimed at increasing MVPA should use the natural environment and that schools should encourage greater use of their natural areas to increase PA.

Aesthetic Play

DEFF Research Database (Denmark)

Bang, Jytte Susanne

2012-01-01

The present article explores the role of music-related artefacts and technologies in children’s lives. More specifically, it analyzes how four 10- to 11-year old girls use CDs and DVD games in their music-play activities and which developmental themes and potentials may accrue from such activitie...

Developing Adolescents' Resistance to Sexual Coercion through Role-Playing Activities in a Virtual World

Science.gov (United States)

McGinn, Marion; Arnedillo-Sánchez, Inmaculada

2015-01-01

This paper explores the use of a three dimensional virtual world (3-DVW) to delivery assertiveness training to young adolescents. The case study aims to understand how a sense of presence in VWs facilitates and affect the performance of students role-playing activities to enhance their ability to resist sexual coercion. The results indicate that a…

Promoting healthy eating, active play and sustainability consciousness in early childhood curricula, addressing the Ben10™ problem: a randomised control trial.

Science.gov (United States)

Skouteris, Helen; Edwards, Susan; Rutherford, Leonie; Cutter-MacKenzie, Amy; Huang, Terry; O'Connor, Amanda

2014-06-03

This paper details the research protocol for a study funded by the Australian Research Council. An integrated approach towards helping young children respond to the significant pressures of '360 degree marketing' on their food choices, levels of active play, and sustainability consciousness via the early childhood curriculum is lacking. The overall goal of this study is to evaluate the efficacy of curriculum interventions that educators design when using a pedagogical communication strategy on children's knowledge about healthy eating, active play and the sustainability consequences of their toy food and toy selections. This cluster-randomised trial will be conducted with 300, 4 to 5 year-old children attending pre-school. Early childhood educators will develop a curriculum intervention using a pedagogical communication strategy that integrates content knowledge about healthy eating, active play and sustainability consciousness and deliver this to their pre-school class. Children will be interviewed about their knowledge of healthy eating, active play and the sustainability consequences of their food and toy selections. Parents will complete an Eating and Physical Activity Questionnaire rating their children's food preferences, digital media viewing and physical activity habits. All measures will be administered at baseline, the end of the intervention and 6 months post intervention. Informed consent will be obtained from all parents and the pre-school classes will be allocated randomly to the intervention or wait-list control group. This study is the first to utilise an integrated pedagogical communication strategy developed specifically for early childhood educators focusing on children's healthy eating, active play, and sustainability consciousness. The significance of the early childhood period, for young children's learning about healthy eating, active play and sustainability, is now unquestioned. The specific teaching and learning practices used by early

Cognitive Play and Mathematical Learning in Computer Microworlds.

Science.gov (United States)

Steffe, Leslie P.; Wiegel, Heide G.

1994-01-01

Uses the constructivist principle of active learning to explore the possibly essential elements in transforming a cognitive play activity into mathematical activity. Suggests that for such transformation to occur, cognitive play activity must involve operations of intelligence that, yield situations of mathematical schemes. Illustrates the…

Development of a measurement approach to assess time children participate in organized sport, active travel, outdoor active play, and curriculum-based physical activity.

Science.gov (United States)

Borghese, Michael M; Janssen, Ian

2018-03-22

Children participate in four main types of physical activity: organized sport, active travel, outdoor active play, and curriculum-based physical activity. The objective of this study was to develop a valid approach that can be used to concurrently measure time spent in each of these types of physical activity. Two samples (sample 1: n = 50; sample 2: n = 83) of children aged 10-13 wore an accelerometer and a GPS watch continuously over 7 days. They also completed a log where they recorded the start and end times of organized sport sessions. Sample 1 also completed an outdoor time log where they recorded the times they went outdoors and a description of the outdoor activity. Sample 2 also completed a curriculum log where they recorded times they participated in physical activity (e.g., physical education) during class time. We describe the development of a measurement approach that can be used to concurrently assess the time children spend participating in specific types of physical activity. The approach uses a combination of data from accelerometers, GPS, and activity logs and relies on merging and then processing these data using several manual (e.g., data checks and cleaning) and automated (e.g., algorithms) procedures. In the new measurement approach time spent in organized sport is estimated using the activity log. Time spent in active travel is estimated using an existing algorithm that uses GPS data. Time spent in outdoor active play is estimated using an algorithm (with a sensitivity and specificity of 85%) that was developed using data collected in sample 1 and which uses all of the data sources. Time spent in curriculum-based physical activity is estimated using an algorithm (with a sensitivity of 78% and specificity of 92%) that was developed using data collected in sample 2 and which uses accelerometer data collected during class time. There was evidence of excellent intra- and inter-rater reliability of the estimates for all of these types of

The Physiologic and Behavioral Implications of Playing Active and Sedentary Video Games in a Seated and Standing Position.

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Sanders, Gabriel J; Rebold, Michael; Peacock, Corey A; Williamson, Meagan L; Santo, Antonio S; Barkley, Jacob E

Previous studies have assessed physiologic response while playing video games per manufacturer instructions with participants standing during active video game play and seated during sedentary game play. It is not known whether an assigned seated or standing position affects positional preference and oxygen consumption (VO2) while gaming. The purpose of the study was to assess VO2 and preference of playing active and sedentary video games in a seated and standing position. VO2 was assessed in 25 participants during four, 20-minute conditions; resting, PlayStation 2 Madden NFL Football 2011, Nintendo Wii-Sports Boxing and Nintendo Wii Madden NFL Football 2011. Each condition was divided into two positional conditions (10 minutes seated, 10 minutes standing) and each participant indicated their positional preference after each 20-minute condition. Standing VO2 (4.4 ± 0.2 ml • kg-1 • min-1 PS2, 4.6 ± 0.1 ml • kg-1 • min-1 Wii Madden, 6.8 ± 0.3 ml • kg-1 • min-1Wii Boxing) was significantly (p ≤ 0.001) greater than seated VO2 (4.0 ± 0.1 ml • kg-1 • min-1 PS2, 4.2 ± 0.1 ml • kg-1 • min-1 Wii Madden, 6.1 ± 0.3 ml • kg-1 • min-1Wii Boxing) for each gaming condition. Participants preferred (p ≤ 0.001) to sit for all gaming conditions except Wii Boxing. Playing video games while standing increases VO2 to a greater extent than playing the same games in a seated position. Standing was only preferred for the most physiologically challenging game, Wii Boxing. Gaming position should be considered when assessing the physiologic and behavioral outcomes of playing video games.

Adolescent exergame play for weight loss and psychosocial improvement: a controlled physical activity intervention.

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Staiano, Amanda E; Abraham, Anisha A; Calvert, Sandra L

2013-03-01

Overweight and obese youth, who face increased risk of medical complications including heart disease and type II diabetes, can benefit from sustainable physical activity interventions that result in weight loss. This study examined whether a 20-week exergame (i.e., videogame that requires gross motor activity) intervention can produce weight loss and improve psychosocial outcomes for 54 overweight and obese African-American adolescents. Participants were recruited from a public high school and randomly assigned to competitive exergame, cooperative exergame, or control conditions. All exergame participants were encouraged to play the Nintendo Wii Active game for 30-60 min per school day in a lunch-time or after-school program. Cooperative exergame participants worked with a peer to expend calories and earn points together, whereas competitive exergame participants competed against a peer. Control participants continued regular daily activities. Outcome measures included changes in weight, peer support, self-efficacy, and self-esteem, measured at baseline, and at ∼10 and 20 weeks. Growth curve analysis revealed that cooperative exergame players lost significantly more weight (mean = 1.65 kg; s.d. = 4.52) than the control group, which did not lose weight. The competitive exergame players did not differ significantly from the other conditions. Cooperative exergame players also significantly increased in self-efficacy compared to the control group, and both exergame conditions significantly increased in peer support more than the control group. Exergames, especially played cooperatively, can be an effective technological tool for weight loss among youth. Copyright © 2012 The Obesity Society.

Sweet Play

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Leung, Shuk-kwan S.; Lo, Jane-Jane

2010-01-01

This article features Sweet play math, a "math by the month" activity that involves decorating and making sugar cubes. Teachers may want to substitute straws, paper squares, alphabet blocks, or such commercially made manipulatives as Unifix[R] cubes for the real sweets. Given no allergy concerns, teachers and students alike would enjoy some sweet…

Water Play

Science.gov (United States)

Cline, Jane E.; Smith, Brandy A.

2016-01-01

The inclusion of activities to develop sensory awareness, spatial thinking, and physical dexterity, operationalized through hands-on science lessons such as water play, have long been part of early childhood education. This practical article addresses Next Generation Science Standards K-2 ETS1-3 and K-2 ETS1-2 by having four-year-old…

Sport activities differentiating match-play improvement in elite youth footballers - a 2-year longitudinal study.

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Güllich, Arne; Kovar, Peter; Zart, Sebastian; Reimann, Ansgar

2017-02-01

This study examined contributions of different types of sport activities to the development of elite youth soccer performance. Match-play performance of 44 German male players was assessed by expert coaches twice, 24 months apart (age 11.1-13.1 years), based on videotaped 5v5 matches. Player pairs were matched by identical age and initial performance at t 1 . Each player was assigned to a group of either "Strong" or "Weak Responders" based on a higher or lower subsequent performance improvement at t 2 within each pair (mean Δperformance 29% vs. 7%). A questionnaire recorded current and earlier amounts of organised practice/training and non-organised sporting play, in soccer and other sports, respectively. Group comparison revealed that "Strong Responders" accumulated more non-organised soccer play and organised practice/training in other sports, but not more organised soccer practice/training. Subsequent multivariate analyses (multiple linear regression analyses (MLR)) highlighted that higher resultant match-play performance at t 2 was accounted for R 2 adj  = 0.65 by performance at t 1 , together with more non-organised soccer play and organised engagement in other sports, respectively, and greater current, but less earlier volume of organised soccer. The findings suggest that variable early sporting experience facilitates subsequent soccer performance development in German elite youth footballers.

Participatory Republics: Play and the Political

DEFF Research Database (Denmark)

Sicart, Miguel Angel

2015-01-01

In this paper we propose a critical reading of Sicart’s concept of political play, and we suggest an alternative framework that expands his work. We will apply Chantal Mouffe’s political theory to the core ideas in Play Matters, with the purpose of focusing and further developing the understanding...... of the political in the play activity....

Learning to blast a way into crime, or just good clean fun? Examining aggressive play with toy weapons and its relation with crime.

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Smith, Sven; Ferguson, Christopher J; Beaver, Kevin M

2018-01-16

Researchers, such as Bandura, have proposed that children's mere exposure to the use of play weapons encourages deviant displays of aggression, but there is very little research to support this hypothesis of 20 years. To examine the relationship between amount of weapon play and concurrent aggression as well as later violent juvenile crime, while controlling for other variables possibly influencing criminal pathways. Using longitudinal survey data collected from mothers and children (n = 2019) from age 5, with follow-up at age 15, correlations between children's play with toy weapons and juvenile criminality were examined. Multivariate regression analyses were employed to determine to what extent early childhood aggression, symptoms of attention deficit hyperactivity disorder, and symptoms of depression were antecedents of juvenile crime. For bivariate analysis between toy weapon play and juvenile criminality, the effect size was small and not significant. The relationship remained not significant once control variables were introduced into the model. The act of pretending to be aggressive in childhood thus plays little role in predicting later criminality after other factors, such as gender, attention deficit hyperactivity disorder or depression, have been taken into account. Involvement in imaginative play with toy gun use in early childhood is unlikely to be useful as a risk marker for later criminal behaviour. Play fighting and war toy games may even be considered necessary components within the frame of normal development. Copyright © 2018 John Wiley & Sons, Ltd. Copyright © 2018 John Wiley & Sons, Ltd.

Play as main road in children’s transition to school

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Broström, Stig

2013-01-01

a number of transition activities the author argues for play as pivot for successful transition and more specific dialogical reading followed by play. Thus play is not seen as children’s own free-flow play, but as an educational activity in which the preschool teacher has an active role.......This chapter deals with children’s transition to school and play. First part focuses on transition and shows a number of problem, which in short can be described as lack of continuity between preschool and school. The answer to this problem is to create transition strategies and activities. Besides...

Move faster, think later: Women who play action video games have quicker visually-guided responses with later onset visuomotor-related brain activity.

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Gorbet, Diana J; Sergio, Lauren E

2018-01-01

A history of action video game (AVG) playing is associated with improvements in several visuospatial and attention-related skills and these improvements may be transferable to unrelated tasks. These facts make video games a potential medium for skill-training and rehabilitation. However, examinations of the neural correlates underlying these observations are almost non-existent in the visuomotor system. Further, the vast majority of studies on the effects of a history of AVG play have been done using almost exclusively male participants. Therefore, to begin to fill these gaps in the literature, we present findings from two experiments. In the first, we use functional MRI to examine brain activity in experienced, female AVG players during visually-guided reaching. In the second, we examine the kinematics of visually-guided reaching in this population. Imaging data demonstrate that relative to women who do not play, AVG players have less motor-related preparatory activity in the cuneus, middle occipital gyrus, and cerebellum. This decrease is correlated with estimates of time spent playing. Further, these correlations are strongest during the performance of a visuomotor mapping that spatially dissociates eye and arm movements. However, further examinations of the full time-course of visuomotor-related activity in the AVG players revealed that the decreased activity during motor preparation likely results from a later onset of activity in AVG players, which occurs closer to beginning motor execution relative to the non-playing group. Further, the data presented here suggest that this later onset of preparatory activity represents greater neural efficiency that is associated with faster visually-guided responses.

Move faster, think later: Women who play action video games have quicker visually-guided responses with later onset visuomotor-related brain activity

Science.gov (United States)

Gorbet, Diana J.; Sergio, Lauren E.

2018-01-01

A history of action video game (AVG) playing is associated with improvements in several visuospatial and attention-related skills and these improvements may be transferable to unrelated tasks. These facts make video games a potential medium for skill-training and rehabilitation. However, examinations of the neural correlates underlying these observations are almost non-existent in the visuomotor system. Further, the vast majority of studies on the effects of a history of AVG play have been done using almost exclusively male participants. Therefore, to begin to fill these gaps in the literature, we present findings from two experiments. In the first, we use functional MRI to examine brain activity in experienced, female AVG players during visually-guided reaching. In the second, we examine the kinematics of visually-guided reaching in this population. Imaging data demonstrate that relative to women who do not play, AVG players have less motor-related preparatory activity in the cuneus, middle occipital gyrus, and cerebellum. This decrease is correlated with estimates of time spent playing. Further, these correlations are strongest during the performance of a visuomotor mapping that spatially dissociates eye and arm movements. However, further examinations of the full time-course of visuomotor-related activity in the AVG players revealed that the decreased activity during motor preparation likely results from a later onset of activity in AVG players, which occurs closer to beginning motor execution relative to the non-playing group. Further, the data presented here suggest that this later onset of preparatory activity represents greater neural efficiency that is associated with faster visually-guided responses. PMID:29364891

Energy expenditure in adolescents playing new generation computer games.

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Graves, Lee; Stratton, Gareth; Ridgers, N D; Cable, N T

2008-07-01

To compare the energy expenditure of adolescents when playing sedentary and new generation active computer games. Cross sectional comparison of four computer games. Setting Research laboratories. Six boys and five girls aged 13-15 years. Participants were fitted with a monitoring device validated to predict energy expenditure. They played four computer games for 15 minutes each. One of the games was sedentary (XBOX 360) and the other three were active (Wii Sports). Predicted energy expenditure, compared using repeated measures analysis of variance. Mean (standard deviation) predicted energy expenditure when playing Wii Sports bowling (190.6 (22.2) kl/kg/min), tennis (202.5 (31.5) kl/kg/min), and boxing (198.1 (33.9) kl/kg/min) was significantly greater than when playing sedentary games (125.5 (13.7) kl/kg/min) (Pgames. Playing new generation active computer games uses significantly more energy than playing sedentary computer games but not as much energy as playing the sport itself. The energy used when playing active Wii Sports games was not of high enough intensity to contribute towards the recommended daily amount of exercise in children.

Online role-playing for faculty development.

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Ladhani, Zahra; Chhatwal, Jugesh; Vyas, Rashmi; Iqbal, Mobeen; Tan, Christina; Diserens, Deborah

2011-03-01

There has been a rapid growth of online teaching in the past few years, yet the implementation of role-play for formal educational activities in an online setting is growing more slowly. The use of online role-playing for the development of health professions educators is virtually un-documented in the literature. In the project reported here we use role-playing as a method to motivate and increase active participation in an online web-based discussion on community-based medical education (CBME). The Foundation for Advancement of International Medical Education & Research (FAIMER(®) ) Institute hosts virtual group discussions for fellows as part of its fellowship programmes, in order to deepen their knowledge base in health professions education and research. In June 2008, a group of seven FAIMER(®) fellows and faculty members moderated an online discussion on CBME using an online role-play exercise with other fellows and faculty members. Out of a total of 102 fellows, 36 (35.3%) participated actively, which exceeded the typical percentage of list server participation. In addition, a rich discussion resulted in a comprehensive report on the goals, challenges, logistical components, role of Health Ministry policy and the possible ethical mandate of CBME in developing countries. Online role-play encouraged distributed participation among a highly diverse international group of participants, supporting the conclusion that role-playing can be used effectively with mid-career health professional faculty members in the online environment. © Blackwell Publishing Ltd 2011.

The Influence of Physical Qualities on Activity Profiles of Female Australian Football Match-Play.

