Exergaming - UK College of Education

Exergaming: Plug in and
Play
UK PAWs 2016
Lisa Witherspoon, Ph.D.
Assistant Professor - University of South
Florida
NASPE
 Not only supports but encourages the use of
technology (including Exergaming) in physical
education
 Developed and released a position paper for the use of
technology in physical education
 Committee developed and organized a technology in
physical education teacher preparation PIPEline
convention (training)
An Exergame is
merely a “tool” to
accomplish
learning
objectives!
A modern “jump rope”
A Few Examples
 Dance Dance Revolution
 HopSports System
 Nintendo Wii
 Gamercize Steppers
 Microsoft Xbox Kinect
 3/Kick or Makoto
 Interactive Walls/Floors
 Trazer
 Interactive Exercise Bikes
 Xavix
 Interactive Cones
 ***Virtual Reality
Why Exergaming?
 Skilled vs. Unskilled?
 Fit vs. Unfit?
 21st Century Entertainment
 “Games” not Exercise
 Proven to Work
Fun? Right?!
DEVELOPMENTALLY
APPROPRIATE
PRACTICES?
Lesson Objectives
Inappropriate

Lessons are designed with
the main focus on getting
kids moving

Assessments for the
objective of the lesson are
not developed or accounted
for during each lesson
Appropriate

Lessons are designed with
a focus on the three
domains (physical,
cognitive, affective).

Lesson objectives are
assessed during each
lesson.
Maximize Participation
Inappropriate

Students spend too much
time waiting to play the
games or their “favorite”
game.

Enough equipment is not
available to accommodate
all students.
Appropriate

Students are not allowed to
wait for their desired game
and are provided activity
time that exceeds 50% of
class time.

Traditional equipment is
used in addition to active
games to accommodate all
students.
Feedback
Inappropriate

Teachers provide students
with feedback based on the
“game”or activity.


Good Job, Great score,
You made it, etc…
Feedback is provided to
those students succeeding
at the game or activity.
Appropriate

Teachers provide students
with “specific” feedback
specific to the established
learning objectives.

Feedback is provided to all
students to assist in
learning
Individualize the
Activities
Inappropriate
Appropriate

Teachers place all students
on the same game level,
mode, intensity, etc. without
providing modifications
where necessary

Teachers allow students to
develop the needed skills
and progress at the level
most appropriate for the
individual student.

Teachers set a “norm”
score or level in which
students should achieve.

Individual goals are set for
students to achieve.
Preparation
Appropriate
Inappropriate

Teachers purchase the
“most popular” game that
the students would want

Teachers ignore the need to
play the game themselves
because they are not
interested and understand
the games are “userfriendly”

Teachers are frustrated with
technological issues and
leave it broken or not used

Teachers research which
activities would be most
beneficial in their
curriculum

Teachers have spent hands
on practice time and
personally feel comfortable
with the activity

Teachers understand the
correct avenue of
communication for all
service issues.
Practical - Translates to
Home
Other Challenges…
 Exergaming is different and learning task progression
may seem complicated at first
 Time concept – how long is each station? How do I
restart the games for each station or student? Or do I?
 Avatars?
 How to provide challenges/applications?
 Troubleshooting on the spot – “Ask the kids”
 Dance Dance Revolution – Fitness or Dance Content
Considerations
 Financial benefit
 Durability
 Maximizes participation
 Space allocation
Bottom line –The heart does not care…just
get them moving and help them learn!
OR
Demonstration!
 Using Funky Moves interactive cones.
Thank you 
Lisa Witherspoon Ph.D.
[email protected]
Assistant Professor, Department of Teaching and Learning
Director of the University of South Florida Active Gaming Research Labs