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["PICO exclusion reason","meta analysis exclusion reason","abstract screening stage result","full text screening stage result","confirmatory full text review  stage result","meta analysis suitability screening result","included in meta analysis","key","title","year","month","day","journal","issn","volume","issue","pages","authors","url","language","publisher","location","abstract"]
["not EXG",null,"excl",{"$nulls":4},"rayyan-6845426","Development of processes that govern the acquisition of reading-writing: Intervention in the nursery school",1973,1973,null,"Neuropsichiatria Infantile",null,144,null,"339-353","Cigoli, Vittorio and Pedrinoni, Luigi and Masturzo, Marisa","https://www.proquest.com/scholarly-journals/development-processes-that-govern-acquisition/docview/57916855/se-2?accountid=12507","Italian",null,"Inst. Psychology, Catholic U., Milan","A report of a study which attempts to verify the possibility of intervention in the nursery school in order to develop some basic abilities for the learning of reading and writing without anticipating their formalization. Two groups of 20 children between four years one month and four years 11 months old, comparable in social, economic, and cultural background, were studied. A set of tests was given and readministered six months later. An exercise game to determine eye-hand coordination, variations in form, size, and direction, spatio-temporal orientation, and the development of praxes and language was given to the experimental group. Results indicate significant differences in graphic-motor development, practo-gnosic maturation, and perceptive organization. More specific planes of intervention in a longitudinal sense (verification in the first year of primary school) and through examination of the possibilities for more detailed interventions into the perceptive-cognitive and linguistic sectors can be forseen. Modified HA"]
["not FMS",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488953","Motor skills with the altered visual feedback",1996,null,null,"Annual International Conference of the IEEE Engineering in Medicine and Biology - Proceedings",null,5,null,"2265-2266","Milosavljevic, Ivana and Popovic, Dejan and Nestorovic, Miroslav","https://www.scopus.com/inward/record.uri?eid=2-s2.0-0030312896&partnerID=40&md5=1c24549b7eeffaa0732ae6829dc7622f",{"$nulls":3},"A method to measure the influence of the visual feedback on motor performances of humans is described here. The modified Bender-Gestalt psychological test in preschool children was chosen to demonstrate the method. Children were shown five cards, each containing a distinct drawing, and asked to draw what they see at the paper (regular test - RT). Then they were asked to copy the same forms while watching the drawing at the monitor (computer test - CT). In this case the visual feedback was altered, and children could not see their arm and hand while drawing. Motor performances were scored using the following elements: 1) angles; 2) orientation; and 3) mutual position of drawn elements. Results show that the performance dropped for 33% at the CT compared to the RT. The scores based only on the drawn angles dropped for 33%, the scores for orientation for 18%, and the scores based on the mutual position for 45%."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-16025201","Object-oriented virtual environment for visualization of flexible multibody systems",2001,null,null,"Advances in engineering software",null,32,4,"295-315","Wasfy, T.M. and Noor, A.K.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-0034817552&doi=10.1016%2fS0965-9978%2800%2900091-0&partnerID=40&md5=ea007616ab1b348025c966acc48b5b31",{"$nulls":3},"An object-oriented event-driven virtual environment (VE) for viewing the simulation results of flexible multibody systems (FMS) is developed. The VE interfaces with the following output devices: immersive stereoscopic screen(s) and stereo speakers; and a variety of input devices including, head tracker, wand, joystick, mouse, microphone, and keyboard. The VE incorporates the following types of primitive software objects: user-interface objects, support objects, geometric entities, and finite elements. Each object encapsulates a set of properties, methods, and events that define its behavior, appearance, and functions. A `container' object allows grouping many objects into one object, which inherits the properties of its `children' objects. The VE allows real-time viewing and `fly-through' of photo-realistic models, vibrational mode-shapes, and animation of the dynamic motion of FMS. An application of this VE is presented for visualization of the dynamic analysis results of a large deployable space structure - NASA's Next Generation Space Telescope."]