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Black, Georgia M; Gabbett, Tim J; Johnston, Rich D; Cole, Michael H; Naughton, Geraldine; Dawson, Brian

2017-10-16

The rapid transition of female Australian football players from amateur to semi-elite competitions has the potential for athletes to be underprepared for match-play. To gain an understanding the match demands of female football, the aims of this study were three-fold: (1) to highlight the physical qualities that discriminate selected and non-selected female Australian Football players, (2) to investigate activity profiles of female Australian Football players, and (3) to gain an understanding of the influence of physical qualities on running performance in female Australian Football match-play. Twenty-two female Australian football (AF) state academy players (mean ± SD age, 23.2 ± 4.5 years) and 27 non-selected players (mean ± SD age, 23.4 ± 4.9 years) participated in this study. The Yo-Yo Intermittent Recovery Test (Level 1), countermovement jump and 30m sprint tests were completed prior to the competitive season. During 14 matches, players wore global positioning system (GPS) units to describe the running demands of female AF match-play. Selected players were faster over 30 metres (ES=0.57; p=0.04) and covered greater distances on the Yo-Yo IR1 test (ES=1.09; pfemale AF players were faster and had greater intermittent running ability than players not selected to a State academy program. An emphasis should be placed on the development of physical fitness in this playing group to ensure optimal preparation for the national competition.

Play Practices and Play Moods

DEFF Research Database (Denmark)

Karoff, Helle Skovbjerg

2013-01-01

The aim of this article is to develop a view of play as a relation between play practices and play moods based on an empirical study of children's everyday life and by using Bateson's term of ‘framing’ [(1955/2001). In Steps to an ecology of mind (pp. 75–80). Chicago: University of Chicago Press......], Schmidt's notion of ‘commonness’ [(2005). Om respekten. København: Danmarks Pædagogiske Universitets Forlag; (2011). On respect. Copenhagen: Danish School of Education University Press] and Heidegger's term ‘mood’ [(1938/1996). Time and being. Cornwall: Wiley-Blackwell.]. Play mood is a state of being...... in which we are open and ready, both to others and their production of meaning and to new opportunities for producing meaning. This play mood is created when we engage with the world during play practices. The article points out four types of play moods – devotion, intensity, tension and euphorica – which...

Designing Out the Play: Accessibility and Playfulness in Inclusive Play.

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Holt, Raymond; Beckett, Angharad

2017-01-01

Play is an important part of child development, yet disabled children are often excluded from the opportunity to play, either due to lack of accessible toys and games, or social pressures. This paper presents a case study reflecting on the development of Button Bash: a switch accessible game intended to encourage inclusive play between disabled and non-disabled children. In particular, the paper focuses on how changes intended to make the game more accessible tended to make it less playful, and reflects on the relationship between playfulness and accessibility.

Proto-Acting as a New Concept: Personal Mimicry and the Origins of Role Playing

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Steven Brown

2017-06-01

Full Text Available Proto-acting is introduced here as a new concept that refers to a set of processes that are intermediate between everyday role playing (in the Erving Goffman sense and dramatic acting. Its most characteristic process is the voluntary act of personal mimicry, which can occur in everyday contexts, such as quoting someone during conversation, or in performance contexts, such as impressionism. Proto-acting involves character portrayal, but on a much simpler and more transient scale than in dramatic acting, where a person may portray a character for an extended period of time during a stage performance. For example, this might involve impersonating the characters while reading a bedtime story to a child, or children themselves portraying characters while engaging in pretend play. Other key features of proto-acting are that it tends to be driven by gesture, have minimal scripting, and involve short bouts of alternation between the self and characters. Proto-acting, as based on personal mimicry, might provide a cognitive foundation for dramatic acting in human development. Moreover, proto-acting itself might be underlain evolutionarily by the process of pantomime, which often involves intentional mimicry of the actions of other people. Hence, the proto-acting concept is able to shed light on processes relevant to cognition, development, the performing arts, and human evolution.

Literacy-Related Play Activities and Preschool Staffs' Strategies to Support Children's Concept Development

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Norling, Martina; Lillvist, Anne

2016-01-01

This study investigates language-promoting strategies and support of concept development displayed by preschool staffs' when interacting with preschool children in literacy-related play activities. The data analysed consisted of 39 minutes of video, selected systematically from a total of 11 hours of video material from six Swedish preschool…

Independent mobility, perceptions of the built environment and children's participation in play, active travel and structured exercise and sport: the PEACH Project

Directory of Open Access Journals (Sweden)

Griew Pippa

2010-02-01

Full Text Available Abstract Background Independent mobility (IM and perceptions of the built environment may relate differentially to children's participation in various physical activity contexts. This cross-sectional study investigated whether independent mobility and perceptions of the built environment in boys and girls were related to physical activity in three different contexts (outdoor play, structured exercise/sport, active commuting. Methods Thirteen hundred and seven 10-11 year old boys and girls from 23 schools in a large UK city completed a computerised questionnaire. Independent variables in logistic regression analyses were weekly self-reported frequency of participation in outdoor play, structured exercise/sport and mode of travel home from school. Dependent variables were perceptions of the environment (aesthetics, nuisance, safety, social norm, constraint, play space, accessibility, local and area independent mobility and linear distance from home to school. Analyses were adjusted for body mass index, minutes of daylight after school, level of neighbourhood deprivation and pubertal status. Results For boys, local independent mobility (Local-IM was related to an increased likelihood of everyday participation in play (OR 1.58: 95% CI 1.19-2.10, structured exercise/sport (OR 1.42: 1.06-1.89 and active commuting (OR 1.40: 1.07-1.87 but was only related to active commuting for girls (OR1.49: 1.07-2.07. Boys and girls were more likely to report playing out every day if they had higher scores for Social Norm (Boys: OR 1.63 (1.12-2.37; Girls: OR 1.53 (1.01-2.31 and, for girls only, more positive perceptions of traffic safety (OR 1.63: 1.14-2.34. Easy access to a range of destinations was the dominant predictor for taking part in structured exercise/sport everyday (Boys: OR 1.62 (1.01-2.66; Girls: OR 1.65 (1.07-2.53. Shorter distance from home to school (OR 0.99: 0.98-0.99 and, for boys only, greater perceived accessibility (OR 1.87: 1.04-3.36 were

Learning by Playing with Digital Technology

DEFF Research Database (Denmark)

Benjaminsen, Nana

2006-01-01

This paper presupposes the notion that there is potential for the integration of play into primary and secondary school activities, because it can stimulate and support the formal as well as informal learning that takes place in school. Digital technology could be a driver for this integration...... Construction Games in Schools. The project is an exploration of how elements of play can be integrated in a technology-based learning environment. I will use examples of empirical data gathered during spring 2006 to demonstrate that play can function as a useful learning strategy, and also point out barriers......, because many of children's play activities already takes place on, and through, digital platforms. The focus for this paper is on how playorientated environmental qualities can be used and might change the current school structure. The background for the paper is the PhD project entitled Computer based...

An analysis of playing activity of 19-21-years-old footballers in the leading teams of Europe

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Nikolaenko V.V.

2012-11-01

Full Text Available Competition activity of footballers of 19-21-years-old age in the professional commands of Europe on football is considered. Data for research serves the normatively-legal documents of football Federations of leading European championships (request folias and protocols of matches. It was attached the construction of the statistical grouping that in dynamic allow to analyze playing activity of footballers of 19-21-years-old age at the stage of preparation to the higher achievements. It is appraised the influence of the competition loading on the organism of sportsmen of this age. It is defined that participating of 19-21-years athletes in team of professional commands-leaders of UEFA rating. The necessity of research of psychophysiological and morphological characteristics of sportsmen of different playing lines in football, their usage in control and selection in professional teams were defined.

The therapeutic power of play: examining the play of young children with leukaemia.

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Gariépy, N; Howe, N

2003-11-01

The therapeutic function of play has been investigated in relation to recognized stressors such as hospitalization, illness and medical treatments for ill children. While medical treatments in the past 30 years have improved survival rates, children's psychological experiences and quality of life during and after their illness have received limited attention. The present study investigated the therapeutic effects of play on 3- to 5-year-old children with leukaemia compared with a control group of healthy children. The participants with leukaemia (n = 11) were from the external oncology clinic of an urban children's hospital; control children (n = 11) attended a day care centre. Measures included children's experience of stress, social and cognitive play behaviours, and daily mood. A series of manova revealed that the children with leukaemia, compared with the control children, engaged in (a) significantly fewer total play behaviours, and in particular less (b) parallel, (c) group and (d) dramatic play. Pearson correlations revealed significant relationships between reports of 'being happy' and play only for children with leukaemia. Quantitative and qualitative analyses revealed a pattern of repetitive play activities week after week for children with leukaemia, but not controls. Findings are discussed in light of the theoretical and practical implications for children undergoing treatment for leukaemia.

Why Play Outside? Problematising Outdoor Play as a Biopedagogical Task

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Robinson, Daniel B.; Barrett, Joe

2017-01-01

Although outdoor play has been widely recognised for the many benefits it affords children, some have rationalised the need for it based on goals related to physical health. More specifically, these instrumental goals have been closely related to obesity, overweight, and/or physical (in)activity. Adhering to obesity discourses and the notion of a…

Assessment of active play, inactivity and perceived barriers in an inner city neighborhood

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Kottyan, Gregg; Kottyan, Leah; Edwards, Nicholas M.; Unaka, Ndidi I.

2014-01-01

Avondale, a disadvantaged neighborhood in Cincinnati, lags behind on a number of indicators of child well-being. Childhood obesity has become increasingly prevalent, as one third of Avondale’s kindergarteners are obese or overweight. The study objective was to determine perceptions of the quantity of and obstacles to childhood physical activity in the Avondale community. Caregivers of children from two elementary schools were surveyed to assess their child’s physical activity and barriers to being active. Three hundred forty surveys were returned out of 1,047 for a response rate of 32%. On school days, 41% of caregivers reported that their children spent more than 2 hours watching television, playing video games, or spending time on the computer. While over half of respondents reported that their children get more than 2 hours of physical activity on school days, 14% of children were reported to be physically active less than 1 hour per day. Caregivers identified violence, cost of extracurricular activities, and lack of organized activities as barriers to their child’s physical activity. The overwhelming majority of caregivers expressed interest in a program to make local playgrounds safer. In conclusion, children in Avondale are not participating in enough physical activity and are exposed to more screen time than is recommended by the AAP. Safety concerns were identified as a critical barrier to address in future advocacy efforts in this community. This project represents an important step toward increasing the physical activity of children in Avondale and engaging the local community. PMID:24306236

Dangerous Activities within an Invisible Playground: A Study of Emergent Male Football Play and Teachers' Perspectives of Outdoor Free Play in the Early Years of Primary School

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Jarvis, Pam

2007-01-01

This research was carried out during a study which focused upon the rough and tumble play of children in the early years department of a suburban primary school in northern England. The child sample's playtime activities were ethnographically observed over a period of 18 calendar months, during which time interviews were also carried out with the…

Computer Programming: An Activity as Compelling as Game Play

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Tom Goulding

2010-04-01

Full Text Available Game motif programming exercises (GM-Games were developed to help novices develop complex client server game systems within their freshman year. GM-Games foster a strong work ethic in as much as they reproduce the challenges and excitement associated with game play; yet their purpose is the development of advanced programming skills. We have found that young people are just as interested in mastering programming skills as they are in mastering the shooting, racing or strategy skills required in many entertainment games. We describe in this paper how GM-Games imitate many of the aspects of game play.

Role-Play and Student Engagement: Reflections from the Classroom

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Stevens, Rachel

2015-01-01

Role-play is viewed by scholars as an effective active learning strategy: it encourages participation among passive learners, adds dynamism to the classroom and promotes the retention of material. But what do students think of role-play? This study surveyed 144 students after a role-play activity in a history course and asked them to identify what…

COOPERATIVE PLAY AFFECTS SOCIAL INTERACTION OF CHILDREN WHO HAVE INTROVERT PERSONALITY

OpenAIRE

Ira Rahmawati; Ah. Yusuf; Ilya Krisnana

2017-01-01

Introduction: One of school age children may developing task is learning to interact with their peer groups. The introvert have problem with their social interaction. One ways that can increase the social skill is play activities with social situation. So social play activities: cooperative play can be one of alternative solution to increase social interaction of children with introvert symptom. This study was aimed to explain effect of social play activities: cooperative play on social inter...

Active play and screen time in US children aged 4 to 11 years in relation to sociodemographic and weight status characteristics: a nationally representative cross-sectional analysis

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Must Aviva

2008-10-01

Full Text Available Abstract Background The high prevalence of childhood obesity underscores the importance of monitoring population trends in children's activity and screen time, and describing associations with child age, gender, race/ethnicity, and weight status. Our objective was to estimate the proportion of young children in the US who have low levels of active play or high levels of screen time, or who have both these behaviors, and to describe associations with age, gender, race/ethnicity, and weight status. Methods We analyzed data collected during the National Health and Nutrition Examination Surveys 2001–2004, a US nationally representative cross-sectional study. We studied 2964 children aged 4.00 to 11.99 years. Our main outcomes were reported weekly times that the child played or exercised hard enough to sweat or breathe hard (active play, daily hours the child watched television/videos, used computers, or played computer games (screen time, and the combination of low active play and high screen time. Low active play was defined as active play 6 times or less per week. High screen time was defined as more than 2 hours per day. We accounted for the complex survey design in analyses and report proportions and 95% confidence intervals. We used Wald Chi-square to test for differences between proportions. To identify factors associated with low active play and high screen time, we used multivariate logistic regression. Results Of US children aged 4 to 11 years, 37.3% (95% confidence interval, 34.1% to 40.4% had low levels of active play, 65.0% (95% CI, 61.4% to 68.5% had high screen time, and 26.3% (95% CI, 23.8% to 28.9% had both these behaviors. Characteristics associated with a higher probability of simultaneously having low active play and high screen time were older age, female gender, non-Hispanic black race/ethnicity, and having a BMI-for-age ≥95th percentile of the CDC growth reference. Conclusion Many young children in the US are reported to

Sustainability and Science Learning: Perceptions from 8th Grade Students Involved with a Role Playing Activity

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Freire, Sofia; Baptista, Mónica; Freire, Ana

2016-01-01

Raising awareness about sustainability is an urgent need and as such education for sustainability has gained relevancy for the last decades. It is acknowledged that science education can work as an important context for educating for sustainability. The goal of the present paper is to describe a role-playing activity about the construction of a…

Playing at School: An Inquiry Approach to Using an Experiential Play Lab in an Early Childhood Teacher Education Course

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Kemple, Kristen M.; Oh, Ji Hyun; Porter, Daniella

2015-01-01

Play is considered an important activity of the early childhood years. Research supports the contribution of play to children's development, learning, and well-being. In spite of this, time for play is being pushed out in many early childhood programs by greater time allotted to formal instruction in narrow academic skills to be tested eventually…

The locomotor activity of soccer players based on playing positions during the 2010 World Cup.

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Soroka, Andrzej

2018-06-01

The aim of this study was to define the locomotor activity of footballer players during the 2010 World Cup and to assess what differences existed among different playing positions. Research was conducted using research material collected from the Castrol Performance Index, a kinematic game analysis system that records player movements during a game by use of semi-automatic cameras. A total of 599 players who participated in the championships were analyzed. The results were evaluated using one-way analysis of variance (ANOVA) and a post-hoc test that calculated the Honestly Significant Difference (HSD) in order to determine which mean values significantly differed among the player positions. It was found that midfielders covered on average the largest distance during a match (10,777.6 m, Plocomotor activity at high and sprint intensities (2936.8 m and 108.4 m, respectively). Additionally, midfielders also spent the largest amount of time at performing at a high intensity (10.6%). Strikers also featured high levels of the above parameters; the total length of distance covered with high intensities was found to be on average 2586.7 m, the distance covered at sprint intensity was 105 m. The footballers, playing at the championship level feature excellent locomotor preparation. This fact is undoubtedly supported by the aerobic training of high intensity. Such training allows footballers to extend the distance they cover during the match, increase the intensity of locomotor activities and sprint speed distance.

Use of language in symbolic play of toddlers

OpenAIRE

Knap, Petra

2015-01-01

The purpose of the thesis is to determine which materials encourage language development during symbolic play, how often do children in the first age group engage in symbolic play, and how can the teacher influence speech development during this activity. The theoretical part defines play, focusing on symbolic play. It also describes the role of the preschool teacher during play and explores the speech of younger children during symbolic play. The empirical part of the thesis examines whic...

Day care quality and children's free play activities.

Science.gov (United States)

Vandell, D L; Powers, C P

1983-07-01

Social and nonsocial behavior of white, middle-class preschoolers in high, moderate, and low quality day care centers were contrasted. Children in high quality centers were more likely to interact positively with adults, while children in lower quality programs were more likely to engage in solitary play and aimless wandering.

I Play Roles, Therefore I Am

DEFF Research Database (Denmark)

Sandvik, Kjetil; Waade, Anne Marit

2007-01-01

-reflecting activity is getting an increasingly growing attention from the media, and the fact that educators, teachers, and development consultants have discovered the potential inherent in role-playing, both as an idea and a strategy. In this essay, we place leisure role-playing in a broader perspective, not only...... Rollespil - i æstetisk, pædagogisk og kulturel sammenhæng (2006), which is the first Danish academic anthology on role-playing as an aesthetic, educational, and cultural phenomenon....

TEACHING SPEAKING BY ROLE-PLAY ACTIVITY

Directory of Open Access Journals (Sweden)

Fadilah Fadilah

2016-11-01

Full Text Available The students often find some problems in practising English speaking. The problem frequently found is that their native language causes them difficult to use the foreign language. Other reason is because of motivation lack to practice the second language in daily conversation. They are also too shy and afraid to take part in the conversation. Many factors can cause the problem of the students’ speaking skills namely the students’ interest, the material, and the media among others including the technique in teaching English. There are many ways that can be done by the students to develop their ability in speaking English. The appropriate technique used by the English teacher also supports their interested in practising their speaking. One of the techniques that can be applied is role play.

[Play therapy in social work with children].

