Acute Effect of Exergames on Children's Mood States During Physical Education Classes

Prevalence of Specific Mood Profile Clusters among Elite and Youth Athletes at a Brazilian Sports Club

Those responsible for elite and youth athletes are increasingly aware of the need to balance the quest for superior performance with the need to protect the physical and psychological wellbeing of athletes. As a result, regular assessment of risks to mental health is a common feature in sports organisations. In the present study, the Brazil Mood Scale (BRAMS) was administered to 898 athletes (387 female, 511 male, age range: 12-44 years) at a leading sports club in Rio de Janeiro using either "past week" or "right now" response timeframes. Using seeded k-means cluster analysis, six distinct mood profile clusters were identified, referred to as the iceberg, surface, submerged, shark fin, inverse iceberg, and inverse Everest profiles. The latter three profiles, which are associated with varying degrees of increased risk to mental health, were reported by 238 athletes (26.5%). The prevalence of these three mood clusters varied according to the response timeframe (past week > right now) and the sex of the athletes (female > male). The prevalence of the iceberg profile varied by athlete sex (male > female), and age (12-17 years > 18+ years). Findings supported use of the BRAMS as a screening tool for the risk of psychological issues among athletes in Brazilian sports organisations.

Effects of exergames on student physical education learning in the context of the artificial intelligence era: a meta-analysis

Whether the application of exergames in physical education (PE) courses can significantly improve student performance in PE learning is still controversial. This review explores the promoting effect of exergames on student PE learning and the conditions in which the effect of exergames can be maximized. Based on the PICOS method, two researchers independently searched the ProQuest database, EBSCO database, Web of Science (WoS) database, PubMed database, Chinese National Knowledge Infrastructure (CNKI) database, Wanfang database, and VIP database, evaluated the literature quality using the Cochrane system evaluation manual, and performed a meta-analysis of the included literature. A total of 16 randomized controlled trials involving 2962 subjects were included in this study. The meta-analysis showed that exergames effectively improved student performance in PE learning (SMD = 0.45, 95% CI: 0.27-0.63, P < 0.00001). Subgroup analysis indicated that better results could be achieved when exergames were introduced in small kindergarten classes and continued for 1-2 months.

Effectiveness of applied and casual games for young people's mental health: A systematic review of randomised controlled studies

Many youth experience mental health problems and digital games hold potential as mental health interventions. This systematic review provides an overview of randomised controlled studies assessing the effectiveness of digital applied and casual games for improving mental health in youth aged 6-24 years. A systematic search of PsycINFO, Web of Science and Pubmed yielded 145 eligible studies. Studies on (sub)clinical participant samples (n = 75) most often focused on attention-deficit/hyperactivity disorder (ADHD), autism and anxiety. Applied games were found most effective for improving social skills, verbal memory and anxiety, whereas casual games were found most effective for improving depression, anxiety and ADHD. Studies involving healthy youth (n = 70) were grouped into papers examining anxiety in medical settings, momentary effects on positive and negative affect, and papers employing a longitudinal design measuring mental health trait outcomes. Promising results were found for the use of games as distraction tools in medical settings, and for applied and casual games for improving momentary affect. Overall, our findings demonstrate the potential of digital games for improving mental health. Implications and recommendations for future research are discussed, such as developing evaluation guidelines, clearly defining applied games, harmonising outcome measures, including positive outcomes, and examining nonspecific factors that may influence symptom improvement as well.

Effects of Commercial Exergames and Conventional Exercises on Improving Executive Functions in Children and Adolescents: Meta-Analysis of Randomized Controlled Trials

BACKGROUND

Exergames are promising exercise tools for improving health. To the best of our knowledge, no systematic review has compared the effects of commercial exergames and conventional exercises on improving executive functions (EFs) in children and adolescents.

OBJECTIVE

This study aimed to investigate the effects of commercial exergames and conventional exercises on improving EFs in children and adolescents.

METHODS

Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, 5 randomized controlled trial (RCT) databases (PubMed, Web of Science, Scopus, PsycINFO, and SPORTDiscus) were searched from their inception to July 7, 2022, to identify relevant RCTs. The Cochrane Collaboration tool was used to evaluate the risk of bias for each study. GRADE (Grading of Recommendations, Assessment, Development, and Evaluation) was used to evaluate the overall quality of evidence.

RESULTS

In total, 8 RCTs including 435 children and adolescents were included in the analysis. Commercial exergames had no significant benefit on overall EFs compared to conventional exercises (Hedges g=1.464, 95% CI -0.352 to 3.280; P=.06). For core EFs, there was no evidence to suggest that commercial exergames are more beneficial for improving cognitive flexibility (g=0.906, 95% CI -0.274 to 2.086; P=.13), inhibitory control (g=1.323, 95% CI -0.398 to 3.044; P=.13), or working memory (g=2.420, 95% CI -1.199 to 6.038; P=.19) than conventional exercises. We rated the evidence for overall EFs, cognitive flexibility, inhibitory control, and working memory as being of very low quality due to inconsistency (large heterogeneity) and imprecision (low number of people). Additionally, no effects of the intervention were observed in the acute and chronic groups.