["not EXG",null,"excl",{"$nulls":4},"rayyan-6488954","Controlling reaching movements with predictable and unpredictable target motion in 10-year-old children and adults",2007,null,null,"Experimental Brain Research",null,177,4,"483-492","Daum, M.M. and Huber, S. and Krist, H.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-33847403657&doi=10.1007%2fs00221-006-0704-3&partnerID=40&md5=6c353b8d60c69731e3a3ffcc14fe9984",{"$nulls":3},"We investigated interception behavior in adults and 10-year-old children. Participants had to intercept virtual targets moving on either a predictable (linear) or unpredictable (non-linear) path (with random direction changes). Targets moved at two different velocities, which varied randomly from trial to trial. Participants reached for the targets via a force-feedback device. Reaching movements for linearly moving targets in a block of linearly moving targets were compared with reaching movements for linearly moving targets in the context of non-linearly moving targets. Movement direction and maximum speed of the first sub-movement were analyzed as well as frequency of target hits and number of sub-movements. Unpredictable target motion caused faster movement speeds than predictable target motion for both children and adults. Additionally, unpredictable target motion caused children and adults to gear their initial movement direction further towards the current position of the target, while with predictable target motion, they geared their initial movement direction further ahead of the target towards an anticipated interception position. Together, these results suggest differential processing of predictable and unpredictable object behavior in an interception task, and that this differential processing is already in place in 10-year-olds. Â© 2006 Springer-Verlag."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6845425","Y-JAM: Youth Joining Achievement and Music. A youth music organization comprehensive information package",2007,null,null,"ProQuest Dissertations and Theses","978-0-549-07956-9",null,1444769,86,"Spooner, Melinda A. and Michelson, Elana and Mammano, Karyl","https://www.proquest.com/dissertations-theses/y-jam-youth-joining-achievement-music/docview/304701989/se-2?accountid=12507","English","State University of New York Empire State College     PP  - United States -- New York","United States -- New York","Numerous studies in the field of music research point out a correlation between musical participation and development of motor, cognitive, language, personal, and social skills. This Final Creative Project is a compilation of papers, graphic design, anecdotal narrative, and \"creative virtual-reality.\" Together, these components form the practical foundation of my projected organization: a music participation program for youth, called Y-JAM! (Youth Joining Achievement and Music). Y-JAM (and the entire Final Project) originates from the idea of youth development through music participation. Ideally, Y-JAM's youth participants would engage in musical instruction, movement, improvisation, and other individual and group music activities. Music's undeniable, inherent effects would enhance their self-esteem, socialization, academic skills, motor skills, and aesthetic sense. The project is presented through 2 papers, a grant proposal, operational information, and marketing and public relations materials."]
["not EXG",null,"excl",{"$nulls":4},"rayyan-8367920","Children's Road Crossing A Window Into Perceptual-Motor Development",2007,{"$nulls":7},"Plumert, Jodie M and Kearney, Joseph K and Cremer, James F","http://www.cs.uiowa.edu/hank/",{"$nulls":3},"Most research on perceptual-motor development has focused on changes occurring during infancy and toddlerhood. In this paper, we describe our work on the development of perceptual-motor development during late childhood and early adolescence in the context of an important applied problem: bicycling across traffic-filled roads. Specifically, we have examined the gaps between cars that children and adults accept when bicycling across intersections, using an immersive, interactive bicycling simulator. This work highlights both methodological advances in using immersive, interactive virtual environments to study perceptual-motor functioning as well as theoretical advances in understanding the problem of moving the self in relation to other moving objects. We conclude with ideas for future research and practical implications of this work."]