Science.gov (United States)

Dvarionas, Dziugas

2002-01-01

This article introduces the results of scientific research performed in 1995-1997 in Kaunas primary school with 1st and 2nd grade children exhibiting behavioral disorders. Play therapy, a quite novel method in the country, seeks better improvement and an achievement of a better relationship for disadvantaged children in educational process. Play group counseling, or play media counseling, is shown as an important method in working with early primary grade children, especially those who present behavioral problems in the classroom. Another important aspect of group play therapy is the concentrated relationship with the counselor. Primary school children, especially those who are disadvantaged respond more to warmth than to praise for being right and doing well. Data analysis allow us to assume that behavioral difficulties of primary school children are connected with a low rate of self-esteem and dissatisfaction with their vital activities. Main conclusions to correspond with hypothesis held for the research are: a) children exhibiting behavioral problems are less active in educational process; b) by means of systematic use of play group counseling method in school, problematic children are able to solve their difficulties and to optimize their academic improvement; c) there is a complementary relationship between child's self-esteem and his/her satisfaction with his/her vital activity.

COOPERATIVE PLAY AFFECTS SOCIAL INTERACTION OF CHILDREN WHO HAVE INTROVERT PERSONALITY

Directory of Open Access Journals (Sweden)

Ira Rahmawati

2017-04-01

Full Text Available Introduction: One of school age children may developing task is learning to interact with their peer groups. The introvert have problem with their social interaction. One ways that can increase the social skill is play activities with social situation. So social play activities: cooperative play can be one of alternative solution to increase social interaction of children with introvert symptom. This study was aimed to explain effect of social play activities: cooperative play on social interaction of children with introvert symptom. Method: Quasy experiment design was used in this study. The population was school aged children with introvert symptom in SDN Kendangsari III/278 Surabaya. Total sample was 23 respondents consist of 12 respondents as treatment group and 11 respondents as controlled group. The independent variable was social play activities: cooperative play. The dependent was social interaction of children with introvert symptom. The Data was analyzed by Wilcoxon Signed Rank Test and Mann Whitney U Test with level significance ofα ≤ 0.005. Result: Result showed that social play activities: cooperative play had significant effect on social interaction of children with introvert symptom (increased. Wilcoxon Signed Rank Test showed treatment group had p = 0.002 and controlled group had p = 1.00. Mann Whitney U Test showed p = 0.002. Discussion: It concluded that social play activities: cooperative play can be one way to change social interaction of children with introvert symptom. Further studies should involve larger respondents and better measurement tools to obtain more accurate results.

Middle school children's game playing preferences: Case studies of children's experiences playing and critiquing science-related educational games

Science.gov (United States)

Joseph, Dolly Rebecca Doran

The playing of computer games is one of the most popular non-school activities of children, particularly boys, and is often the entry point to greater facility with and use of other computer applications. Children are learning skills as they play, but what they learn often does not generalize beyond application to that and other similar games. Nevertheless, games have the potential to develop in students the knowledge and skills described by national and state educational standards. This study focuses upon middle-school aged children, and how they react to and respond to computer games designed for entertainment and educational purposes, within the context of science learning. Through qualitative, case study methodology, the game play, evaluation, and modification experiences of four diverse middle-school-aged students in summer camps are analyzed. The inquiry focused on determining the attributes of computer games that appeal to middle school students, the aspects of science that appeal to middle school children, and ultimately, how science games might be designed to appeal to middle school children. Qualitative data analysis led to the development of a method for describing players' activity modes during game play, rather than the conventional methods that describe game characteristics. These activity modes are used to describe the game design preferences of the participants. Recommendations are also made in the areas of functional, aesthetic, and character design and for the design of educational games. Middle school students may find the topical areas of forensics, medicine, and the environment to be of most interest; designing games in and across these topic areas has the potential for encouraging voluntary science-related play. Finally, when including children in game evaluation and game design activities, results suggest the value of providing multiple types of activities in order to encourage the full participation of all children.

Estudio para la implementación de armarios inteligentes en la red telefónica de la Corporación Nacional de Telecomunicaciones E.P. del cantón Azogues para brindar servicio triple play

OpenAIRE

Sigüencia Lozano, Jorge Luis; Villacreses Novillo, Marco Antonio

2011-01-01

La demanda de servicios de banda ancha en la actualidad ha tenido un enorme crecimiento debido a la evolución en las telecomunicaciones por lo que los usuarios requieren nuevos servicios de mayor ancho de banda, por lo que la empresa CNT EP pretende implementar el servicio triple play, para lo cual se planteó como solución en la Red Telefónica de la CNT EP Azogues la implementación de armarios inteligentes con la tecnología de acceso VDSL. Por las ventajas que brinda VDSL al permitir gran...

Mammalian play: training for the unexpected.

Science.gov (United States)

Spinka, M; Newberry, R C; Bekoff, M

2001-06-01

In this review, we present a new conceptual framework for the study of play behavior, a hitherto puzzling array of seemingly purposeless and unrelated behavioral elements that are recognizable as play throughout the mammalian lineage. Our major new functional hypothesis is that play enables animals to develop flexible kinematic and emotional responses to unexpected events in which they experience a sudden loss of control. Specifically, we propose that play functions to increase the versatility of movements used to recover from sudden shocks such as loss of balance and falling over, and to enhance the ability of animals to cope emotionally with unexpected stressful situations. To obtain this "training for the unexpected," we suggest that animals actively seek and create unexpected situations in play through self-handicapping; that is, deliberately relaxing control over their movements or actively putting themselves into disadvantageous positions and situations. Thus, play is comprised of sequences in which the players switch rapidly between well-controlled movements similar to those used in "serious" behavior and self-handicapping movements that result in temporary loss of control. We propose that this playful switching between in-control and out-of-control elements is cognitively demanding, setting phylogenetic and ontogenetic constraints on play, and is underlain by neuroendocrinological responses that produce a complex emotional state known as "having fun." Furthermore, we propose that play is often prompted by relatively novel or unpredictable stimuli, and is thus related to, although distinct from, exploration. We present 24 predictions that arise from our new theoretical framework, examining the extent to which they are supported by the existing empirical evidence and contrasting them with the predictions of four major alternative hypotheses about play. We argue that our "training for the unexpected" hypothesis can account for some previously puzzling

Children's Pastimes and Play in Sixteen Nations: Is Free-Play Declining?

Science.gov (United States)

Singer, Dorothy G.; Singer, Jerome L.; D'Agnostino, Heidi; DeLong, Raeka

2009-01-01

This article is based on a study of the role of play and experiential-learning activities beyond formal schooling in sixteen nations. The study, supported by Unilever PLC, gathered information from the mothers of twenty-four hundred children in countries in North America, South America, Africa, Europe, and Asia who described and rated their…

Metabolic changes associated with playing active video game ...

African Journals Online (AJOL)

Twenty adults (10 males and 10 females) between 19 and 25 years of age played Nintendo Wii Boxing™ for 15 minutes. ... the VO2max assessment. ... opponent when compared to when at rest (1.1 ± 0.1 kcal•min-1), while no significant differences were found between the two video game opponents or males and females.

Effectiveness of Group Activity Play Therapy on Internalizing and Externalizing Behavior Problems of Preadolescent Orphans in Uganda

Science.gov (United States)

Ojiambo, Deborah

2011-01-01

This pilot study investigated the impact of group activity play therapy (GAPT) on displaced orphans aged 10 to 12 years living in a large children's village in Uganda. Teachers and housemothers identified 60 preadolescents exhibiting clinical levels of internalizing and externalizing behavior problems. The participants' ethnicity was African and…

Learners' Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer-Feedback Activity: An Exploratory Study

Science.gov (United States)

Ching, Yu-Hui; Hsu, Yu-Chang

2016-01-01

Peer feedback affords interaction and critical thinking opportunities for learners in online courses. However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners' perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback…

Partially Overlapping Brain Networks for Singing and Cello Playing

Directory of Open Access Journals (Sweden)

Melanie Segado

2018-05-01

Full Text Available This research uses an MR-Compatible cello to compare functional brain activation during singing and cello playing within the same individuals to determine the extent to which arbitrary auditory-motor associations, like those required to play the cello, co-opt functional brain networks that evolved for singing. Musical instrument playing and singing both require highly specific associations between sounds and movements. Because these are both used to produce musical sounds, it is often assumed in the literature that their neural underpinnings are highly similar. However, singing is an evolutionarily old human trait, and the auditory-motor associations used for singing are also used for speech and non-speech vocalizations. This sets it apart from the arbitrary auditory-motor associations required to play musical instruments. The pitch range of the cello is similar to that of the human voice, but cello playing is completely independent of the vocal apparatus, and can therefore be used to dissociate the auditory-vocal network from that of the auditory-motor network. While in the MR-Scanner, 11 expert cellists listened to and subsequently produced individual tones either by singing or cello playing. All participants were able to sing and play the target tones in tune (<50C deviation from target. We found that brain activity during cello playing directly overlaps with brain activity during singing in many areas within the auditory-vocal network. These include primary motor, dorsal pre-motor, and supplementary motor cortices (M1, dPMC, SMA,the primary and periprimary auditory cortices within the superior temporal gyrus (STG including Heschl's gyrus, anterior insula (aINS, anterior cingulate cortex (ACC, and intraparietal sulcus (IPS, and Cerebellum but, notably, exclude the periaqueductal gray (PAG and basal ganglia (Putamen. Second, we found that activity within the overlapping areas is positively correlated with, and therefore likely contributing to

Assessing play-based activities, child talk, and single session outcome in family therapy with young children.

Science.gov (United States)

Willis, Amber B; Walters, Lynda H; Crane, D Russell

2014-07-01

This exploratory, observational study was designed to reveal descriptive information regarding therapists' actual practices with preschool- and school-aged children in a single session of family therapy and to investigate change mechanisms in family play therapy that have been proposed to make this approach effective. A purposive sample of 30 families receiving family therapy was recruited and video-taped during a family session where at least one child between the ages of 4 and 12 was present. Following the session, the therapist and parent(s) completed questionnaires while one of the children (aged 4-12) was interviewed. Session recordings were coded, minute-by-minute, for participant talk time, visual aids or props used, and therapy technique type (e.g., play-based/activity vs. talk-only techniques). Hierarchical regression and canonical correlational analyses revealed evidence supporting the theory that play-based techniques promote young children's participation, enhance the quality of the child-therapist relationship, and build positive emotional experiences in family therapy. © 2013 American Association for Marriage and Family Therapy.

Online gaming addiction? Motives predict addictive play behavior in massively multiplayer online role-playing games

OpenAIRE

Kuss, DJ; Louws, J; Wiers, RW

2012-01-01

Recently, there have been growing concerns about excessive online gaming. Playing Massively Multiplayer Online Role-Playing Games (MMORPGs) appears to be particularly problematic, because these games require a high degree of commitment and time investment from the players to the detriment of occupational, social, and other recreational activities and relations. A number of gaming motives have been linked to excessive online gaming in adolescents and young adults. We assessed 175 current MMORP...

Play Matters

DEFF Research Database (Denmark)

Sicart (Vila), Miguel Angel

? In Play Matters, Miguel Sicart argues that to play is to be in the world; playing is a form of understanding what surrounds us and a way of engaging with others. Play goes beyond games; it is a mode of being human. We play games, but we also play with toys, on playgrounds, with technologies and design......, but not necessarily fun. Play can be dangerous, addictive, and destructive. Along the way, Sicart considers playfulness, the capacity to use play outside the context of play; toys, the materialization of play--instruments but also play pals; playgrounds, play spaces that enable all kinds of play; beauty...

What is the role played by physical activity and exercise in the frailty syndrome? Perspectives for future research.

Science.gov (United States)

de Souto Barreto, Philipe

2010-01-01

Exercise and physical activity play an important role in physical frailty, but we do not know if they are markers, components and/or correlates of this syndrome. The purpose of this paper is briefly to discuss the potential roles played by physical activity and exercise on the development and progression of frailty, and to propose directions for future research in this field. Exercise practice lowers the levels of some frailty markers, such as tumor necrosis factor-alpha, interleukin-6, C-reactive protein, and uric acid, and also resistance to insulin. The influence of exercise on the main frailty domains is also well established in the literature. Exercise improves muscle strength, gait speed, cognition (particularly executive control related-tasks), weight maintenance, mood and, to a lesser extent, feelings of energy. Although exercise and physical activity positively influence the main frailty markers and domains, most findings were obtained for other elderly populations (e.g., healthy elderly, clinical populations). For future research, efforts must be made to define some key concepts (exercise or physical activity) in selecting study samples and in establishing intervention length. Attention must also be paid to identifying the most efficacious exercise interventions regarding type, frequency, intensity and session duration, and approaching a dose-response relationship between a physically active life-style and frailty. Thus, further research, especially longitudinal randomized controlled trials, is needed to understand the role of physical activity and exercise in the frailty syndrome.

The Art of Playful Mobility in Museums

DEFF Research Database (Denmark)

Froes, Isabel Cristina G.; Walker, Kevin

2012-01-01

Many of us interact with other people in online games and social networks, through multiple digital devices. But harnessing playful and mobile activities for museum learning is mostly undeveloped. In this chapter we explore play as a structure to support visitor learning, drawing from internation...

Physiologic Responses, Liking and Motivation for Playing the Same Video Game on an Active Versus a Traditional, Non-Active Gaming System.

Science.gov (United States)

Sanders, Gabriel J; Santo, Antonio S; Peacock, Corey A; Williamson, Megan L; VON Carlowitz, Kyle-Patrick; Barkley, Jacob E

Evidence suggests that individuals playing certain video games on the Nintendo Wii® (Wii) exhibit increased energy expenditure versus traditional video games, although little research examines non-Wii Sports/Fit games. The purpose of this study is to assess physiologic responses, liking, and the relative reinforcing value (RRV) of a popular, non-Wii sports video game for the Wii relative to the same game played on a traditional, non-active system. Twenty-four college-aged students participated. Heart rate and oxygen consumption (V̇O 2 ) was assessed during rest and when playing the following games: Madden NFL 2011® for Playstation 2 (PS2 Madden) and the Wii (Wii Madden), and Wii Sports Boxing. The RRV was assessed for Wii Madden versus PS2 Madden. Analysis of variance demonstrated a main effect for condition ( p ≤ 0.01) as V̇O 2 (5.2 ± 0.2 ml·kg -1 ·min -1 Wii, 4.1 ± 0.1 ml·kg -1 ·min -1 PS2, 3.7 ± 0.1 ml·kg -1 ·min -1 , rest) and heart rate (89.2 · 2.7 bpm Wii, 79.7 ± 2.5 bpm PS2, 79.1 ± 2.5 bpm, rest) was greater for Wii Madden than PS2 Madden and rest. Heart Rate (105.4 ± 5.3 bpm) and V̇O 2 (10.4 ml·kg -1 ·min -1 ) for Wii Sports Boxing was significantly greater than all other conditions ( p ≤ 0.003). The RRV was not significantly different between Wii Madden and PS2 Madden ( p = 0.50). Compared to the same game on a traditional system, Wii Madden is more physiologically challenging and equally reinforcing. However, Wii Madden would not be categorized as moderate-intensity physical activity.

Will Nintendo "Wii Fit" Get You Fit? An Evaluation of the Energy Expenditure from Active-Play Videogames.

Science.gov (United States)

Xian, Ying; Kakinami, Lisa; Peterson, Eric D; Mustian, Karen M; Fernandez, I Diana

2014-04-01

This study aimed to determine whether Nintendo(®) (Redmond, WA) "Wii Fit™" games can help individuals meet physical activity recommendations. Thirty young healthy volunteers were recruited for this randomized crossover study to evaluate the energy expenditure associated with (1) a 30-minute "Wii Fit Free Run," (2) three 10-minute bouts of "Wii Fit" aerobic games ("Rhythm Boxing," "Super Hula Hoop," and "Advanced Steps"), and (3) 30-minute treadmill running/walking. Energy expenditure was measured by indirect calorimetry using breath-by-breath analyses of O2 consumption and CO2 production. The "Wii Fit" conditions produced a moderate exercise intensity (5.0, 4.1, 3.9, and 3.8 metabolic equivalents [METs] in "Free Run," "Rhythm Boxing," "Super Hula Hoop," and "Advanced Steps"), whereas the treadmill running/walking produced a vigorous exercise intensity (METs=8.0). Based on federal guidelines, an individual could achieve the minimum weekly goal of 500 MET-minutes by playing selected "Wii Fit" aerobics games for 20-26 minutes a day, 5 days a week. Although not as vigorous as the treadmill, active-play videogames such as "Wii Fit" may provide an alternative way to encourage exercise and increase adoption and adherence to the physical activity guidelines.

Social Behaviors and Active Videogame Play in Children with Autism Spectrum Disorder.

Science.gov (United States)

Chung, Peter J; Vanderbilt, Douglas L; Soares, Neelkamal S

2015-06-01

Children with autism spectrum disorder (ASD) often display problematic and excessive videogame play. Using active videogames (AVGs) may have physical benefits, but its effects on socialization are unknown. We conducted an A-B-A' experiment comparing sedentary videogames and AVGs for three dyads of a child with ASD and his sibling. An augmented reality (AR) game was used to introduce AVGs. Sessions were coded for communication, positive affect, and aggression. One dyad had increases in positive affect with AVGs. Otherwise, social behaviors were unchanged or worse. The AR game demonstrated consistent elevations in social behaviors. Use of AVGs has inconsistent effects on social behavior for children with ASD. Further research is needed to understand mediators of response to AVGs. AR games should be evaluated for potential benefits on socialization and positive affect.

Differences in Perceived Competence and Physical Activity Levels during Single-Gender Modified Basketball Game Play in Middle School Physical Education

Science.gov (United States)

Slingerland, Menno; Haerens, Leen; Cardon, Greet; Borghouts, Lars

2014-01-01

Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a…

“Rough and Tumble” Play: Lessons in Life

Directory of Open Access Journals (Sweden)

Pam Jarvis

2006-01-01

Full Text Available This paper focuses upon the developmental role of Rough and Tumble (R&T play with particular attention to the narratives that children use to underpin such activities, and to gender differences within these. The empirical research focused upon the R&T play of children in the early years department of a suburban primary school in Northern England. The children's playtime activities were ethnographically observed over a period of eighteen calendar months, encompassing five school terms. The effects of evolution, biology and culture are recognized in the approach taken to the analysis of data. Findings indicated that the narratives underpinning R&T play were socially complex and highly gendered, and that mixed gender R&T play in particular could be theorized to mirror and simplify aspects of complex, gendered adult interaction.