CONCLUSIONS

We do not have strong evidence to support the benefit of commercial exergaming on EFs because we did not observe a Hedges g close to 0 with tight CIs. Further research is needed to confirm this hypothesis.

TRIAL REGISTRATION

PROSPERO CRD42022324111; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=324111.

Exercise intervention and improvement of negative emotions in children: a meta-analysis

BACKGROUND

Anxiety, depression, and stress are the most common mental health problems in childhood. Exercise interventions in childhood help to promote mental health.

OBJECTIVE

To investigate the relationship between exercise interventions and improvement of negative emotions such as anxiety, depression, and stress in children (5-12 years).

METHODS

Articles were searched in five electronic databases from their inception to January 2023. The meta-analysis was performed using Stata 16.0.

RESULTS

Twenty-three intervention studies included 6830 children. 1) The exercise intervention group was significantly better than the control group in improving negative emotions (Standard Mean Difference SMD=-0.25, 95% Confidence Intervals CI: -0.34 to -0.15, P < 0.01). Exercise intervention improved different kinds of negative emotions: anxiety (SMD=-0.19, 95% CI: -0.33 to -0.06, P < 0.01), depression (SMD=-0.22, 95% CI: -0.43 to -0.01, P < 0.01), and stress (SMD=-0.33, 95% CI: -0.53 to -0.14, P < 0.01); it was most effective at relieving problematic stress. Exercise interventions lasting 20-45 min were most effective in improving children's negative emotions (SMD=-0.38, 95% CI: -0.56 to -0.20, P < 0.01). An exercise intervention period of 10 weeks was more effective in improving children's negative mood (SMD=-0.26, 95% CI: -0.34 to -0.17, P = 0.274).

CONCLUSION

Exercise interventions may improve negative emotions such as anxiety, depression, and stress in children. These findings may have clinical implications for children with negative affect. However, these studies showed a large heterogeneity, and the results should be interpreted with caution. Future studies should report the variability of exercise interventions by gender, age group, and type, intensity, and place of exercise.

Can different degrees of resistance training improve mood states in patients with fibromyalgia? A randomized controlled trial

The purpose of this study was to look at the effects of low and high intensity resistance training (RT) on the mood states of fibromyalgia patients (FM). A total of 69 women participated in the study, with 31 healthy women serving as control group (HC), and 28 women diagnosed with FM being randomly assigned to one of two RT groups: low intensity or high intensity. Ten women diagnosed with FM formed a group of preferred intensity (PI). FM patients were subjected to 8 weeks of supervised RT with low, high, or PI doses. The exercise protocol was the same for both groups, with large muscle group exercises. Each intervention group performed a specific number of repetitions and rest periods based on the intensity. Training sessions took place twice a week. The HC received no type of intervention. The Brunel mood scale was used to assess mood states. When the mood profiles of patients with FM and healthy women were compared, patients with FM showed a worse mood profile. Low and high intensity RT for eight weeks did not improve the mood profile of FM patients. Anger showed a significant difference between LIRT and HIRT groups in the follow-up period (p=0.01); similarly significant differences between HIRT and HC were seen at baseline and at the 4 week evaluation in vigor (p=0.01 and p=0.001) and fatigue (p=0.01 and p=0.03). FM patients have a worse mood profile than healthy women, and eight weeks of low and high intensity RT did not result in significant improvements.

Digital technology in physical education: a systematic review of research from 2009 to 2020

Digital media is currently one of the defining topics in discussions about schools and teaching. In this context, there has been a wide range of research in physical education (PE) in areas such as health, gamification, and wearable technologies. This raises the question of the goals pursued by empirical studies regarding the use of digital media in PE. The present systematic review provides an overview of the state of research in English and German on the use of digital media in PE. To this end, the included studies were those published between 2009 and 2020 in journals or edited volumes or as dissertations. They were found in relevant databases, selected based on criterion-guided screening, and transferred to the synthesis. Overall, this systematic review presents the possibilities and limitations of digital media in PE and highlights the goals regarding the use of digital media in PE that are pursued by empirical studies in the categories of physical, cognitive, social, affective, and school framework conditions. While benefits from the usage of digital media in PE—such as in terms of motivation or improving sport-specific motor capabilities and skills—were identified, barriers regarding the preparation of PE teachers were also found. More specifically, the benefits of using digital media to achieve PE-related goals were in the foreground in many of the selected studies. However, only a few specifically addressed learning via media, including topics such as data protection and the effect that viewing images has on students’ self-concepts.