["not EXG",null,"excl",{"$nulls":4},"rayyan-6488955","Development of biomotor characteristics and athletic abilities of sprint and throw in boys aged six to eight years",2008,null,null,"Collegium Antropologicum",null,32,2,"433-441","BavÄ\u008deviÄ‡, T. and Zagorac, N. and KatiÄ‡, R.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-52649129396&partnerID=40&md5=de0e664e66a2e2144b7ec37ac7a4845a",{"$nulls":3},"The aim of this research was to examine the influences of specially programmed physical education lessons on biomotor development in boys, as well as the influence of those changes on relations between the set of morphological and motor variables and athletic variables for the assessment of sprint and throw abilities. For this purpose, an overall sample of 325 primary school first grade pupils from the city of Split area, aged 6-8 years, was divided into control group of subjects (N=140) attending regular physical education lessons and experimental group attending specially programmed lessons based on athletics, sports gymnastics and games elements as well as on general preparatory exercises. The relations between the predictor set of variables composed of 4 morphological measurements and 6 motor tests with the criteria of sprint and ball throwing were established by the regression correlation analysis at the beginning and at the end of the academic year. Both groups of subjects achieved positive quantitative resultant shift between the two points of measurements, whereas this shift was more significant in the experimental group in relation to the control group, especially in motor abilities coordination of flexibility, movement frequency and of explosive, repetitive and static strength. The number of significant predictors for criteria variables of sprint and ball throwing increased in the final measurement in relation to the first one in both groups of subjects. While in the control group the best results predictor in sprint were the motor abilities of explosive strength and trunk strength, the best results predictor in sprint in the experimental group were coordination, trunk strength, flexibility and explosive strength. As far as the morphological characteristics are concerned muscle mass has a positive and body mass a negative effect on the sprint result. The best results predictor in ball throwing are explosive strength and trunk strength which, in the experimental group of pupils are additionally followed by coordination development as well as the overall body mass development. By comparison of these and the earlier obtained results, a new work model for the disciplines of sprint and throws within the athletic sport school, has been proposed."]
["not EXG",null,"excl",{"$nulls":4},"rayyan-8367905","Development of visually driven postural reactivity: A fully immersive virtual reality study",2008,8,null,"Journal of Vision",null,8,11,null,"Greffou, Selma and Bertone, Armando and Hanssens, Jean Marie and Faubert, Jocelyn",{"$nulls":4},"The objective of this study was to investigate the development of visually driven postural regulation in typically developing children of different ages. Thirty-two typically developing participants from 5 age groups (5-7 years, 8-11 years, 12-15 years, 16-19 years, or 20-25 years) were asked to stand within a virtual tunnel that oscillated in an anterior-posterior fashion at three different frequencies (0.125, 0.25, and 0.5 Hz). Body sway (BS) and postural perturbations (as measured by velocity root mean squared or vRMS) were measured. Most of the 5- to 7-year-old participants (67%) were unable to remain standing during the dynamic conditions. For older participants, BS decreased significantly with age for all frequencies. Moreover, vRMS decreased significantly from the 8- to 11-through 16- to 19-years age groups (greatest decreases for 0.5 Hz, followed by 0.25-Hz and 0.125-Hz conditions). No difference of frequency or instability was found between the 16- to 19- and 20- to 25-year-old groups for most conditions. Results suggest an over-reliance on visual input relative to proprioceptive and vestibular inputs on postural regulation at young ages (5-7 years). The finding that vRMS decreased significantly with age before stabilizing between 16 and 19 years suggests an important transitory period for sensorimotor development within this age range. Â© ARVO."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488949","Virtual reality as a therapeutic modality for children with cerebral palsy",2010,null,null,"Developmental Neurorehabilitation",null,13,2,"120-128","Snider, L. and Majnemer, A. and Darsaklis, V.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-77949470542&doi=10.3109%2f17518420903357753&partnerID=40&md5=99816b5f424127826b317f06c486067d",{"$nulls":3},"Objective: The evidence for using virtual reality (VR) with children with cerebral palsy (CP) was examined. Methods: A search of 13 electronic databases identified all types of studies examining VR as an intervention for children with CP. The most recent article included was published in October 2008. For each study, the quality of the methods was assessed using the appropriate scale. A total of 19 articles were retrieved. Thirteen studies from 11 articles were included in the final analysis. Results: Outcomes documented brain reorganization/plasticity, motor capacity, visual-perceptual skills, social participation and personal factors. Two studies were randomized controlled trials. These reported conflicting results regarding motor outcomes. Twelve of the 13 studies presented positive outcomes in at least one domain. Conclusions: VR has potential benefits for children with CP. However, the current level of evidence is poor and empirical data is lacking. Future methodologically rigorous studies are required. Â© 2010 Informa UK Ltd All rights reserved."]
