|Institution:||University of Wisconsin – La Cross|
|Keywords:||Physical education for children; Behavior modification; Kinesiology; Exercise – physiological aspects|
|Full text PDF:||http://digital.library.wisc.edu/1793/75321|
Today’s children are lacking physical activity (PA). The majority of students do not achieve adequate amounts of PA daily and weekly. Physical education is a major source of PA for many children, therefore teachers have to do their best to help their students achieve as much time in moderate to vigorous physical activity (MVPA) as possible. Technology has become a major part of the world and it is suggested that teachers can use it to help students achieve higher amounts of MVPA in class. However, it is unclear how exactly these technologies influence and encourage students’ activity. The purpose of this study was to determine how technology implementation can best help students achieve more MVPA time. Thirty-three children from a school in the mid-west volunteered to be a part of this study. Students wore accelerometers and heart rate monitors in class for 9 basketball lessons. Various conditions were implemented to see how the students reacted to the different technology pieces. It was found that students achieved significantly more MVPA time when they had feedback from the heart rate monitors than when they had not feedback about their performance. Students also achieved significantly higher MVPA when the feedback gave them a goal for the class, however the MVPA time achieved with the goal was not significantly different from having only the feedback without goal. The results showed that students are able to achieve significantly higher amounts of MVPA when they are receiving feedback from technology than when they are only wearing the devices. Advisors/Committee Members: Jin, Jooyeon.