Reinforcing Value of a Moderately Physiologically Challenging Active Videogame Versus a Minimally Challenging Active Videogame.

Objective: This study assessed the oxygen consumption [VO2 mL/(kg·min)], liking, and relative reinforcing (motivating) value (RRV) of a moderately physiologically challenging exergame [Nintendo Wii-Sports Boxing (Boxing)] versus a minimally challenging exergame [Nintendo Wii Lego Star Wars (Lego)]. Materials and Methods: VO2 and liking were recorded in children(N = 28, 7.8 ± 1.3 years old) during three 10-minute conditions: recumbent resting (Resting), and playing Wii Boxing or Wii Lego. Resting was completed first, and the order of exergames was randomized. Next, children performed an operant button pressing task using a progressive fixed ratio to assess the RRV of the two videogame conditions. Children worked to earn up to 11 minutes for Boxing, Lego, or a combination of the two. The output maximum (Omax) performed to earn access to each game was the measure of RRV. Results: There was a significant (P ≤ 0.03 for all conditions) step-wise increase in VO2 from Resting [4.3 ± 1.2 mL/(kg·min)] to Lego [5.3 ± 0.5 mL/(kg·min)] and from Lego to Boxing [11.7 ± 4.2 mL/(kg·min)]. Liking was significantly greater for Boxing (P = 0.003) and Lego (P < 0.0001, 7.1 ± 2.9 cm; 7.1 ± 2.7 cm, respectively) versus Resting (4.6 ± 3.8 cm), with no significant difference between Boxing and Lego (P = 0.358). Lastly, Omax was significantly (P = 0.021) greater for Lego (257.7 ± 390.6 presses) than for Boxing (51.7 ± 131.0 presses). Conclusion: Oxygen consumption during Wii Boxing was significantly greater than during Wii Lego. Despite this greater physiological challenge, liking was similar for both Lego and Boxing. However, children were more motivated to play Lego than Boxing.

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

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 ±â€¯662 counts. min-1) and structured play (1416 ±â€¯448 counts. min-1) recess versus the control condition (570 ±â€¯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 ±â€¯647 counts·min-1) decreased (p ≤ 0.05) activity during structured play (1462 ±â€¯535 counts·min-1), whereas children who were moderately active (1031 ±â€¯112 counts·min-1) or the least (530 ±â€¯239 counts·min-1) active during free play increased activity during structured play (1383 ±â€¯345 counts·min-1 moderately active, 1313 ±â€¯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.