["not EXG",null,"dbl chk →",{"$nulls":4},"rayyan-6488950","Diminutive subjects, design strategy, and driving sales: Preschoolers and the nintendo DS",2010,null,null,"Journal of Technology, Learning, and Assessment",null,10,1,null,"Bryant, J.A. and Akerman, A. and Drell, J.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-77956292784&partnerID=40&md5=d3e8ad9723d022c00dfbda16af86c503",{"$nulls":3},"Designing for the youngest consumers is a daunting task for video game producers, who historically have focused on more \"hard core\" game fans. This article chronicles the research and design process involved in creating Nintendo DS games for a preschool audience. By integrating multi-method research into the creative process, game producers can better understand the game mechanics related to different technologies in the context of such young players. This research process is discussed not only with respect to how it was used to help develop DS games for preschoolers, but also in regard to the roles of exploratory and formative research in creating new titles, more generally, for this youngest set. In addition to a set of best practices from a process perspective, we discuss our key findings and design tips when it comes to preschoolers and their cognitive abilities, motor skills, and design preferences. By understanding the unique needs of preschoolers, we can continue to improve the interfaces that we create for them on any chosen system, and better integrate educational and other \"serious\" content into games for this target audience. Â© 2001-2010 Game Studies."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6845288","VI-Bowling: A Tactile Spatial Exergame for Individuals with Visual Impairments",2010,null,null,"ASSETS 2010: PROCEEDINGS OF THE 12TH INTERNATIONAL ACM SIGACCESS CONFERENCE ON COMPUTERS AND ACCESSIBILITY","978-1-60558-881-0",null,null,"179-186     WE  - Conference Proceedings Citation Index - Science (CPCI-S)","Morelli, T and Foley, J and Folmer, E",null,"English",null,"Univ Nevada, Dept Comp Sci & Engn, Reno, NV 89557 USA","Lack of sight forms a significant barrier to participate in physical activity. Consequently, individuals with visual impairments are at greater risk for developing serious health problems, such as obesity. Exergames are video games that provide physical exercise. For individuals with visual impairments, exergames have the potential to reduce health disparities as they may be safer to play and can be played without the help of others. This paper presents VI Bowling, a tactile/audio exergame that can be played using an inexpensive motion-sensing controller. VI Bowling explores tactile dowsing: a novel technique for performing spatial sensorimotor challenges, which can be used for motor learning. VI Bowling was evaluated with six blind adults. All players enjoyed VI Bowling and the challenge tactile dowsing provided. Players could throw their ball with an average error of 9.76 degrees using tactile dowsing. Participants achieved an average active energy expenditure of 4.61 kJ/Min while playing VI Bowling, which is comparable to walking."]
[null,"non-experimental","review →","→","chk design →","excl",null,"rayyan-8487895","Using Interactive Fitness and Exergames to Develop Physical Literacy",2010,{"$nulls":7},"Sheehan, Dwayne and Katz, Larry","https://www.researchgate.net/publication/259195508",{"$nulls":3},"Exergames are a fun, social and inclusive way for children to be active and hold promise as tools for the development of fundamental movement skills. Development of physical literacy requires connections to each of the learning domains (e.g., locomotive, non-locomotive, and manipulative skill improvement). Exergames are videogames with an interface that requires active involvement and the exertion of physical force by its participants. In this paper, the interface between exergaming and physical literacy is addressed. In addition, six attributes applicable to exergaming are identified as essential for intrinsically motivating children to be active. The paper introduces both the Exergaming Experience Rating System (EERS), a wiki-based \"living document\" used to assess the applicability of games to physical literacy outcomes, and the Canadian Exergaming Research Centre studying the impact of active video gaming on the acquisition of fundamental movement skills. Discussion centres on the role of blending technology physical activity and motivation."]