Home environment as a predictor of child's language: A mediating role of family literacy activities and symbolic play

Directory of Open Access Journals (Sweden)

Urška Fekonja-Peklaj

2015-06-01

Full Text Available In our study, we explored the ways in which SES-related factors of family environment affect child's language across toddlerhood and early childhood. We proposed a mediational path model in which we presumed that family literacy activities and parental encouragement of symbolic play acted as mediating variables, mediating the effect of parental education, family possessions and parent-to-child speech on child's language. The sample included 99 families with children, aged from 1 to 6 years. The data were collected in the family home, mostly via direct observation and by using a semi-structured interview with parents. The findings suggest that high-SES parents and parents who used a more complex and supportive speech, more frequently involved their children in different literacy activities. The effect of the parent-to-child speech on child's language proved to be mediated by parental use of mental transformations during symbolic play with a child.

Problematic Game Play: The Diagnostic Value of Playing Motives, Passion, and Playing Time in Men

Directory of Open Access Journals (Sweden)

Julia Kneer

2015-04-01

Full Text Available Internet gaming disorder is currently listed in the DSM—not in order to diagnose such a disorder but to encourage research to investigate this phenomenon. Even whether it is still questionable if Internet Gaming Disorder exists and can be judged as a form of addiction, problematic game play is already very well researched to cause problems in daily life. Approaches trying to predict problematic tendencies in digital game play have mainly focused on playing time as a diagnostic criterion. However, motives to engage in digital game play and obsessive passion for game play have also been found to predict problematic game play but have not yet been investigated together. The present study aims at (1 analyzing if obsessive passion can be distinguished from problematic game play as separate concepts, and (2 testing motives of game play, passion, and playing time for their predictive values for problematic tendencies. We found (N = 99 males, Age: M = 22.80, SD = 3.81 that obsessive passion can be conceptually separated from problematic game play. In addition, the results suggest that compared to solely playing time immersion as playing motive and obsessive passion have added predictive value for problematic game play. The implications focus on broadening the criteria in order to diagnose problematic playing.

Problematic game play: the diagnostic value of playing motives, passion, and playing time in men.

Science.gov (United States)

Kneer, Julia; Rieger, Diana

2015-04-30

Internet gaming disorder is currently listed in the DSM-not in order to diagnose such a disorder but to encourage research to investigate this phenomenon. Even whether it is still questionable if Internet Gaming Disorder exists and can be judged as a form of addiction, problematic game play is already very well researched to cause problems in daily life. Approaches trying to predict problematic tendencies in digital game play have mainly focused on playing time as a diagnostic criterion. However, motives to engage in digital game play and obsessive passion for game play have also been found to predict problematic game play but have not yet been investigated together. The present study aims at (1) analyzing if obsessive passion can be distinguished from problematic game play as separate concepts, and (2) testing motives of game play, passion, and playing time for their predictive values for problematic tendencies. We found (N = 99 males, Age: M = 22.80, SD = 3.81) that obsessive passion can be conceptually separated from problematic game play. In addition, the results suggest that compared to solely playing time immersion as playing motive and obsessive passion have added predictive value for problematic game play. The implications focus on broadening the criteria in order to diagnose problematic playing.

Urokinase-type plasminogen activator receptor plays a role in neutrophil migration during lipopolysaccharide-induced peritoneal inflammation but not during Escherichia coli-induced peritonitis

NARCIS (Netherlands)

Renckens, Rosemarijn; Roelofs, Joris J. T. H.; Florquin, Sandrine; van der Poll, Tom

2006-01-01

BACKGROUND: Urokinase-type plasminogen activator receptor (uPAR) is expressed on many different cells, including leukocytes. uPAR has been implicated to play a role in neutrophil migration to sites of inflammation. METHODS: To determine the role that uPAR plays in neutrophil recruitment in response

Do family environment factors play a role in adolescents' involvement in organized activities?

Science.gov (United States)

Badura, Petr; Madarasova Geckova, Andrea; Sigmundova, Dagmar; Sigmund, Erik; van Dijk, Jitse P; Reijneveld, Sijmen A

2017-08-01

The study assessed the association of family environment factors with adolescents' participation in organized leisure-time activities (OLTA). We used data on 10,472 Czech adolescents aged 11-15 years (49.2% boys) from the 2013/2014 Health Behaviour in School-aged Children study. The associations of family support, the presence of parental screen-time rules and joint family activities with participation in at least one OLTA were assessed using logistic regression. High family support and the presence of parental screen-time rules were associated with higher odds of OLTA participation. Moreover, adolescents playing sports, indoor games and going for walks with their families at least weekly were more likely to participate in OLTA. Conversely, those spending time in joint family TV/video watching on most days were less likely to do so. A supportive family environment and direct parental involvement in their adolescent children's leisure are associated with OLTA participation in early to middle adolescence. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Using Role Play to Debate Animal Testing

Science.gov (United States)

Agell, Laia; Soria, Vanessa; Carrió, Mar

2015-01-01

The use of animals in biomedical research is a socio-scientific issue in which decision-making is complicated. In this article, we describe an experience involving a role play activity performed during school visits to the Barcelona Biomedical Research Park (PRBB) to debate animal testing. Role playing games require students to defend different…

Light-regulated phosphorylation of maize phosphoenolpyruvate carboxykinase plays a vital role in its activity.

Science.gov (United States)

Chao, Qing; Liu, Xiao-Yu; Mei, Ying-Chang; Gao, Zhi-Fang; Chen, Yi-Bo; Qian, Chun-Rong; Hao, Yu-Bo; Wang, Bai-Chen

2014-05-01

Phosphoenolpyruvate carboxykinase (PEPCK)-the major decarboxylase in PEPCK-type C4 plants-is also present in appreciable amounts in the bundle sheath cells of NADP-malic enzyme-type C4 plants, such as maize (Zea mays), where it plays an apparent crucial role during photosynthesis (Wingler et al., in Plant Physiol 120(2):539-546, 1999; Furumoto et al., in Plant Mol Biol 41(3):301-311, 1999). Herein, we describe the use of mass spectrometry to demonstrate phosphorylation of maize PEPCK residues Ser55, Thr58, Thr59, and Thr120. Western blotting indicated that the extent of Ser55 phosphorylation dramatically increases in the leaves of maize seedlings when the seedlings are transferred from darkness to light, and decreases in the leaves of seedlings transferred from light to darkness. The effect of light on phosphorylation of this residue is opposite that of the effect of light on PEPCK activity, with the decarboxylase activity of PEPCK being less in illuminated leaves than in leaves left in the dark. This inverse relationship between PEPCK activity and the extent of phosphorylation suggests that the suppressive effect of light on PEPCK decarboxylation activity might be mediated by reversible phosphorylation of Ser55.

Cancer Survivors Who Play Recreational Computer Games: Motivations for Playing and Associations with Beneficial Psychological Outcomes.

Science.gov (United States)

Comello, Maria Leonora G; Francis, Diane B; Marshall, Laura Heisner; Puglia, Deanna R

2016-08-01

Playing recreational videogames is a common activity, yet little is known about its role in the lives of people who are coping with serious illness. These individuals may experience depression and isolation and may turn to games to help alleviate negative experiences and support well-being. We explored these possibilities in the context of cancer survivors. The study aimed to discover motivations underlying game play and the extent to which motivations are associated with psychological health and well-being. We conducted a cross-sectional online survey of survivors who play recreational games (N = 794). Key variables were motivations and indicators of psychological health, including self-efficacy in cancer communications, resilient coping, and beliefs that one is living a fulfilling and meaningful life (flourishing). Participants were most likely to be motivated to play for stimulation and a sense of accomplishment (intrinsic rewards), followed by development of self, sense of community, and personal affirmation. Multiple regression analyses revealed positive associations between playing for intrinsic rewards and all three psychological health outcomes. Playing for a sense of community was also positively associated with coping and flourishing. Playing recreational videogames, particularly to receive intrinsic rewards and to connect with others, may play a supportive role in the psychological health of survivors. Findings suggest future areas for research and implications for development of serious games.

Playful Collaboration (or Not)

DEFF Research Database (Denmark)

Bogers, Marcel

2011-01-01

This paper explores how games and play, which are deeply rooted in human beings as a way to learn and interact, can be used to teach certain concepts and practices related to open collaborative innovation. We discuss how playing games can be a source of creativity, imagination and fun, while it can...... also be conducive to deep learning. As such, a game can engage different dimensions of learning and embed elements of active, collaborative, cooperative and problem-based learning. Building on this logic, we present an exploratory case study of the use of a particular board game in a class of a course...... collaboration at the cost of individual performance and possible long-term collective performance as well....

From Fancy to Reason: Scaling Deaf and Hearing Children’s Understanding of Theory of Mind and Pretence

OpenAIRE

Peterson, Candida C.; Wellman, Henry M.

2009-01-01

We examined deaf and hearing children’s progression of steps in theory-of-mind (ToM) development including their understanding of social pretending. Ninety-three children (33 deaf; 60 hearing) aged 3 to 13 years were tested on a set of six closely-matched ToM tasks. Results showed that deaf children were delayed substantially behind hearing children in understanding pretending, false belief and other ToM concepts, in line with their delayed uptake of social pretend play. By using a scaling me...

Estimating Whether Replacing Time in Active Outdoor Play and Sedentary Video Games With Active Video Games Influences Youth's Mental Health.

Science.gov (United States)

Janssen, Ian

2016-11-01

The primary objective was to use isotemporal substitution models to estimate whether replacing time spent in sedentary video games (SVGs) and active outdoor play (AOP) with active video games (AVGs) would be associated with changes in youth's mental health. A representative sample of 20,122 Canadian youth in Grades 6-10 was studied. The exposure variables were average hours/day spent playing AVGs, SVGs, and AOP. The outcomes consisted of a negative and internalizing mental health indicator (emotional problems), a positive and internalizing mental health indicator (life satisfaction), and a positive and externalizing mental health indicator (prosocial behavior). Isotemporal substitution models estimated the extent to which replacing time spent in SVGs and AOP with an equivalent amount of time in AVGs had on the mental health indicators. Replacing 1 hour/day of SVGs with 1 hour/day of AVGs was associated with a 6% (95% confidence interval: 3%-9%) reduced probability of high emotional problems, a 4% (2%-7%) increased probability of high life satisfaction, and a 13% (9%-16%) increased probability of high prosocial behavior. Replacing 1 hour/day of AOP with 1 hour/day of AVGs was associated with a 7% (3%-11%) increased probability of high emotional problems, a 3% (1%-5%) reduced probability of high life satisfaction, and a 6% (2%-9%) reduced probability of high prosocial behavior. Replacing SVGs with AVGs was associated with more preferable mental health indicators. Conversely, replacing AOP with AVGs was associated with more deleterious mental health indicators. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Excessive computer game playing among Norwegian adults: self-reported consequences of playing and association with mental health problems.

Science.gov (United States)

Wenzel, H G; Bakken, I J; Johansson, A; Götestam, K G; Øren, Anita

2009-12-01

Computer games are the most advanced form of gaming. For most people, the playing is an uncomplicated leisure activity; however, for a minority the gaming becomes excessive and is associated with negative consequences. The aim of the present study was to investigate computer game-playing behaviour in the general adult Norwegian population, and to explore mental health problems and self-reported consequences of playing. The survey includes 3,405 adults 16 to 74 years old (Norway 2007, response rate 35.3%). Overall, 65.5% of the respondents reported having ever played computer games (16-29 years, 93.9%; 30-39 years, 85.0%; 40-59 years, 56.2%; 60-74 years, 25.7%). Among 2,170 players, 89.8% reported playing less than 1 hr. as a daily average over the last month, 5.0% played 1-2 hr. daily, 3.1% played 2-4 hr. daily, and 2.2% reported playing > 4 hr. daily. The strongest risk factor for playing > 4 hr. daily was being an online player, followed by male gender, and single marital status. Reported negative consequences of computer game playing increased strongly with average daily playing time. Furthermore, prevalence of self-reported sleeping problems, depression, suicide ideations, anxiety, obsessions/ compulsions, and alcohol/substance abuse increased with increasing playing time. This study showed that adult populations should also be included in research on computer game-playing behaviour and its consequences.

Sex and Violence: Words at Play in the Shakespeare Classroom

Science.gov (United States)

Paquette, Maryellen G.

2007-01-01

Maryellen G. Paquette reveals the excitement and learning that can occur when high school students are presented with multiple opportunities to play. Activities that employ playful language and the whole body allow students to embody, name, and identify with complicated emotions and situations in Shakespeare's plays. In addition, play can be…

Informing Active Play and Screen Time Behaviour Change Interventions for Low Socioeconomic Position Mothers of Young Children: What Do Mothers Want?

Directory of Open Access Journals (Sweden)

Katherine L. Downing

2016-01-01

Full Text Available Introduction. This study investigated views of mothers from disadvantaged urban and regional areas (i.e., beyond major capital cities as potential end users of child active play and screen time behaviour change interventions, with a focus on text messaging and web-based delivery platforms. Methods. Thirty-two mothers (22 urban; 10 regional were interviewed. Purpose-designed questions covered topics regarding mothers’ preferences for accessing and receiving information related to parenting and child active play and screen time. Data from transcribed interviews were analysed to identify responses and key themes. Results. Mothers reported frequently accessing parenting- and child-related information online. Regional mothers reported seeking information by talking with other people less frequently than urban mothers and seemed to have a stronger preference for receiving information online. There were few differences between responses from low and high educated mothers. The majority of mothers reported that they would be happy to receive text messages containing information about active play and screen time and that they would find a dedicated website with this information useful. Conclusions. Mothers in this study held favourable views on the potential of receiving information via new communication technologies. Future interventions targeting socioeconomically disadvantaged mothers may benefit from delivering intervention messages via these technologies.

Parental Translation into Practice of Healthy Eating and Active Play Messages and the Impact on Childhood Obesity: A Mixed Methods Study

Directory of Open Access Journals (Sweden)

Alyssa Huxtable

2018-04-01

Full Text Available Childhood obesity is a significant health issue worldwide. Modifiable risk factors in early childhood relate to child healthy eating and active play, and are influenced by parents. The aim of the study was two-fold. Firstly, to determine the weight status of children aged between birth and 3.5 years in a rural and remote area of Australia. Secondly, to explore the relationship between child weight status and translation of advice on healthy eating and active play provided to parents by local, nurse-led, Maternal Child Health (MCH services. Measured anthropometric data (n = 438 were provided by MCH services. Semi-structured interviews were conducted with two MCH nurses and 15 parents. Prevalence of overweight/obesity was calculated. Local childhood overweight/obesity prevalence was lower than the national average at age 3.5 years (11.38%; 20%. Parents identified the MCH service as a key source of healthy eating and active play advice and reported mostly following recommendations but struggling with screen time and fussy eating recommendations. We observed a relaxation in parent attitudes towards healthy child behaviours which coincided with a trend towards obesity from 12 months (p < 0.001. MCH services provide useful and effective advice to parents but ongoing support is required to prevent obesity later in childhood.

The role of play in Danish child care

DEFF Research Database (Denmark)

Winther-Lindqvist, Ditte Alexandra

2017-01-01

of child care. To illustrate how play is a developmental activitity for children, an example of a social fantasy play episode is analysed in order to substantiate the claim: that children’s self-organised play-activities propels social development, authenticity and democratic values.......Children’s play is an immensely central part of child care in Scandinavia. This chapter describes how children’s play with peers and friends is supported by the pedagogical environment of Danish child care. It is argued that play is an existential project for children and that opportunites to play...... freely teaches children to become part of the social order, to become good friends and to solve differences through negotiation. Throughout the chapter the environment facilitating children’s play is illustrated with reference to typical Danish child care practices and research results on quality...

Fair Play: A Study of Scientific Workforce Trainers’ Experience Playing an Educational Video Game about Racial Bias

Science.gov (United States)

Kaatz, Anna; Carnes, Molly; Gutierrez, Belinda; Savoy, Julia; Samuel, Clem; Filut, Amarette; Pribbenow, Christine Maidl

2017-01-01

Explicit racial bias has decreased in the United States, but racial stereotypes still exist and conspire in multiple ways to perpetuate the underparticipation of Blacks in science careers. Capitalizing on the potential effectiveness of role-playing video games to promote the type of active learning required to increase awareness of and reduce subtle racial bias, we developed the video game Fair Play, in which players take on the role of Jamal, a Black male graduate student in science, who experiences discrimination in his PhD program. We describe a mixed-methods evaluation of the experience of scientific workforce trainers who played Fair Play at the National Institutes of Health Division of Training Workforce Development and Diversity program directors’ meeting in 2013 (n = 47; 76% female, n = 34; 53% nonwhite, n = 26). The evaluation findings suggest that Fair Play can promote perspective taking and increase bias literacy, which are steps toward reducing racial bias and affording Blacks equal opportunities to excel in science. PMID:28450447

Legekultur - tur/retur

DEFF Research Database (Denmark)

Jerg, Kim

2011-01-01

Inspired by research on children’s play culture I look for a way to renew the pedagogic of applied drama. In his theoretical framework Flemming Mouritsen (1996, 1999, 2003) specifies the elements of children’s pretend play by three terms: raw material, formula and improvisation. I ask if it is ap......Inspired by research on children’s play culture I look for a way to renew the pedagogic of applied drama. In his theoretical framework Flemming Mouritsen (1996, 1999, 2003) specifies the elements of children’s pretend play by three terms: raw material, formula and improvisation. I ask...... if it is appropriate to apply these terms on a pedagogic of applied drama. Pretend play is, so to speak: children improvising, using formula to transform various types of raw material. The keywords point towards play culture. Expanding Mouritsen I deal with the research of R. Keith Sawyer (i.e. 1997; 2003; 2006; 2007...... to be transformed. Especially I find that neglecting the role of formula may undermine the foundation of applied drama, threatening it to diminish into a study circle. To cope with these challenges in UMD I think that improvisational training can help pedagogues exchange ideas and meaning with participants...