Exergaming During Ramadan Intermittent Fasting Improve Body Composition as Well as Physiological and Psychological Responses to Physical Exercise in Adolescents With Obesity

The effects of exergaming on biochemical responses has been investigated; however, no data is available for this effect during Ramadan intermittent fasting (RIF). RIF is a daily fasting characterized by abstaining from eating and drinking from sunrise to sunset for 29–30 days. The purpose of this study was to investigate the effect of exergaming during RIF on body composition, physical performance and hematological parameters in overweight and adolescents with obesity. Twenty-four adolescents with obesity were divided into two groups [control group (CG), n = 12, or cooperative sport exergaming group (EG), n = 12: 45 min per session during five days per week)]. Participants completed a 6-min walking test (6MWT), a squat jump test and a 10 and a 30m sprint tests in four different occasions: before Ramadan (T0), the second week of Ramadan (T1), the fourth week of Ramadan (T2), and after Ramadan (T3). Blood pressure, rating of perceived exertion (RPE), body composition, central obesity index, dietary intake and profile of mood states (POMS) were, also, assessed over the four periods. The results showed that body weight, body mass index and body fat percentage were significantly lower at T2 compared to T0 and T1 in the EG. After RIF, body composition returned to the values recorded before RIF. The POMS score was significantly lower during T2 compared to T0, T1 and T3 in the EG. The vertical jump and the 6MWT distance were significantly higher (i) at T2 compared to T0, T1 and T3 in the EG and (ii) in EG compared to CG at T2. RPE was significantly lower (i) at T2 compared to T0, T1 and T3 in the EG and (ii) in EG compared to CG at T2. Blood pressure was lower during T2 compared to the other periods in EG. The EG experienced significant decreases in total cholesterol and triglycerides during T2. However, no significant changes between groups and periods was reported for all the other parameters. In conclusion, exergaming during RIF has a positive effect on body composition and physiological and psychological responses in adolescents with obesity.

The Effects of Verbal Encouragement during a Soccer Dribbling Circuit on Physical and Psychophysiological Responses: An Exploratory Study in a Physical Education Setting

Verbal encouragement (VE) can be used by physical education (PE) practitioners for boosting motivation during exercise engagement. The purpose of this study was to investigate the effects of VE on psychophysiological aspects and physical performance in a PE context. Twenty secondary school male students (age: 17.68 ± 0.51 yrs; height: 175.7 ± 6.2 cm; body mass: 67.3 ± 5.1 kg, %fat: 11.9 ± 3.1%; PE experience: 10.9 ± 1.0 yrs) completed, in a randomized order, two test sessions that comprised a soccer dribbling circuit exercise (the Hoff circuit) either with VE (CVE) or without VE (CNVE), with one-week apart between the tests. Heart rate (HR) responses were recorded throughout the circuit exercise sessions. Additionally, the profile of mood-state (POMS) was assessed pre and post the circuit exercises. Furthermore, rating of perceived exertion (RPE), traveled distance, and physical activity enjoyment (PACES) were assessed after the testing sessions. Furthermore, the CVE trial resulted in higher covered distance, %HRmax, RPE, PACES score, (Cohen’s coefficient d = 1.08, d = 1.86, d = 1.37, respectively; all, p < 0.01). The CNVE trial also showed lower vigor and higher total mood disturbance (TMD) (d = 0.67, d = 0.87, respectively, p < 0.05) and was associated with higher tension and fatigue, compared to the CVE trial (d = 0.77, d = 1.23, respectively, p < 0.01). The findings suggest that PE teachers may use verbal cues during soccer dribbling circuits for improving physical and psychophysiological responses within secondary school students.

Using Participatory Design Methods to Explore Changes in the Self-Efficacy of Students with Visual Impairments After Playing Exergames

Objective: To explore changes in task/scheduling self-efficacy in children with visual impairments after playing exergames, using the participatory design (PD) method to guide students with visual impairments to engage in the design and test of exergames. Materials and Methods: A pre-/post-test was used with two experimental groups (nine high school students with visual impairments aged 18-21, nine junior high school students with visual impairments aged 14-17). Data were analyzed by an independent-/paired-sample t-test to assess changes in task/scheduling self-efficacy of different groups after gameplay. Data of three dimensions (psychological emotion, physical activity, and social interaction) were collected through texts, participative observations, live notetaking, and video recordings. These dimensions provide opportunities for children with visual impairments to improve their self-efficacy. Results: Exergames helped children with visual impairments to improve their task and scheduling self-efficacy. It confirmed that exergames can be useful to promote their psychological emotion, enhance levels of positive physical activity, and increase social opportunities to improve self-efficacy. Conclusion: Participants of various ages who engaged in exergames reported an improvement in both task and scheduling self-efficacy in terms of psychological emotion, physical activity, and social interaction. The PD approach may be useful in the design of products for people with visual impairments and may ultimately be helpful in supporting the social and physical needs of people with disabilities.