["not POP",null,"review →","→","excl",null,null,"rayyan-6488878","Fostering body movement in children through an exertion interface as an educational tool",2011,null,null,"Procedia - Social and Behavioral Sciences",null,28,null,"236-240","CastaÃ±er, M. and Camerino, O. and ParÃ©s, N. and Landry, P.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84055214064&doi=10.1016%2fj.sbspro.2011.11.046&partnerID=40&md5=f32355ddda139f0a4c01da0f1cc0a25e",{"$nulls":3},"We present an exertion interface called the Interactive Slide (Soler, Ferrer, ParÃ©s, 2009), a large inflatable slide augmented with virtual reality technology that offers the possibility to children to move freely in a large and diverse spatial area. Diversity of motor skills actions that children do while playing were analyzed with observational methodology and sequential analysis through temporal pattern detection (T-patterns) to obtain behavior motor responses. The results reveal that the strategic virtual games of this Interactive Slide stimulate a large number of motor skills and a rich variability of them. Thus, in a pedagogical sense, it optimizes body movement in children while exergaming. Â© 2011 Published by Elsevier Ltd."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488952","Pet-N-punch: Upper body tactile/audio exergame to engage children with visual impairments into physical activity",2011,null,null,"Proceedings - Graphics Interface",{"$nulls":3},"223-230","Morelli, T. and Foley, J. and Lieberman, L. and Folmer, E.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-80054926981&partnerID=40&md5=63bdef9f5ed30ae0d893b2fe2dd700fb",{"$nulls":3},"Individuals with visual impairments have significantly higher levels of obesity and often exhibit delays in motor development, caused by a general lack of opportunities to be physically active. Tactile/audio based exergames that only involve motions of the dominant arm have been successfully explored to engage individuals with visual impairments into physical activity. This paper presents an accessible exergame called Pet-N-Punch that can be played using one or two arms. A user study with 12 children who were blind showed that they were able to achieve light to moderate physical activity, but no significant difference in energy expenditure was detected between both versions. The two arm version had a significantly higher error rate than the one arm version, which shows that the two arm version has a significantly higher cognitive load. Players were found to be able to respond to tactile/audio cues within 2500ms. Copyright held by authors."]
["review article",null,"excl",{"$nulls":4},"rayyan-6845424","Utiliser les Jeux VidÃ©os Actifs pour Promouvoir l'ActivitÃ© Physique",2011,4,1,"Sport Science Review",20668732,null,1,77,"Pasco, Denis and Bossard, Cyril and Buche, CÃ©dric and Kermarrec, Gilles","https://www.proquest.com/scholarly-journals/utiliser-les-jeux-vidÃ©os-actifs-pour-promouvoir/docview/1324409262/se-2?accountid=12507","English","De Gruyter Poland     PP  - Bucharest","Bucharest","Utiliser les Jeux VidÃ©os Actifs pour Promouvoir l'ActivitÃ© Physique              In the research literature, playing electronic video games has been traditionally associated with various risks for both mental and physical health. In recent years, a new type of video games call active video games or exergames have emerged. Exergames involve physical activity as a mean of interacting with the game. There is little evidence about the benefits of exergames to promote physical activity (PA). The goal of this study is to present an overview of the recently published literature on this area. A literature search on international online bibliographic databases was conducted. The expected benefits of exergames were used as categorization scheme. Studies reported that exergames significantly increase energy expenditure and heart rate compare to sedentary video gaming. Evidence is mixed on whether exergames engage children in levels of activity that are consistent with public health recommendations for physical activity and improving cardiorespiratory fitness. Studies suggested that multiplayer classes may increase children's motivation to play exergames. One study report that exergames can enhance students' motor skill. More investigations are necessary to confirm the benefits of exergames to promote PA. We suggest moving from design exergames for entertainment to design exergames for learning."]