Correlates of children's independent outdoor play: Cross-sectional analyses from the Millennium Cohort Study

Directory of Open Access Journals (Sweden)

Daniel Aggio

2017-12-01

Full Text Available Time spent outdoors is associated with higher levels of physical activity. To date, correlates of independent outdoor play have not been investigated. This study aimed to identify potential demographic, behavioural, environmental and social correlates of children's independent outdoor play.Data were from the Millennium Cohort Study when children were aged 7years. Parents reported whether their children played out unsupervised (yes/no as well as the above mentioned correlates of unsupervised outdoor play. Children's physical activity levels were measured using waist worn accelerometry. Multiple logistic regression was used to examine associations between correlates and odds of independent (unsupervised outdoor play. Adjusted multiple linear regression was used to estimate associations between independent outdoor play and objective measures of physical activity. Activity was measured as average daily moderate-to-vigorous activity, steps, and sedentary behaviour.3856 (n=29% participants were categorised as engaging in independent outdoor play. Older age, being white British, being in poverty, living in close proximity to both family friends and family, having fewer internalising problems, having more externalising conduct problems and fewer pro-social behaviours were associated with higher odds of independent outdoor play. Independent outdoor play was associated with >2 additional minutes of moderate-to-vigorous activity (B=2.21 95% CI, 1.09 to 3.34, >330 additional steps per day (B=336.66 95% CI 209.80 to 463.51, and nearly 5min less time spent sedentary per day (B=−4.91 95% CI −7.54, −2.29Younger children, those from a higher socio-economic-status, those isolated in location from family friends and family, and those with high levels of prosocial behaviour have lower levels of independent outdoor play. Independent outdoor play was associated with higher levels of physical activity and less time sedentary. Future interventions to promote

Toward a Neuroscientific Understanding of Play: A Dimensional Coding Framework for Analyzing Infant–Adult Play Patterns

Directory of Open Access Journals (Sweden)

Dave Neale

2018-03-01

Full Text Available Play during early life is a ubiquitous activity, and an individual’s propensity for play is positively related to cognitive development and emotional well-being. Play behavior (which may be solitary or shared with a social partner is diverse and multi-faceted. A challenge for current research is to converge on a common definition and measurement system for play – whether examined at a behavioral, cognitive or neurological level. Combining these different approaches in a multimodal analysis could yield significant advances in understanding the neurocognitive mechanisms of play, and provide the basis for developing biologically grounded play models. However, there is currently no integrated framework for conducting a multimodal analysis of play that spans brain, cognition and behavior. The proposed coding framework uses grounded and observable behaviors along three dimensions (sensorimotor, cognitive and socio-emotional, to compute inferences about playful behavior in a social context, and related social interactional states. Here, we illustrate the sensitivity and utility of the proposed coding framework using two contrasting dyadic corpora (N = 5 of mother-infant object-oriented interactions during experimental conditions that were either non-conducive (Condition 1 or conducive (Condition 2 to the emergence of playful behavior. We find that the framework accurately identifies the modal form of social interaction as being either non-playful (Condition 1 or playful (Condition 2, and further provides useful insights about differences in the quality of social interaction and temporal synchronicity within the dyad. It is intended that this fine-grained coding of play behavior will be easily assimilated with, and inform, future analysis of neural data that is also collected during adult–infant play. In conclusion, here, we present a novel framework for analyzing the continuous time-evolution of adult–infant play patterns, underpinned by

Toward a Neuroscientific Understanding of Play: A Dimensional Coding Framework for Analyzing Infant-Adult Play Patterns.

Science.gov (United States)

Neale, Dave; Clackson, Kaili; Georgieva, Stanimira; Dedetas, Hatice; Scarpate, Melissa; Wass, Sam; Leong, Victoria

2018-01-01

Play during early life is a ubiquitous activity, and an individual's propensity for play is positively related to cognitive development and emotional well-being. Play behavior (which may be solitary or shared with a social partner) is diverse and multi-faceted. A challenge for current research is to converge on a common definition and measurement system for play - whether examined at a behavioral, cognitive or neurological level. Combining these different approaches in a multimodal analysis could yield significant advances in understanding the neurocognitive mechanisms of play, and provide the basis for developing biologically grounded play models. However, there is currently no integrated framework for conducting a multimodal analysis of play that spans brain, cognition and behavior. The proposed coding framework uses grounded and observable behaviors along three dimensions (sensorimotor, cognitive and socio-emotional), to compute inferences about playful behavior in a social context, and related social interactional states. Here, we illustrate the sensitivity and utility of the proposed coding framework using two contrasting dyadic corpora ( N = 5) of mother-infant object-oriented interactions during experimental conditions that were either non-conducive (Condition 1) or conducive (Condition 2) to the emergence of playful behavior. We find that the framework accurately identifies the modal form of social interaction as being either non-playful (Condition 1) or playful (Condition 2), and further provides useful insights about differences in the quality of social interaction and temporal synchronicity within the dyad. It is intended that this fine-grained coding of play behavior will be easily assimilated with, and inform, future analysis of neural data that is also collected during adult-infant play. In conclusion, here, we present a novel framework for analyzing the continuous time-evolution of adult-infant play patterns, underpinned by biologically informed

Enhancing Role-Play Activities with Pocket Camcorder Technology: Strategies for Counselor-Educators

Science.gov (United States)

Walter, Sara Meghan; Thanasiu, Page L.

2011-01-01

Counselor-educators can benefit from specific guidelines and creative suggestions when implementing role-play and technology-related teaching strategies in counseling training programs. Therefore, the purpose of this article is to: (a) discuss the use of role-play and video recording in counselor education; (b) introduce counselor-educators to…

Partially Overlapping Brain Networks for Singing and Cello Playing.

Science.gov (United States)

Segado, Melanie; Hollinger, Avrum; Thibodeau, Joseph; Penhune, Virginia; Zatorre, Robert J

2018-01-01

This research uses an MR-Compatible cello to compare functional brain activation during singing and cello playing within the same individuals to determine the extent to which arbitrary auditory-motor associations, like those required to play the cello, co-opt functional brain networks that evolved for singing. Musical instrument playing and singing both require highly specific associations between sounds and movements. Because these are both used to produce musical sounds, it is often assumed in the literature that their neural underpinnings are highly similar. However, singing is an evolutionarily old human trait, and the auditory-motor associations used for singing are also used for speech and non-speech vocalizations. This sets it apart from the arbitrary auditory-motor associations required to play musical instruments. The pitch range of the cello is similar to that of the human voice, but cello playing is completely independent of the vocal apparatus, and can therefore be used to dissociate the auditory-vocal network from that of the auditory-motor network. While in the MR-Scanner, 11 expert cellists listened to and subsequently produced individual tones either by singing or cello playing. All participants were able to sing and play the target tones in tune (singing in many areas within the auditory-vocal network. These include primary motor, dorsal pre-motor, and supplementary motor cortices (M1, dPMC, SMA),the primary and periprimary auditory cortices within the superior temporal gyrus (STG) including Heschl's gyrus, anterior insula (aINS), anterior cingulate cortex (ACC), and intraparietal sulcus (IPS), and Cerebellum but, notably, exclude the periaqueductal gray (PAG) and basal ganglia (Putamen). Second, we found that activity within the overlapping areas is positively correlated with, and therefore likely contributing to, both singing and playing in tune determined with performance measures. Third, we found that activity in auditory areas is functionally

Play and playfulness, basic features of early childhood education

NARCIS (Netherlands)

Singer, E.

2013-01-01

This article argues that play and playfulness are basic features in early childhood education, but that play curricula can have serious drawbacks. The starting point is the play theory of the Dutch historian Johan Huizinga, a radical critic of the focus on the educational benefits of play. According

Play and playfulness in early childhood education and care.

Directory of Open Access Journals (Sweden)

Singer E.

2015-06-01

Full Text Available Play and playfulness are basic features in early childhood education. The elements of play are pleasure, a sense of freedom, and the co-construction of shared meaning through the use of rules or rhythms. Play and learning are closely related in early childhood. But when the focus on the educational benefits of play becomes too strong, the most essential feature of play is lost: children’s pleasure. Young children in group settings often have to adapt to the teachers’ demands related to security, hygiene, and social norms and values. But the playfulness of the teachers helps to overcome differences in power in the caregiver-child relationship and prevents young children from becoming overburdened with strict rules and group discipline. Play and playfulness are a resource of shared pleasure and creativity in learning processes.

Teaching Children with Autism to Play a Video Game Using Activity Schedules and Game-Embedded Simultaneous Video Modeling

Science.gov (United States)

Blum-Dimaya, Alyssa; Reeve, Sharon A.; Reeve, Kenneth F.; Hoch, Hannah

2010-01-01

Children with autism have severe and pervasive impairments in social interactions and communication that impact most areas of daily living and often limit independent engagement in leisure activities. We taught four children with autism to engage in an age-appropriate leisure skill, playing the video game Guitar Hero II[TM], through the use of (a)…

Children's Perspectives of Play and Learning for Educational Practice

Science.gov (United States)

Theobald, Maryanne; Danby, Susan; Einarsdóttir, Jóhanna; Bourne, Jane; Jones, Desley; Ross, Sharon; Knaggs, Helen; Carter-Jones, Claire

2015-01-01

Play as a learning practice increasingly is under challenge as a valued component of early childhood education. Views held in parallel include confirmation of the place of play in early childhood education and, at the same time, a denigration of the role of play in favor for more teacher-structured and formal activities. As a consequence,…

[Play as a care strategy for children with cancer].

Science.gov (United States)

Lima, Kálya Yasmine Nunes de; Santos, Viviane Euzébia Pereira

2015-06-01

To understand the influence of play in the care process as perceived by children with cancer. A descriptive, exploratory and qualitative study conducted in a children's cancer unit in Natal, Rio Grande do Norte, Brazil. Data were collected between October 2013 and January 2014 by means of photographic records and semi-structured interviews with eight children, and content analysis with emphasis on two categories: Auxiliary instruments during play; and The influence of play in the process of care. Recreational activities involve watching television, using computers, games and toys, drawing, the playroom and the clown, which provide fun, feelings of joy, distraction and interaction with other people. There are several activities at the hospital that are considered play-related and, for the children, they all benefit their care process.

Play as a care strategy for children with cancer

Directory of Open Access Journals (Sweden)

Kálya Yasmine Nunes de Lima

Full Text Available OBJECTIVE: To understand the influence of play in the care process as perceived by children with cancer. METHOD: A descriptive, exploratory and qualitative study conducted in a children's cancer unit in Natal, Rio Grande do Norte, Brazil. Data were collected between October 2013 and January 2014 by means of photographic records and semi-structured interviews with eight children, and content analysis with emphasis on two categories: Auxiliary instruments during play; and The influence of play in the process of care. RESULTS: Recreational activities involve watching television, using computers, games and toys, drawing, the playroom and the clown, which provide fun, feelings of joy, distraction and interaction with other people. CONCLUSION: There are several activities at the hospital that are considered play-related and, for the children, they all benefit their care process.

Playful Membership

DEFF Research Database (Denmark)

Åkerstrøm Andersen, Niels; Pors, Justine Grønbæk

2014-01-01

This article studies the implications of current attempts by organizations to adapt to a world of constant change by introducing the notion of playful organizational membership. To this end we conduct a brief semantic history of organizational play and argue that when organizations play, employees...... are expected to engage in playful exploration of alternative selves. Drawing on Niklas Luhmann's theory of time and decision-making and Gregory Bateson's theory of play, the article analyses three empirical examples of how games play with conceptions of time. We explore how games represent an organizational...

Activity Profiles and Physiological Responses of Representative Tag Football Players in Relation to Playing Position and Physical Fitness

Science.gov (United States)

2015-01-01

This study determined the physical fitness, match-activity profiles and physiological responses of representative tag football players and examined the relationship between physical fitness and the match-activity profile. Microtechnology devices and heart rate (HR) chest straps were used to determine the match-activity profiles of sixteen tag football players for five matches during the 2014 Australian National Championships. The relationships between lower body muscular power, straight line running speed and Yo-Yo intermittent recovery test level 2 (Yo-Yo IR2) and the match-activity profile were examined using Pearson’s correlation coefficients. Outside players had greater lower body muscular power (ES = 0.98) and straight line running speed (ES = 1.03–1.18) than inside players, and also covered greater very high-speed running (VHSR) distance/min (ES = 0.67) and reached higher peak running speeds (ES = 0.95) during matches. Inside and outside players performed a similar number of repeated high-intensity effort (RHIE) bouts and reported similar mean and maximum efforts per RHIE bout. However, there were differences between playing positions for mean and maximal RHIE effort durations (ES = 0.69–1.15) and mean RHIE bout recovery (ES = 0.56). Inside and outside players also reported small to moderate differences (ES = 0.43–0.80) for times spent in each HR zone. There were a number of moderate to very large correlations between physical fitness measures and match-activity profile variables. This study found lower body muscular power, straight line running speed and Yo-Yo IR2 to be related to the match-activities of representative tag football players, although differences between inside and outside players suggest that athlete testing and training practices should be modified for different playing positions. PMID:26642320

The neurobiology of social play and its rewarding value in rats

Science.gov (United States)

Vanderschuren, Louk J.M.J.; Achterberg, E.J. Marijke; Trezza, Viviana

2016-01-01

In the young of many mammalian species, including humans, a vigorous and highly rewarding social activity is abundantly expressed, known as social play behaviour. Social play is thought to be important for the development of social, cognitive and emotional processes and their neural underpinnings, and it is disrupted in pediatric psychiatric disorders. Here, we summarize recent progress in our understanding of the brain mechanisms of social play behaviour, with a focus on its rewarding properties. Opioid, endocannabinoid, dopamine and noradrenaline systems play a prominent role in the modulation of social play. Of these, dopamine is particularly important for the motivational properties of social play. The nucleus accumbens has been identified as a key site for opioid and dopamine modulation of social play. Endocannabinoid influences on social play rely on the basolateral amygdala, whereas noradrenaline modulates social play through the basolateral amygdala, habenula and prefrontal cortex. In sum, social play behaviour is the result of coordinated activity in a network of corticolimbic structures, and its monoamine, opioid and endocannabinoid innervation. PMID:27587003

An Integrated Play-Based Curriculum for Young Children

Science.gov (United States)

Saracho, Olivia N.

2011-01-01

Play provides young children with the opportunity to express their ideas, symbolize, and test their knowledge of the world. It provides the basis for inquiry in literacy, science, social studies, mathematics, art, music, and movement. Through play, young children become active learners engaged in explorations about themselves, their community, and…

Teaching Speaking Skills from Role-play to Communicative Competence via Information-gap and Opinion-gap Activities. One Teacher's Approach.

Science.gov (United States)

Scullard, Sue

1986-01-01

The task of the teacher of foreign languages is to enable the students to progress gradually from teacher/coursebook controlled utterances to complete linguistic autonomy. Role play and a progression of information-gap activities are discussed in terms of developing students' personal autonomy at each level of linguistic competence. (Author/LMO)

Feasibility of Conducting a Randomized Trial to Promote Healthy Eating, Active Play and Sustainability Awareness in Early Childhood Curricula

Science.gov (United States)

Morris, Heather; Skouteris, Helen; Edwards, Susan; Rutherford, Leonie Margaret; Cutter-Mackenzie, Amy; O'Connor, Amanda; Mantilla, Ana; Huang, Terry TK; Lording, Kate Marion; Williams-Smith, Janet

2016-01-01

We sought to evaluate the feasibility of conducting a randomized trial to evaluate the efficacy of a preschool/kindergarten curriculum intervention designed to increase 4-year-old children's knowledge of healthy eating, active play and the sustainability consequences of their food and toy choices. Ninety intervention and 65 control parent/child…

Cooperative learning with role play in Chinese pharmacology education.

Science.gov (United States)

Wang, Jun; Hu, Xiamin; Xi, Jinglei

2012-03-01

Cooperative learning (CL) and role play are both efficient educational tools for enhancing Chinese student active learning and communication skills. This study was designed to obtain student feedback on the format of CL together with role play in the study of pharmacology in Chinese pharmaceutical undergraduates. CL was used in the self-study of new drugs used clinically but neglected in textbook and class teaching, so that groups of students were assigned to become "specialists" in one area of new drugs. Then, these "specialists" taught their new-found knowledge to other groups in role play approach involving an interaction between the pharmacist and a patient. Student perceptions of CL together with role play were examined using an eight-item survey instrument. Students were satisfied with CL together with role play. Majority of the students believed this teaching method enhanced their learning experience, made them gain more pharmacological expertise, increased the awareness of their career in future and self-educational abilities, and fostered their cooperation spirit and confidence. The materials on CL and role play were also believed pertinent. Only 63.4-76.5% and 63.1-37.3% of the students thought "CL and role-play were very funny" and "I felt very relaxed during CL together with role-play", respectively. CL together with role play is an efficient educational tool for enhancing student active-learning and communication skills. But Chinese students will take some time to adapt to this new teaching method.

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

OpenAIRE

Edwards, Jacqueline; Jeffrey, Sarah; May, Tamara; Rinehart, Nicole J.; Barnett, Lisa M.

2017-01-01

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 6–1...

Physical Activity Levels in Children With and Without Autism Spectrum Disorder When Playing Active and Sedentary Xbox Kinect Videogames.