Impact of Problematic Smartphone Use on Mental Health of Adolescent Students: Association with Mood, Symptoms of Depression, and Physical Activity

Problematic smartphone use in adolescent students can impair their mental health and behavior, thereby affecting academic performance and interpersonal relationships as well as reducing time spent on physical activity. This study investigated the association between problematic smartphone use and mood, symptoms of depression, and level of physical activity in adolescent students. The sample consisted of 308 boys (46.1 percent, 16.04 ± 1.30 years) and 359 girls (53.9 percent, 15.54 ± 1.44 years), aged 13-18 years (15.77 ± 1.40 years). Four instruments were used: the Sociodemographic, School, and General Health Characteristics Questionnaire; Smartphone Addiction Scale (to measure problematic smartphone use); Brunel Mood Scale; and Beck Depression Inventory. The study found that physically inactive adolescent students were more likely to present with problematic smartphone use than those who were physically active, and girls were more likely to exhibit problematic smartphone use than boys. Adolescent students with problematic smartphone use presented with more mood disturbances and symptoms of depression than did adolescent students without problematic smartphone use. Overall, physical inactivity and problematic smartphone use can reduce vigor and increase symptoms of depression in adolescent students.

Effect of practice exergames on the mood states and self-esteem of elementary school boys and girls during physical education classes: A cluster-randomized controlled natural experiment

Reduced physical exercise can impact children's mental health. Use of active electronic games can help promote psychological health. Physical education (PE class) uses different resources, methods, and contents to promote student health. We investigated the effect of exergames on the mood and self-esteem of children and compare it that of with traditional PE classes. From a sample of 213 children (7-11 years old), 140 from 10 classes of the fourth and fifth grades of elementary school (59 boys, 81 girls; mean age 9.41±0.48 years), allocated to an experimental group (EG; n = 68; five clusters) and a PE group (PE; n = 72; five clusters), participated in this experimental controlled study. The EG practiced exergames during three 40-minute classes, and the PE group held three routine curricular PE classes. Brunel's Mood Scale and Rosenberg's Self-Esteem Scale were applied. Repeated measures ANOVA identified differences between sexes and groups. The main results of the EG demonstrated reduced tension in girls (p <0.05; ES: 0.62; 95% CI: 0.17-1.05). Regarding sex comparisons, anger was lower in girls (F: 4.57; p <0.05; ES: 0.61; 95% CI: 0.11-1.11) in the EG. Vigor was higher in girls in the EG than in those in the PE group (F: 5.46; p <0.05; ES: 0.56; 95% CI: 0.12-1.01). The main results of the PE group indicated increased self-esteem in boys (p <0.05; ES: 0.58; 95% CI: 0.08-1.07) and reduction of girls' mental confusion (p <0.05; ES 0.58; 95% CI 0.15-1.06). Thus, exergames impact boys' and girls' self-esteem and mood, as well as traditional physical education classes. Further study on exergames in schools is essential, with long-term effects on physical and mental health. Exergames bring interesting, varied content, technology, and innovation that can increase the attractiveness of physical education.

The Psychological Effects of Exergames for Children and Adolescents with Obesity: A Systematic Review and Meta-Analysis

The systematic review and meta-analysis were conducted to analyze the psychological effects of exergames for children and adolescents with overweight or obesity. In August 2018, the electronic databases searched were PubMed, Scopus, Web of Science, SPORTDiscus, Science Direct, CINAHL, and PsycINFO. The eligibility criteria were defined according to the population, intervention, comparison, outcome, and study design. In relation to the population, only studies with children or adolescents with overweight or obesity and without any other comorbidities were analyzed. Only publications in English were considered. Nine studies were selected. The comparisons identified were in relation to weight, type of activity, and play style versus control and preintervention. The magnitude of effect size suggests that the practice of exergaming has a small effect on psychological outcomes. Furthermore, cooperative games produced greater attraction to the game (g = 4.71, 95% confidence interval [CI] = 3.23-6.19) and greater intrinsic motivation (g = 5.29; 95% CI = 3.68-6.90). It was verified that self-esteem (standard mean difference [SMD] = 0.37; 95% CI = 0.09-0.66), and self-efficacy (SMD = 0.42; 95% CI = 0.06-0.79) improved after playing an exergame. This systematic review and meta-analysis suggest that exergames may be effective in improving psychological aspects of children and adolescents with overweight or obesity. Given the limited number of studies, it is essential to increase scientific research in this area.