["not POP",null,"excl",{"$nulls":4},"rayyan-8487925","Rationale, design and methods for a randomised and controlled trial of the impact of virtual reality games on motor competence, physical activity, and mental health in children with developmental coordination disorder",2011,null,null,"BMC Public Health",null,11,null,null,"Straker, Leon M. and Campbell, Amity C. and Jensen, Lyn M. and Metcalf, Deborah R. and Smith, Anne J. and Abbott, Rebecca A. and Pollock, Clare M. and Piek, Jan P.",{"$nulls":4},"Background: A healthy start to life requires adequate motor development and physical activity participation. Currently 5-15% of children have impaired motor development without any obvious disorder. These children are at greater risk of obesity, musculoskeletal disorders, low social confidence and poor mental health. Traditional electronic game use may impact on motor development and physical activity creating a vicious cycle. However new virtual reality (VR) game interfaces may provide motor experiences that enhance motor development and lead to an increase in motor coordination and better physical activity and mental health outcomes. VR games are beginning to be used for rehabilitation, however there is no reported trial of the impact of these games on motor coordination in children with developmental coordination disorder. Methods. This cross-over randomised and controlled trial will examine whether motor coordination is enhanced by access to active electronic games and whether daily activity, attitudes to physical activity and mental health are also enhanced. Thirty children aged 10-12 years with poor motor coordination ( 15th percentile) will be recruited and randomised to a balanced ordering of 'no active electronic games' and 'active electronic games'. Each child will participate in both conditions for 16 weeks, and be assessed prior to participation and at the end of each condition. The primary outcome is motor coordination, assessed by kinematic and kinetic motion analysis laboratory measures. Physical activity and sedentary behaviour will be assessed by accelerometry, coordination in daily life by parent report questionnaire and attitudes to physical activity, self-confidence, anxiety and depressed mood will be assessed by self report questionnaire. A sample of 30 will provide a power of > 0.9 for detecting a 5 point difference in motor coordination on the MABC-2 TIS scale (mean 17, sd = 5). Discussion. This is the first trial to examine the impact of new virtual reality games on motor coordination in children with developmental coordination disorder. The findings will provide critical information to understand whether these electronic games can be used to have a positive impact on the physical and mental health of these children. Given the importance of adequate motor coordination, physical activity and mental health in childhood, this project can inform interventions which could have a profound impact on the long term health of this group of children. Trial registration. Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12611000400965. Â© 2011 Straker et al; licensee BioMed Central Ltd."]