Science.gov (United States)

Golden, Daphne; Getchell, Nancy

2017-04-01

We compare physical activity during bouts of sedentary videogaming (SVG), active videogaming (AVG), and paced walking in children with and without autism spectrum disorder (ASD) to determine the effectiveness of AVG in providing moderate-to-vigorous physical activity. Participants included nine males (8-11 years old) with ASD and eight age-matched males who were typically developing. Both groups had anthropometric and motor proficiency (Movement Assessment Battery for Children II) measures taken before testing. Participants attended three randomly assigned acquisition sessions: 20 minutes of paced walking at 4.5 metabolic equivalents, AVG, and SVG. Videogaming occurred on an Xbox ® Kinect. An Actical accelerometer provided activity counts (AC) and percentage of time in moderate-to-vigorous physical activity (%MVPA). These were compared using 3 × 2 repeated measures analysis of variance for each measure. Main effects for conditions existed for %MVPA (P < 0.0001) and AC (P < 0.0001). Post hoc Bonferroni comparisons indicated that AVG had significantly higher AC (P < 0.001) and % MVPA (P < 0.001) than SVG, but was significantly lower than paced walking (AC P < 0.001; %MVPA P < 0.01). Overall, participants spent 76.25% of their time in MVPA during AVG compared to 99.4% during paced walking and 2.31% in SVG. No main effects for groups or group by condition interaction effects were found for either measure. AVG may provide an appealing means by which all individuals can increase their overall physical activity levels, although AVG should not be seen as a replacement for walking or other forms of PA. Although further research is necessary, the finding that both groups performed similarly in AVG suggests that games can potentially be played without modifications or adaptations to gaming units, which may provide several advantages in terms of social/cost/ease of accessing unit.

The effect of family therapy on the changes in the severity of on-line game play and brain activity in adolescents with on-line game addiction

Science.gov (United States)

Han, Doug Hyun; Kim, Sun Mi; Lee, Young Sik; Renshaw, Perry F.

2015-01-01

We evaluated whether a brief 3-week family therapy intervention would change patterns of brain activation in response to affection and gaming cues in adolescents from dysfunctional families who met criteria for on-line game addiction. Fifteen adolescents with on-line game addiction and fifteen adolescents without problematic on-line game play and an intact family structure were recruited. Over 3 weeks, families were asked to carry out homework assignments focused on increasing family cohesion for more than 1 hour/day and 4 days/week. Before therapy, adolescents with on-line game addiction demonstrated decreased activity as measured by functional magnetic resonance imaging (fMRI) within the caudate, middle temporal gyrus, and occipital lobe in response to images depicting parental affection and increased activity of the middle frontal and inferior parietal in response scenes from on-line games, relative to healthy comparison subjects. Improvement in perceived family cohesion following 3 weeks of treatment was associated with an increase in the activity of the caudate nucleus in response to affection stimuli and was inversely correlated with changes in on-line game playing time. With evidence of brain activation changes in response to on-line game playing cues and images depicting parental love, the present findings suggest that family cohesion may be an important factor in the treatment of problematic on-line game playing. PMID:22698763

Play therapy in the special education of the children with ASD

Directory of Open Access Journals (Sweden)

Kats L.I.

2015-09-01

Full Text Available Access to the method of play therapy allows to actively use it in the framework of comprehensive intervention with children diagnosed with autism spectrum disorders. Problems with play skills that are typical for children with autism require greater flexibility from teachers, whose work should be based on the knowledge of sensory perception and special interest of an individual child. The article describes techniques and methods that are used by play therapists from the parent association Svet in order to promote emotional development, motor skills, social interaction and functional skills through the play activities with children with autism.

Find the Hidden Object. Understanding Play in Psychological Assessments.

Science.gov (United States)

Fasulo, Alessandra; Shukla, Janhavi; Bennett, Stephanie

2017-01-01

Standardized psychological assessments are extensively used by practitioners to determine rate and level of development in different domains of ability in both typical and atypical children. The younger the children, the more likely the trials will resemble play activities. However, mode of administration, timing and use of objects involved are constrained. The purpose of this study is to explore what kind of play is play in psychological assessments, what are the expectations about children's performance and what are the abilities supporting the test activities. Conversation Analysis (CA) was applied to the videorecording of an interaction between a child and a practitioner during the administration of the Bayley Scale of Infant and Toddler Development, III edition. The analysis focuses on a 2'07″ long sequence relative to the administration of the test item "Find the hidden object" to a 23 months old child with Down syndrome. The analysis of the sequence shows that the assessor promotes the child's engagement by couching the actions required to administer the item in utterances with marked child-directed features. The analysis also shows that the objects constituting the test item did not suggest to the child a unique course of action, leading to the assessor's modeling of the successful sequence. We argue that when a play frame is activated by an interactional partner, the relational aspect of the activity is foregrounded and the co-player becomes a source of cues for ways in which playing can develop. We discuss the assessment interaction as orienting the child toward a right-or-wrong interpretation, leaving the realm of play, which is inherently exploratory and inventive, to enter that of instructional activities. Finally, we argue that the sequential analysis of the interaction and of the mutual sense-making procedures that partners put in place during the administration of an assessment could be used in the design and evaluation of tests for a finer

It All Adds Up: Learning Early Math through Play and Games

Science.gov (United States)

Ramani, Geetha B.; Eason, Sarah H.

2015-01-01

Playing and learning mathematics do not have to be mutually exclusive activities, especially in kindergarten. Play and games can give young children opportunities to learn and develop foundational math skills that are aligned with Common Core standards for mathematics through age-appropriate, fun, and engaging activities.

Problem Solvers: Solutions--Playing Basketball

Science.gov (United States)

Smith, Jeffrey

2014-01-01

In this article, fourth grade Upper Allen Elementary School (Mechanicsburg, Pennsylvania) teacher Jeffrey Smith describes his exploration of the Playing Basketball activity. Herein he describes how he found the problem to be an effective way to review concepts associated with the measurement of elapsed time with his students. Additionally, it…

Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education

NARCIS (Netherlands)

dr. Lars B. Borghouts; Greet Cardon; drs Menno Slingerland; Leen Haerens

2013-01-01

Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and

Playful Literacy

DEFF Research Database (Denmark)

Froes, Isabel

these practices, which compose the taxonomy of tablet play. My contribution lies in identifying and proposing a series of theoretical concepts that complement recent theories related to play and digital literacy studies. The data collected through observations informed some noteworthy aspects, including how...... with tablets’ physical and digital affordances shape children’s digital play. This thesis presents how young children’s current practices when playing with tablets inform digital experiences in Denmark and Japan. Through an interdisciplinary lens and a grounded theory approach, I have identified and mapped...... vocabulary in children’s digital play experiences. These early digital experiences set the rules for the playgrounds and assert digital tablets as twenty-first-century toys, shaping young children’s playful literacy....

Play Therapy

Science.gov (United States)

Lawver, Timothy; Blankenship, Kelly

2008-01-01

Play therapy is a treatment modality in which the therapist engages in play with the child. Its use has been documented in a variety of settings and with a variety of diagnoses. Treating within the context of play brings the therapist and the therapy to the level of the child. By way of an introduction to this approach, a case is presented of a six-year-old boy with oppositional defiant disorder. The presentation focuses on the events and interactions of a typical session with an established patient. The primary issues of the session are aggression, self worth, and self efficacy. These themes manifest themselves through the content of the child’s play and narration of his actions. The therapist then reflects these back to the child while gently encouraging the child toward more positive play. Though the example is one of nondirective play therapy, a wide range of variation exists under the heading of play therapy. PMID:19724720

Energy expenditure in adults with cerebral palsy playing Wii Sports.

Science.gov (United States)

Hurkmans, Henri L; van den Berg-Emons, Rita J; Stam, Henk J

2010-10-01

To determine energy expenditure of adults with bilateral spastic cerebral palsy while playing Wii Sports tennis and boxing. Cross-sectional study. University medical center. Five men and 3 women with bilateral spastic cerebral palsy and ambulatory ability (Gross Motor Function Classification System level I or II) participated. The mean participant age ± SD was 36±7 years. Exclusion criteria were comorbidities that affected daily physical activity and fitness, contraindications to exercise, or inability to understand study instructions owing to cognitive disorders or language barriers. Participants played Wii Sports tennis and boxing, each for 15 minutes in random order. By using a portable gas analyzer, we assessed energy expenditure by oxygen uptake (Vo(2)) while sitting and during Wii Sports game play. Energy expenditure is expressed in metabolic equivalents (METs), which were calculated as Vo(2) during Wii Sports play divided by Vo(2) during sitting. Mean ± SD energy expenditure during Wii Sports game play was 4.5±1.1METs for tennis and 5.0±1.1METs for boxing (P=.024). All participants attained energy expenditures greater than 3METs, and 2 participants attained energy expenditures greater than 6METs while playing Wii Sports tennis or boxing. Both Wii Sports tennis and boxing seem to provide at least moderate-intensity exercise in adults with bilateral spastic cerebral palsy (GMFCS level I or II). These games, therefore, may be useful as treatment to promote more active and healthful lifestyles in these patients. Further research is needed to determine the energy expenditures of other physically disabled patient groups while playing active video games, and to determine the effectiveness of these games in improving health and daily activity levels. Copyright © 2010 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Seasonal and locational variations in children's play: implications for wellbeing.

Science.gov (United States)

Ergler, Christina R; Kearns, Robin A; Witten, Karen

2013-08-01

Physical activity, through independent outdoor play, has come to the fore as a way to improve children's health through it fostering healthy mental and social as well as physiological development. However, in many high-income countries children's autonomous play opportunities have diminished due to urban intensification and declining parental license. Regardless of this trend, children's play varies across countries, cities, cultures and seasons. This paper offers new insights into the complexities of play as a vital aspect of children's wellbeing. Within the context of New Zealand - whose citizens generally regard themselves as outdoor people - this paper explores why 'play' might resonate differently across localities and seasons. We contrast the play affordances provided by Auckland's central city (dominated by apartment living) with Beach Haven, a suburban area. We employed a multi-method approach and included 20 children and their parents who were recruited through school and summer holiday programs embracing different gender and ethnicities to reflect the general cultural mix of the respective neighbourhoods. We advance two arguments. First, we suggest that the rarity of children playing outdoors unsupervised normalises supervised indoor play and reduces children's opportunities to see outdoor play as an alternative to interior or supervised pastimes. Second, we follow Bourdieu's theory of practice to argue that the regard parents and children have towards outdoor play reflects locally constituted beliefs about what is seasonally 'appropriate' children's activity. We found that extra-curricular activities and supervised excursions are undertaken in the central city all year around and only vary between social groups by the type of destination. In the suburb, independent outdoor play in summer represents children's main business after school in ways that enhance their environmental literacy and potential future health gain. For others these symbolic values

Tablets enhance play by taking toddlers on a digital adventure

DEFF Research Database (Denmark)

Johansen, Stine Liv

2017-01-01

Tablets do not necessarily make children passive or sedentary. In a Danish nursery, a group of scientists, educators, and education consultants have studied how digital technologies can be used to enhance playful activities.......Tablets do not necessarily make children passive or sedentary. In a Danish nursery, a group of scientists, educators, and education consultants have studied how digital technologies can be used to enhance playful activities....

Design for Play

DEFF Research Database (Denmark)

Feder, Karen

2017-01-01

Abstract The purpose of the new Design for Play initiative is to inspire and educate designers to design for the future of play. To create “play ambassadors” equipped with excellent tools, methods, approaches and mind-sets to design for the playful human being in an ever-changing world. To teach...... and inspire children to grow up to be creative designers of their own life and the world around them. The Design for Play research team will study the interplay between people, processes and products in design for play and support the development of playful designers, playful solutions and playful experiences...

FairyPlay

DEFF Research Database (Denmark)

Toft, Herdis

2018-01-01

in a play culture where children recycle them in transmitted, transformed and transgressive modes. His fairy tales function as raw materials – trash – for play-production, and these contemporary children muddle, mingle, remix their formulas and elements with other materials and adjust them to a play context......Hans Christian Andersen is a cultural icon in the Danish community, and his fairy tales are canonized as treasured Danish cultural heritage. However, situated as they are today in a crosscultural mix between folklore, booklore and medialore, they also may be analysed as useful, treasured trash...... through improvisations. So they perform what we shall name FairyPlay - just like Hans Christian Andersen himself did. We show Hans Christian Andersen as an intimate connoisseur of play culture, a homo ludens, a trash-sculptor and a thing-finder, like Pippi Longstocking and like children in play. Examples...

Energy expenditure in chronic stroke patients playing Wii Sports: a pilot study

Directory of Open Access Journals (Sweden)

Stam Henk J

2011-07-01

Full Text Available Abstract Background Stroke is one of the leading causes of long-term disability in modern western countries. Stroke survivors often have functional limitations which might lead to a vicious circle of reduced physical activity, deconditioning and further physical deterioration. Current evidence suggests that routine moderate- or vigorous-intensity physical activity is essential for maintenance and improvement of health among stroke survivors. Nevertheless, long-term participation in physical activities is low among people with disabilities. Active video games, such as Nintendo Wii Sports, might maintain interest and improve long-term participation in physical activities; however, the intensity of physical activity among chronic stroke patients while playing Wii Sports is unknown. We investigated the energy expenditure of chronic stroke patients while playing Wii Sports tennis and boxing. Methods Ten chronic (≥ 6 months stroke patients comprising a convenience sample, who were able to walk independently on level ground, were recruited from a rehabilitation centre. They were instructed to play Wii Sports tennis and boxing in random order for 15 minutes each, with a 10-minute break between games. A portable gas analyzer was used to measure oxygen uptake (VO2 during sitting and during Wii Sports game play. Energy expenditure was expressed in metabolic equivalents (METs, calculated as VO2 during Wii Sports divided by VO2 during sitting. We classified physical activity as moderate (3-6 METs or vigorous (> 6 METs according to the American College of Sports Medicine and the American Heart Association Guidelines. Results Among the 10 chronic stroke patients, 3 were unable to play tennis because they had problems with timing of hitting the ball, and 2 were excluded from the boxing group because of a technical problem with the portable gas analyzer. The mean (± SD energy expenditure during Wii Sports game play was 3.7 (± 0.6 METs for tennis and 4.1 (�

Playful Actions as a Sign of Togetherness in Day Care Centres.

Science.gov (United States)

Hannikainen, Maritta

2001-01-01

Examined observational data on daily activities in a day care center to articulate different manifestations of playful actions and analyze their role in creating and maintaining togetherness. Found that, in their play, children were subjects and active agents in creating their own culture, realized throughout the day by means of humor, fantasy,…

Play Therapy: Facilitative Use of Child's Play in Elementary School Counseling.

Science.gov (United States)

Landreth, Garry L.

1987-01-01

Reviews five major developments in play therapy: psychoanalysis, release therapy, relationship therapy, nondirective therapy, and play therapy in school settings. Suggests ways school counselors can use play therapy. Describes play therapy facilities, location selection, and play materials. Lists objectives of play therapy and how teachers can aid…

Dog walking is associated with more outdoor play and independent mobility for children.

Science.gov (United States)

Christian, Hayley; Trapp, Georgina; Villanueva, Karen; Zubrick, Stephen R; Koekemoer, Rachelle; Giles-Corti, Billie

2014-10-01

Dog ownership is positively associated with children's physical activity. It is plausible that dog-facilitated activity rather than dog ownership per se encourages children's physical activity behaviors. We examined relationships between dog walking and children's physical activity, and outdoor play and independent mobility. Cross-sectional survey data from the 2007 Perth (Western Australia) TRavel, Environment, and Kids (TREK) project were analyzed for 727 10-12 year olds with a family dog. Weekly minutes of overall physical activity and walking, local walking and outdoor play were collected from children and parents. Children's weekly pedometer steps were measured. Independent mobility was determined by active independent travel to 15 local destinations. Overall, 55% of children walked their dog. After adjustment, more dog walkers than non-dog walkers walked in the neighborhood (75% vs. 47%), played in the street (60% vs. 45%) and played in the yard (91% vs. 84%) (all p ≤ 0.05). Dog walkers were more independently mobile than non-dog walkers (p ≤ 0.001). Dog walking status was not associated with overall physical activity, walking, or pedometer steps (p>0.05). Dog-facilitated play and physical activity can be an effective strategy for increasing children's physical activity. Dog walking may provide a readily accessible and safe option for improving levels of independent mobility. Copyright © 2014 Elsevier Inc. All rights reserved.

Mediatized play

DEFF Research Database (Denmark)

Johansen, Stine Liv

Children’s play must nowadays be understood as a mediatized field in society and culture. Media – understood in a very broad sense - holds severe explanatory power in describing and understanding the practice of play, since play happens both with, through and inspired by media of different sorts........ In this presentation the case of ‘playing soccer’ will be outlined through its different mediated manifestations, including soccer games and programs on TV, computer games, magazines, books, YouTube videos and soccer trading cards....

FCJ-175 Humans at play in the Anthropocene

Directory of Open Access Journals (Sweden)

Troy Innocent

2015-06-01

Full Text Available The arrival of the Anthropocene recognises the significant global impact of human activity on the Earth’s ecosystems. Building on Huizingia’s understanding of the relationship between play and culture, this essay explores the role that play could have in survival strategies or to provide awareness of the impact of human processes in the Anthropocene. In this worldview, play has a primary function in culture through its role in modelling modes of human survival: simulation is good tool for understanding the impact of systems on the world; play enables the possibility to become adaptive and ‘hack’ the world as conditions change; and lastly, play suggests that a changed philosophical perspective may offer an evolutionary edge for survival in a changing world. Drawing on Lévy, Bogost, Harman and Parikka strategies for play are explored using micronations and pervasive games; demonstrated and illustrated by analysis of games from recent experience within the Micronation of Ludea.

Resurrecting free play in young children: looking beyond fitness and fatness to attention, affiliation, and affect.

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Burdette, Hillary L; Whitaker, Robert C

2005-01-01

We have observed that the nature and amount of free play in young children has changed. Our purpose in this article is to demonstrate why play, and particularly active, unstructured, outdoor play, needs to be restored in children's lives. We propose that efforts to increase physical activity in young children might be more successful if physical activity is promoted using different language-encouraging play-and if a different set of outcomes are emphasized-aspects of child well-being other than physical health. Because most physical activity in preschoolers is equivalent to gross motor play, we suggest that the term "play" be used to encourage movement in preschoolers. The benefits of play on children's social, emotional, and cognitive development are explored.

Metabolic Thresholds and Validated Accelerometer Cutoff Points for the Actigraph GT1M in Young Children Based on Measurements of Locomotion and Play Activities

Science.gov (United States)

Jimmy, Gerda; Dossegger, Alain; Seiler, Roland; Mader, Urs

2012-01-01

The purpose of the current study was to determine metabolic thresholds and subsequent activity intensity cutoff points for the ActiGraph GT1M with various epochs spanning from 5 to 60 sec in young children. Twenty-two children, aged 4 to 9 years, performed 10 different activities including locomotion and play activities. Energy expenditure was…

Considering play : From method to analysis

NARCIS (Netherlands)

van Vught, J.F.|info:eu-repo/dai/nl/413532682; Glas, M.A.J.|info:eu-repo/dai/nl/330981447

2017-01-01

This paper deals with play as an important methodological issue when studying games as texts and is intended as a practical methodological guide. After considering text as both the structuring object as well as its plural processual activations, we argue that different methodological considerations

The motivation of children to play an active video game

NARCIS (Netherlands)

Chin A Paw, M.J.M.; Jacobs, W.M.; Vaessen, E.P.G.; Titze, S.; van Mechelen, W.

2008-01-01

The purpose of this pilot study was to evaluate the effect of a weekly multiplayer class on the motivation of children aged 9-12 years to play an interactive dance simulation video game (IDSVG) at home over a period of 12 weeks. A sample of 27 children was randomly assigned to (1) a home group

Environmental Socialization: Quantitative Tests of the Childhood Play Hypothesis

Science.gov (United States)

Robert D. Bixler; Myron F. Floyd; William E. Hammitt

2002-01-01

Two studies with adolescent youth (N = 1,376, N = 450) help clarify the relationship between childhood play experiences in wild environments and later environmental preferences in the life domains of work, leisure, and school. Respondents reporting having played in wild environments had more positive perceptions of natural environments, outdoor recreation activities,...

Play at Work

DEFF Research Database (Denmark)

Meier Sørensen, Bent; Spoelstra, Sverre

2012-01-01

The interest in organizational play is growing, both in popular business discourse and organization studies. As the presumption that play is dysfunctional for organizations is increasingly discarded, the existing positions may be divided into two camps; one proposes ‘serious play’ as an engine fo...... workplaces engage in play: play as a (serious) continuation of work, play as a (critical) intervention into work and play as an (uninvited) usurpation of work....

Playful Interaction

DEFF Research Database (Denmark)

2003-01-01

The video Playful Interaction describes a future architectural office, and envisions ideas and concepts for playful interactions between people, materials and appliances in a pervasive and augmented working environment. The video both describes existing developments, technologies and designs...... as well as ideas not yet implemented such as playful modes of interaction with an augmented ball. Playful Interaction has been used as a hybrid of a vision video and a video prototype (1). Externally the video has been used to visualising our new ideas, and internally the video has also worked to inspire...

The role of play themes in non-directive play therapy.

Science.gov (United States)

Ryan, Virginia; Edge, Andrew

2012-07-01

Describing the processes underlying play therapy is important for evidence based practice in child therapy. Employing play themes to describe children's play session contents is in widespread use by practitioners, but an adequate classification of these themes for non-directive play therapy practice has not yet been established. This article sets out to fill this gap by first describing how themes can be distinguished and distilled from the contents of play therapy contents. Second, a classification of main themes and sub-themes with exemplars to illustrate these concepts which is compatible with non-directive play therapy practice is set out. Finally a pilot project with experienced play therapists to test this classification in practice is suggested, along with the research questions that will need to be investigated in the shorter and longer terms.

Effect of a 6-Week Active Play Intervention on Fundamental Movement Skill Competence of Preschool Children.

Science.gov (United States)

Foulkes, J D; Knowles, Z; Fairclough, S J; Stratton, G; O'Dwyer, M; Ridgers, N D; Foweather, L

2017-04-01

This study examined the effectiveness of an active play intervention on fundamental movement skills of 3- to 5-year-old children from deprived communities. In a cluster randomized controlled trial design, six preschools received a resource pack and a 6-week local authority program involving staff training with help implementing 60-minute weekly sessions and postprogram support. Six comparison preschools received a resource pack only. Twelve skills were assessed at baseline, postintervention, and at a 6-month follow-up using the Children's Activity and Movement in Preschool Study Motor Skills Protocol. One hundred and sixty-two children (Mean age = 4.64 ± 0.58 years; 53.1% boys) were included in the final analyses. There were no significant differences between groups for total fundamental movement skill, object-control skill or locomotor skill scores, indicating a need for program modification to facilitate greater skill improvements.

The role of play objects and object play in human cognitive evolution and innovation.

Science.gov (United States)

Riede, Felix; Johannsen, Niels N; Högberg, Anders; Nowell, April; Lombard, Marlize

2018-01-01

In this contribution, we address a major puzzle in the evolution of human material culture: If maturing individuals just learn their parental generation's material culture, then what is the origin of key innovations as documented in the archeological record? We approach this question by coupling a life-history model of the costs and benefits of experimentation with a niche-construction perspective. Niche-construction theory suggests that the behavior of organisms and their modification of the world around them have important evolutionary ramifications by altering developmental settings and selection pressures. Part of Homo sapiens' niche is the active provisioning of children with play objects - sometimes functional miniatures of adult tools - and the encouragement of object play, such as playful knapping with stones. Our model suggests that salient material culture innovation may occur or be primed in a late childhood or adolescence sweet spot when cognitive and physical abilities are sufficiently mature but before the full onset of the concerns and costs associated with reproduction. We evaluate the model against a series of archeological cases and make suggestions for future research. © 2018 The Authors Evolutionary Anthropology Published by Wiley Periodicals, Inc.

The role of play objects and object play in human cognitive evolution and innovation

Science.gov (United States)

Johannsen, Niels N.; Högberg, Anders; Nowell, April; Lombard, Marlize

2018-01-01

Abstract In this contribution, we address a major puzzle in the evolution of human material culture: If maturing individuals just learn their parental generation's material culture, then what is the origin of key innovations as documented in the archeological record? We approach this question by coupling a life‐history model of the costs and benefits of experimentation with a niche‐construction perspective. Niche‐construction theory suggests that the behavior of organisms and their modification of the world around them have important evolutionary ramifications by altering developmental settings and selection pressures. Part of Homo sapiens' niche is the active provisioning of children with play objects — sometimes functional miniatures of adult tools — and the encouragement of object play, such as playful knapping with stones. Our model suggests that salient material culture innovation may occur or be primed in a late childhood or adolescence sweet spot when cognitive and physical abilities are sufficiently mature but before the full onset of the concerns and costs associated with reproduction. We evaluate the model against a series of archeological cases and make suggestions for future research. PMID:29446561

Negotiating succession in a family business - a role play

DEFF Research Database (Denmark)

Pelzmann-Knafl, Sabine; Winkler, Ingo

2017-01-01

. The role-play offers you the possibility to flexibly address various succession-related aspects in family business. It requires a teacher, who is familiar with the family business literature and particularly the research of succession in family business. Furthermore, because role-plays have their own...... dynamics, the teacher should be familiar with applying role-plays in their teaching. In the teaching notes we offer a way to embed the role-play in a five-hour teaching and learning activity addressing the various issues of succession in family firms. You could, however, do only the role-play, for instance......Negotiating succession is crucial for a family business. This role-play will enable students to simulate a family conference of the Mayer & Huber Ltd, a German-based but internationally operating producer of mechanical and electrical locking systems for the automotive industry. During...

Reliability and validity of the McDonald Play Inventory.

Science.gov (United States)

McDonald, Ann E; Vigen, Cheryl

2012-01-01

This study examined the ability of a two-part self-report instrument, the McDonald Play Inventory, to reliably and validly measure the play activities and play styles of 7- to 11-yr-old children and to discriminate between the play of neurotypical children and children with known learning and developmental disabilities. A total of 124 children ages 7-11 recruited from a sample of convenience and a subsample of 17 parents participated in this study. Reliability estimates yielded moderate correlations for internal consistency, total test intercorrelations, and test-retest reliability. Validity estimates were established for content and construct validity. The results suggest that a self-report instrument yields reliable and valid measures of a child's perceived play performance and discriminates between the play of children with and without disabilities. Copyright © 2012 by the American Occupational Therapy Association, Inc.

Playing a violent television game affects heart rate variability.

Science.gov (United States)

Ivarsson, Malena; Anderson, Martin; Akerstedt, Torbjörn; Lindblad, Frank

2009-01-01

To investigate how playing a violent/nonviolent television game during the evening affects sympathetic and parasympathetic reactions during and after playing as well as sleep quality during the night after playing. In total, 19 boys, 12-15 years of age, played television games on two occasions in their homes and participated once without gaming. Heart rate, heart rate variability (HRV) and physical activity were measured during gaming/participating and the night to follow using a portable combined heart rate and movement sensor. A sleep diary and questionnaires about gaming experiences and session-specific experiences were filled in. Criteria for Selection of Games: Violent game involves/rewards direct physical violence (no handguns) against another person, and nonviolent game involves/rewards no violence; same game design ('third-person game'); conducted in the same manner; no differences concerning motor activity; similar sound and light effects; no sexual content, violence against women or racial overtones. During violent (vs. nonviolent) gaming, there was significantly higher activity of the very low frequency component of the HRV and total power. During the night after playing, very low frequency, low frequency and high frequency components were significantly higher during the violent (vs. nonviolent) condition, just as total power. There were no significant differences between the three conditions (violent/nonviolent/no gaming) with respect to an index reflecting subjectively perceived sleep difficulties. Nor was there any difference between violent and nonviolent condition for any single sleep item. Violent gaming induces different autonomic responses in boys compared to nonviolent gaming--during playing and during the following night--suggesting different emotional responses. Subjectively perceived sleep quality is not influenced after a single gaming experience. Future studies should address the development of the autonomic balance after gaming over longer

Playful biometrics: controversial technology through the lens of play.

Science.gov (United States)

Ellerbrok, Ariane

2011-01-01

This article considers the role of play in the context of technological emergence and expansion, particularly as it relates to recently emerging surveillance technologies. As a case study, I consider the trajectory of automated face recognition—a biometric technology of numerous applications, from its more controversial manifestations under the rubric of national security to a clearly emerging orientation toward play. This shift toward “playful” biometrics—or from a technology traditionally coded as “hard” to one now increasingly coded as “soft”—is critical insofar as it renders problematic the traditional modes of critique that have, up until this point, challenged the expansion of biometric systems into increasingly ubiquitous realms of everyday life. In response to this dynamic, I propose theorizing the expansion of face recognition specifically in relation to “play,” a step that allows us to broaden the critical space around newly emerging playful biometrics, as well as playful surveillance more generally. In addition, play may also have relevance for theorizing other forms of controversial technology, particularly given its potential role in processes of obfuscation, normalization, and marginalization.

Creative and Playful Learning: Learning through Game Co-Creation and Games in a Playful Learning Environment

Science.gov (United States)

Kangas, Marjaana

2010-01-01

This paper reports on a pilot study in which children aged 7-12 (N = 68) had an opportunity to study in a novel formal and informal learning setting. The learning activities were extended from the classroom to the playful learning environment (PLE), an innovative playground enriched by technological tools. Curriculum-based learning was intertwined…

Learning Physics through Play in an Augmented Reality Environment

Science.gov (United States)

Enyedy, Noel; Danish, Joshua A.; Delacruz, Girlie; Kumar, Melissa

2012-01-01

The Learning Physics through Play Project (LPP) engaged 6-8-year old students (n = 43) in a series of scientific investigations of Newtonian force and motion including a series of augmented reality activities. We outline the two design principles behind the LPP curriculum: 1) the use of socio-dramatic, embodied play in the form of participatory…

My Favorite American Monument. Kindergarten Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

Science.gov (United States)

Pardes, Lupita

For this kindergarten classroom activity, students are asked to pretend they have just won a trip to four historical sites: (1) Lincoln Memorial; (2) Mount Rushmore; (3) White House; and (4) Statue of Liberty. The activity instructs the students to keep a journal of the trip (taken via the Internet) so that a presentation can be given to the class…

"Yes! We Are Playing a Game, and It's Going to Be Fun!"

Science.gov (United States)

Barrett, Kelly

2012-01-01

Games are for playing, more often than not playing a game is a social experience, it is fun, and we all enjoy playing games. Play and playing are ways in which we learn, so how often are games part of the normal activity of the mathematics classroom? The answer, in most cases, has to be--not often. Is it that games just don't seem to fulfil the…

Direction of technical and tactical skill in athletes playing team sports, playing with light position

Directory of Open Access Journals (Sweden)

Doroshenko Eduard Iur'evich

2011-10-01

Full Text Available A new method for evaluating the effectiveness of technical and tactical activities in basketball. A distinctive feature of the technique is presented key components of the accounting games, length of stay in the athletes play and the specific features of the game line. Established the specific means of correction of the training process taking into account the magnitude and direction of the load. Identified ways of solving the problem of optimal evaluation of gaming activities, taking into account the length of stay player on the court and its role. Refine management training process in team sports.

A robust active control system for shimmy damping in the presence of free play and uncertainties

Science.gov (United States)

Orlando, Calogero; Alaimo, Andrea

2017-02-01

Shimmy vibration is the oscillatory motion of the fork-wheel assembly about the steering axis. It represents one of the major problem of aircraft landing gear because it can lead to excessive wear, discomfort as well as safety concerns. Based on the nonlinear model of the mechanics of a single wheel nose landing gear (NLG), electromechanical actuator and tire elasticity, a robust active controller capable of damping shimmy vibration is designed and investigated in this study. A novel Decline Population Swarm Optimization (PDSO) procedure is introduced and used to select the optimal parameters for the controller. The PDSO procedure is based on a decline demographic model and shows high global search capability with reduced computational costs. The open and closed loop system behavior is analyzed under different case studies of aeronautical interest and the effects of torsional free play on the nose landing gear response are also studied. Plant parameters probabilistic uncertainties are then taken into account to assess the active controller robustness using a stochastic approach.

Qualitative Evaluation of a Role Play Bullying Simulation.

Science.gov (United States)

Gillespie, Gordon L; Brown, Kathryn; Grubb, Paula; Shay, Amy; Montoya, Karen

Bullying against nurses is becoming a pervasive problem. In this article, a role play simulation designed for undergraduate nursing students is described. In addition, the evaluation findings from a subsample of students who participated in a role play simulation addressing bullying behaviors are reported. Focus group sessions were completed with a subset of eight students who participated in the intervention. Sessions were audiorecorded, transcribed verbatim, and analyzed using Colaizzi's procedural steps for qualitative analysis. Themes derived from the data were "The Experience of Being Bullied", "Implementation of the Program", "Desired Outcome of the Program", and "Context of Bullying in the Nursing Profession". Role play simulation was an effective and active learning strategy to diffuse education on bullying in nursing practice. Bullying in nursing was identified as a problem worthy of incorporation into the undergraduate nursing curriculum. To further enhance the learning experience with role play simulation, adequate briefing instructions, opportunity to opt out of the role play, and comprehensive debriefing are essential.

The Children's Play Therapy Instrument (CPTI). Description, development, and reliability studies.

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Kernberg, P F; Chazan, S E; Normandin, L

1998-01-01

The Children's Play Therapy Instrument (CPTI), its development, and reliability studies are described. The CPTI is a new instrument to examine a child's play activity in individual psychotherapy. Three independent raters used the CPTI to rate eight videotaped play therapy vignettes. Results were compared with the authors' consensual scores from a preliminary study. Generally good to excellent levels of interrater reliability were obtained for the independent raters on intraclass correlation coefficients for ordinal categories of the CPTI. Likewise, kappa levels were acceptable to excellent for nominal categories of the scale. The CPTI holds promise to become a reliable measure of play activity in child psychotherapy. Further research is needed to assess discriminant validity of the CPTI for use as a diagnostic tool and as a measure of process and outcome.

Relative Expression Levels Rather Than Specific Activity Plays the Major Role in Determining In Vivo AKT Isoform Substrate Specificity

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Rachel S. Lee

2011-01-01

Full Text Available The AKT protooncogene mediates many cellular processes involved in normal development and disease states such as cancer. The three structurally similar isoforms: AKT1, AKT2, and AKT3 exhibit both functional redundancy and isoform-specific functions; however the basis for their differential signalling remains unclear. Here we show that in vitro, purified AKT3 is ∼47-fold more active than AKT1 at phosphorylating peptide and protein substrates. Despite these marked variations in specific activity between the individual isoforms, a comprehensive analysis of phosphorylation of validated AKT substrates indicated only subtle differences in signalling via individual isoforms in vivo. Therefore, we hypothesise, at least in this model system, that relative tissue/cellular abundance, rather than specific activity, plays the dominant role in determining AKT substrate specificity in situ.

Correlation between Government and Economic Growth –Fiscal Policy during the Transition in Albania

OpenAIRE

MSc. Xhenet Syka; Dr.Sc. Ilir Kaduku

2013-01-01

In this paper we tried to analyze some aspects of fiscal policy in our country, without pretending to give our own sample. Fiscal policy is the use of government expenditures and taxes which affect economic activity. Determination of fiscal policy in a given year takes into account the time virtually the past (current socio-economic status) and the implications for the future (fiscal sustainability). In general the cases dealt the role fiscal policy plays toward economic growth. The analy...

Physical activity and play in kindergarten age children

DEFF Research Database (Denmark)

Caroli, Margherita; Malecka-Tendera, Ewa; Epifani, Susi

2011-01-01

PERISCOPE project assesses factors promoting or preventing obesity development in early age. A specifi c aim is to assess preschool children ’ s physical activity habits in three different European countries. PERISCOPE has been implemented in 1094 children attending kindergartens in Denmark, Italy...... and Poland. The parents ’ and children ’ s physical activity habits and attitudes assessed by a questionnaire fi lled by the parents. Overweight and obesity assessed by Cole ’ s BMI cut-off points. Statistical analysis performed by χ^2 test and the test of proportion. Denmark shows the lowest rate (14...... hour (p active, the Polish are in the middle and the Italians are the least active. The difference in infrastructures (safety of walking streets, access...

Case studies and role play: learning strategies in nursing.

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Cogo, Ana Luísa Petersen; Pai, Daiane Dal; Aliti, Graziella Badin; Hoefel, Heloísa Karnas; Azzolin, Karina de Oliveira; Busin, Lurdes; Unicovsky, Margarita Ana Rubin; Kruse, Maria Henriqueta Luce

2016-01-01

to report professors' experience in a public university of Southern region of Brazil using case studies and role play as learning strategies for nursing care of hospitalized adults. learning experience report from the Nursing Care of Adults I class of nursing undergraduate course. the development of case studies and role play considered health care needs from epidemiological profile of chronic noncommunicable diseases morbidity and mortality, nursing as an assisting method, and social aspects of hospitalized individuals. Role play planning was made by creating a stage in laboratory of practices and dialogues comprising students and professors interaction. case studies and role play encouraged students to active search for learning and brought theory closer to real health care situations.

The role of play in pre-school and younger school age children

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Kopas-Vukašinović Emina

2006-01-01

Full Text Available The paper deals with the importance of play for children’s development and learning in institutionalized preschool education, as well as the opportunities it provides concerning the organization of teaching activities with younger school age children. The paper is based on the theoretical framework emphasizing educational character of children’s play, as a specific form of learning. Notwithstanding occasional attempts within pedagogic theory to deny educational values of children’s play and to emphasize instruction as the only form of systematic learning, contemporary pedagogic views consider play an important part of school education. Learning through play at younger school age helps overcome the discontinuity between preschool and school education. Curriculum subject matter can be covered through carefully selected and prepared play activities within the existing system, providing the support, encouragement and guidance by the adults involved, including their proper knowledge of children’ age-related and psycho-physical characteristics. Play facilitates gradual change over from preschool to school developmental stage, free, spontaneous and creative expression and the development of children’s potential.

Penerapan Model Pembelajaran Bermain Peran (Role Playing dalam Meningkatkan Hasil Belajar Ekonomi

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Tri Hartati

2012-06-01

achievement was low. Apply Role playing learning method can fix the problem of low student achievement. The problems are ;(1could student acvities on role playing method increase student achievement?, (2How are student responses about role playing method?. The purposed are :(1to define student acvities on role playing method increase student achievement,(2to describe student responses about role playing method. This class action reaseacrh, use 2 cyclus. Each cyclus consist of planing, action, observation and reflection. Researcher found datas, consist of: student learning activity based on observation paper, post test result and questionnaire student responses at the last meeting. Cycles I result show activity of students at 57.82% mean of student achievement are 72 with classical achievement 68.18% and student responses hits 64.58% in the positive criteria. Cycles II result show activity of students at 78.9% mean of student achievement are 84 with classical achievement 95.45% and student responses hits 77.56% in the positive criteria. The conclusion are: (1 increasing of student activity has impact to add student achievement, (2 observation of class learning activity shown positive result. Suggestions relating to the results of this study are: (1 teachers can apply role playing to improve student achievement in case, teacher should present outline of materials. (2 students are advised to read a material to more actively explore the imagination and respond positively to the process of learning.

TOOLS FOR COLABORATIVE LEARNING: A ROLE-PLAYING PRACTICE

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Marta Ortiz-de-Urbina Criado

2010-11-01

Full Text Available Role-playing is an active participation tool that facilitates cooperative learning. It has also proved to be more effective in developing competencies than traditional methods. This technique is essential to make theory and practice compatible as is required in order to adapt subjects to the new education system based on the Bolonia’s agreement, especially in Social Sciences disciplines. Consequently, the objective of this paper is to show the effect and use of role-playing applied to management area. Therefore, we analyze and design the role-playing, putting it in practice in the classroom in Human Resource Management subject of different academic degrees. To conclude, this paper has shown the importance of role-playing as a learning tool and development of skills like work cooperation, problem and conflict solving, decision making, and managing complex systems.

Athletes’ Selected Micro-Activities on Turf Fields: Utilizing Extant Videography for Quantification of Events During Soccer, American Football, and Field Hockey Play

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Concerns have been recently raised about the potential exposures of athletes to chemicals when playing on synthetic turf fields. Previous research has shown that micro-activities (i.e., hand-to mouth and skin-to-surface contacts) are important factors in people’s exposures to che...

Fair Play: A Study of Scientific Workforce Trainers' Experience Playing an Educational Video Game about Racial Bias

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Katz, Anna; Carnes, Molly; Gutierrez, Belinda; Savoy, Julia; Samuel, Clem; Filut, Amarette; Pribbenow, Christine Maidl

2017-01-01

Explicit racial bias has decreased in the United States, but racial stereotypes still exist and conspire in multiple ways to perpetuate the underparticipation of Blacks in science careers. Capitalizing on the potential effectiveness of role-playing video games to promote the type of active learning required to increase awareness of and reduce…

Efficacy of Role Play in Concert with Lecture to Enhance Student Learning of Immunology

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Samantha L. Elliott

2010-11-01

Full Text Available Despite numerous reports that active learning increases student understanding, many barriers still exist that prevent faculty from shedding the traditional passive lecture and adopting active learning strategies in the classroom. This study looks at the use of role play as an active learning technique to convey new material, or as reinforcement to traditional lecture. A pre- and post-test survey was utilized to determine student learning gains, along with an anonymous survey to determine student attitudes about role play. Student learning gains are similar regardless of class size, role-playing participation or learning style, and reflect an increase in lower order cognition. Attitudes and learning gains indicate role play is preferable as a reinforcement technique, although the order does not matter if both lecture and role play are utilized to convey information. These data provide insight into the best practices of role-playing implementation in concert with traditional lecture format.

THE INCREASING OF PRESCHOOL MULTIPLE INTELLIGENCES BY EDUCATIVE PLAYING INSTRUMENT STIMULATION

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Yuni Sufyanti Arief

2017-04-01

Full Text Available Introduction: Multiple Intelligences can be incresed by playing stimulation with educative playing instrument. Educative playing is the activity that uses educate ways and instrument. Educative playing very important to increase speech development, cognitive, socialisation with the environment and also increse the streght and skill of child’s body. Method: Design used in this study was quasy experiment design. The population was preschool children 4–5 years old in working area of Mojo Public Health Centre of Surabaya. The sample was preschool children 4–5 years old that spesific in inclution criteria of this study. Data were analyzed by wilcoxon signed rank test to compare the ordinal data pre and post intervention and mann withney u-test that compare between intervention group and control  group with level of signifi cance of α ≤ 0.05. Result: The result of speech development that analyzed by Wilcoxon signed rank test showed that controlled group had p = 0.157 and intervention group had p = 0.005 and the result of mann whitney test was p = 0.03. The result of kinesthetic development by wilcoxon signed rank test showed that controlled group has p = 0.317 and intervention group has p = 0.005, and analyzed by mann whitney test in kinesthetic development showed the result of p = 0.02. Discussion: Educative playing instrument (picture cards, play dough, origami and meronce increased speech and fine motoric development of preschool children 4–5 years old in Mojo Indah Kindergarten of Surabaya. Educative playing instrument is the activity that makes the playing function optimally in child development and this activity can increase the child development such as physical, speech, cognitive and social adaptation.

[Play therapy--psychotherapy with play as the medium: II. New developments].

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von Gontard, Alexander; Lehmkuhl, Gerd

2003-02-01

A wide array of new forms and combinations of play therapy have been developed. The aim of the second part of this paper is to present an overview of these newer approaches, including: focussed therapies for specific disorders; behavioural approaches like the Cognitive-Behavioral Play Therapy and the Parent-Child Interaction Therapy; various combinations with family therapy; and therapies especially for preschool children like Filial Therapy, Developmental Play Therapy and Thera-play. Following a phase of experiments and combinations, the empirical evaluation of many play-therapy forms is needed. Especially questions of the differential indication of specific play-therapies and their effectiveness in the therapeutical practice need to be studied.

Analysing playing using the note-time playing path.

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de Graaff, Deborah L E; Schubert, Emery

2011-03-01

This article introduces a new method of data analysis that represents the playing of written music as a graph. The method, inspired by Miklaszewski, charts low-level note timings from a sound recording of a single-line instrument using high-precision audio-to-MIDI conversion software. Note onset times of pitch sequences are then plotted against the score-predicted timings to produce a Note-Time Playing Path (NTPP). The score-predicted onset time of each sequentially performed note (horizontal axis) unfolds in performed time down the page (vertical axis). NTPPs provide a visualisation that shows (1) tempo variations, (2) repetitive practice behaviours, (3) segmenting of material, (4) precise note time positions, and (5) time spent on playing or not playing. The NTPP can provide significant new insights into behaviour and cognition of music performance and may also be used to complement established traditional approaches such as think-alouds, interviews, and video coding.

Adapting the Wii Fit Balance Board to Enable Active Video Game Play by Wheelchair Users: User-Centered Design and Usability Evaluation.

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Thirumalai, Mohanraj; Kirkland, William B; Misko, Samuel R; Padalabalanarayanan, Sangeetha; Malone, Laurie A

2018-03-06

Active video game (AVG) playing, also known as "exergaming," is increasingly employed to promote physical activity across all age groups. The Wii Fit Balance Board is a popular gaming controller for AVGs and is used in a variety of settings. However, the commercial off-the-shelf (OTS) design poses several limitations. It is inaccessible to wheelchair users, does not support the use of stabilization assistive devices, and requires the ability to shift the center of balance (COB) in all directions to fully engage in game play. The aim of this study was to design an adapted version of the Wii Fit Balance Board to overcome the identified limitations and to evaluate the usability of the newly designed adapted Wii Fit Balance Board in persons with mobility impairments. In a previous study, 16 participants tried the OTS version of the Wii Fit Balance Board. On the basis of observed limitations, a team of engineers developed and adapted the design of the Wii Fit Balance Board, which was then subjected to multiple iterations of user feedback and design tweaks. On design completion, we recruited a new pool of participants with mobility impairments for a larger study. During their first visit, we assessed lower-extremity function using selected mobility tasks from the International Classification of Functioning, Disability and Health. During a subsequent session, participants played 2 sets of games on both the OTS and adapted versions of the Wii Fit Balance Board. Order of controller version played first was randomized. After participants played each version, we administered the System Usability Scale (SUS) to examine the participants' perceived usability. The adapted version of the Wii Fit Balance Board resulting from the user-centered design approach met the needs of a variety of users. The adapted controller (1) allowed manual wheelchair users to engage in game play, which was previously not possible; (2) included Americans with Disabilities Act-compliant handrails as part

Promoting Oral Language Skills in Preschool Children through Sociodramatic Play in the Classroom

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P.L.N. Randima Rajapaksha

2016-01-01

Full Text Available Children best learn language through playful learning experiences in the preschool classroom. The present study focused on developing oral language skills in preschool children through a sociodramatic play intervention. The study employed a case study design under qualitative approach. The researcher conducted a sociodramatic play intervention collaboratively with the class teacher for a group of 10 children selected utilizing purposive sampling method in a preschool classroom. The intervention was conducted in a preschool located in Colombo, Sri Lanka for 3 weeks. The observation, interview and reflective journal were the instrument used to collect data. The observation carried under two criteria namely, ability to initiate a conversation and ability to respond in a conversation revealed that the sociodramatic play intervention created many opportunities to develop oral language skills in the children than the regular classroom activities. The sociodramatic play activities enhanced children's oral language skills while creating a language rich playful learning experiences. Keywords: Language development, Early childhood education, Sociodramatic play

Learning to Play Games or Playing Games to Learn? A Health Education Case Study with Soweto Teenagers

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Amory, Alan

2010-01-01

The aim of this study was to investigate the use of an educational computer video game in teaching and learning. Cultural-historical activity theory is used heuristically to explore the social and cultural interactions during game play. It is argued that knowledge construction occurs when video games function as a tool to mediate learning rather…

Learning through role-playing games: an approach for active learning and teaching

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Marco Antonio Ferreira Randi

Full Text Available This study evaluates the use of role-playing games (RPGs as a methodological approach for teaching cellular biology, assessing student satisfaction, learning outcomes, and retention of acquired knowledge. First-year undergraduate medical students at two Brazilian public universities attended either an RPG-based class (RPG group or a lecture (lecture-based group on topics related to cellular biology. Pre- and post-RPG-based class questionnaires were compared to scores in regular exams and in an unannounced test one year later to assess students' attitudes and learning. From the 230 students that attended the RPG classes, 78.4% responded that the RPG-based classes were an effective tool for learning; 55.4% thought that such classes were better than lectures but did not replace them; and 81% responded that they would use this method. The lecture-based group achieved a higher grade in 1 of 14 regular exam questions. In the medium-term evaluation (one year later, the RPG group scored higher in 2 of 12 questions. RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently.

Differential effects of type of keyboard playing task and tempo on surface EMG amplitudes of forearm muscles

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Hyun Ju eChong

2015-09-01

Full Text Available Despite increasing interest in keyboard playing as a strategy for repetitive finger exercises in fine motor skill development and hand rehabilitation, comparative analysis of task-specific finger movements relevant to keyboard playing has been less extensive. This study examined whether there were differences in surface EMG activity levels of forearm muscles associated with different keyboard playing tasks. Results demonstrated higher muscle activity with sequential keyboard playing in a random pattern compared to individuated playing or sequential playing in a successive pattern. Also, the speed of finger movements was found as a factor that affect muscle activity levels, demonstrating that faster tempo elicited significantly greater muscle activity than self-paced tempo. The results inform our understanding of the type of finger movements involved in different types of keyboard playing at different tempi so as to consider the efficacy and fatigue level of keyboard playing as an intervention for amateur pianists or individuals with impaired fine motor skills.

Differential effects of type of keyboard playing task and tempo on surface EMG amplitudes of forearm muscles

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Chong, Hyun Ju; Kim, Soo Ji; Yoo, Ga Eul

2015-01-01

Despite increasing interest in keyboard playing as a strategy for repetitive finger exercises in fine motor skill development and hand rehabilitation, comparative analysis of task-specific finger movements relevant to keyboard playing has been less extensive. This study examined, whether there were differences in surface EMG activity levels of forearm muscles associated with different keyboard playing tasks. Results demonstrated higher muscle activity with sequential keyboard playing in a random pattern compared to individuated playing or sequential playing in a successive pattern. Also, the speed of finger movements was found as a factor that affect muscle activity levels, demonstrating that faster tempo elicited significantly greater muscle activity than self-paced tempo. The results inform our understanding of the type of finger movements involved in different types of keyboard playing at different tempi. This helps to consider the efficacy and fatigue level of keyboard playing tasks when being used as an intervention for amateur pianists or individuals with impaired fine motor skills. PMID:26388798

Freud on play, games, and sports fanaticism.

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Holowchak, M Andrew

2011-01-01

Much has been written in the secondary literature on Freud's aggression-release perspective vis-à-vis competitive sports. Very little has been written, however, on Freud's own explicit contribution to play, games, and sport. That is likely the result of Freud's reluctance to take up them--especially from the gamesman's and sportsman's points of view. One can, however, tease out the development of Freud's thoughts on games, play, and sport through a careful examination of his corpus over time. In doing so, one finds an early view of play and games, where the drives behind those activities are self- and other-preservative, and a later view, where Freud introduces his death drive. The article ends with some notions on what Freud might have said on the fanaticism that accompanies competitive sport, had he expressly taken up the issue.

Contributing Factors on Malaysia Preschool Teachers' Belief, Attitude and Competence in Using Play Activities

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Jantan, Hafsah Binti; Bin Hamdan, Abdul Rahim; Yahya, Fauziah Hj; Saleh, Halimatussadiah Binti; Ong, Mohd Hanafi Bin Azman

2015-01-01

This study focused on preschool teachers' belief, attitude, knowledge and competence in using play in Malaysia. Its purpose is to find out indicators significantly contribute to belief, attitude, knowledge and competence in play of preschool teachers in Malaysia. The method used was factor analysis in order to confirm indicators in each variable…

Sex Differences in Parent-Child Interaction Styles during a Free-Play Session.

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Tauber, Margaret A.

1979-01-01

Analysis of videotapes of 145 third graders playing with a parent showed (1) that parents of girls were more likely to engage in sociable play, parents of boys in active play; and (2) that maternal behavior remained relatively constant regardless of child's sex while paternal behavior varied for boys and girls. (JMB)

Concepts of Play and Play Culture for the 21st Century

DEFF Research Database (Denmark)

Nørgård, Rikke Toft; Toft, Herdis; Karoff, Helle Skovbjerg

2014-01-01

, Associate professor Carsten Jessen, Aarhus University, Assistant professor Helle Skovbjerg Karoff, University of Aalborg and Assistant professor Rikke Toft Nørgård, Aarhus University. This panel represents and discusses different concepts of play and play culture in both diachronic and synchronic dimensions......BIN Norden conference 2014 Accepted panel ________________________________________ Concepts of Play and Play Culture for the 21st Century Participants in the panel are: Associate professor Herdis Toft, University of Southern Denmark (organizer), Professor Beth Juncker, University of Copenhagen....... For several centuries western theorists, for instance Baumgarten, Schiller, Huizinga, Caillois, Sutton Smith, Vygotsky, Bateson, Salen & Zimmerman, Flemming Mouritsen and later on the panel participants, have discussed the concept of play and play culture. They have presented their own theoretical...

Play Therapy: A Review

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Porter, Maggie L.; Hernandez-Reif, Maria; Jessee, Peggy

2009-01-01

This article discusses the current issues in play therapy and its implications for play therapists. A brief history of play therapy is provided along with the current play therapy approaches and techniques. This article also touches on current issues or problems that play therapists may face, such as interpreting children's play, implementing…

Well Played: The Origins and Future of Playfulness

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Gordon, Gwen

2014-01-01

In this article, the author synthesizes research from several disciplines to shed light on play's central role in healthy development. Gordon builds on research in attachment theory that correlates secure attachment in infancy with adult well-being to demonstrate how playfulness might be a lifelong outcome of secure attachment and a primary…

Spondylolysis in Active Adolescents: Expediting Return to Play.

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