["wrong doc type, thesis",null,"review →","→","excl",null,null,"rayyan-16025211","The Impact of a Six Week Exergaming Curriculum on Balance with Pre Adolescent School Children",2011,null,null,"ProQuest Dissertations and Theses","978-0-494-75315-6",null,null,253,"Sheehan, Dwayne Patrick and Katz, Larry","https://www.proquest.com/dissertations-theses/impact-six-week-exergaming-curriculum-on-balance/docview/881649224/se-2?accountid=12507","English","University of Calgary (Canada)     PP  - Canada -- Alberta, CA","Canada -- Alberta, CA","The development of fundamental movement skills (FMS) is at the heart of promoting physical literacy in children. The competence to perform FMS coupled with the confidence to try new activities could encourage children to embrace a positive attitude about being active for life. Balance is one FMS that can be specifically targeted for improvement and assessment.    This thesis explores the school-based application of exergaming technology as it relates to balance. The written scientific content related to the construct of balance is limited with regard to elementary school aged children participating in physical education. A review of the literature also suggests there is very little written about FMS and a relationship to exergaming.    Sophisticated electronic balance platforms are not usually available where an analysis of postural stability is required. This study has used a methodical approach to develop an inexpensive, reliable, and valid method of quantifying the postural stability in children. In this regard, the Balance Error Scoring System for Children (BESS-C) is proposed as a new assessment protocol. The intra and interrater reliability, as well as the concurrent validity of the BESS-C was determined to be very good. The BESS-C protocol appears to be sensitive enough to the compensatory reactions of pre adolescent balance to be used as a functional alternative to a forceplate or balance platform.    Third and fourth grade students in this study improved their postural stability significantly over a 6-week period compared to a control group. The improvements in postural stability were also evident in a parallel intervention of children receiving more traditional training in agility, balance, and coordination. Gender did not have an effect on the changes in postural stability for either grade.    General observations of the students using the exergaming centre were categorized by organization and administration, curriculum design, and student participation.    Based on the results of this study, it is apparent that, for the purpose of improving balance in elementary school children, the use of exergaming is emerging as a practical option available to physical educators. Specifically, the Wii Fitâ„¢ has promising potential as an inexpensive and enjoyable tool for the development of balance."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-16025222","Projector Robot for Augmented Childrenâ€™s Play",2011,{"$nulls":3},9781450305617,{"$nulls":3},"Jong-gil Ahn and Hyeonsuk Yang and Gerard J. Kim",{"$nulls":4},"Participating in a play is one of integral curriculum for young children at nurseries and kindergartens. At the same time, it is not very easy to successfully run and manage a play for young children due to their low age and immaturity. We are exploring the use of a robot and augmented reality (AR) technology to assist the nursery teachers in hopes to alleviate the difficult and complicated task of running the play, and also as a way to increase the learning effect by promoting the concentration and immersion (by the presence of the robot and novelty of the augmented display) [1, 2, 3]. We have devised a semi- autonomous remote-controlled projector robot with the capabilities of background projection and control, generating the synthesized augmented view, camera/movement control, producing story narration and various special effects (See Figure 1). We have recently deployed the robot assistant for a play (â€˜Three Little Pigsâ€™) at an actual nursery to observe and investigate various aspects of human robot interaction. For instance, the robot interacts with the actors on stage, leading and guiding them by showing (with small display on the robot) the synthesized augmented view, script guidance, and putting forth and changing the backdrop projection. It also assumes the role of the â€œcamera manâ€\u009d and may instigate minute interplay with the actor as it zooms in and out on actors (by remote control). Our initial observation indicated that the use of the robot and AR indeed exhibited very high potential in drawing the attention of the children and enhancing the educational effect, but required the right amount of autonomy and external control and an intuitive interface."]
["review article",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488894","Exergames: The role of ergonomics and design in helping to control childhood obesity through physical and functional exercise program",2012,null,null,"Work",null,41,null,"1208-1211","Barros, M. and Neves, A. and Correia, W. and Soares, M.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84859859840&doi=10.3233%2fWOR-2012-0644-1208&partnerID=40&md5=c350574a2be898a7af492dade1446810",{"$nulls":3},"In the area of the design and physiotherapy, the using of virtual technologies for immersion of users are spreading. And this affirmation extends to several areas of knowledge. In games, the quote is, resources are being used to work cognitive skills, attention, memory, among other factors beside the children. Currently, at the expense of usability, low cost, virtual technologies of perception and interaction, as Nintendo Wii, X-Box 360, among others, arises therefore a new class of games called Exergames, which is the union of physical activity the game. This fact gives users the development of sensory and motor skills through virtual reality mechanisms suitable for certain needs. This literature review aimed to provide an overview of the current context of Exergames, especially in use for controlling childhood obesity, which is growing alarmingly, with some features, applications and possibilities for use at the design and other areas such as physiotherapy. Â© 2012 - IOS Press and the authors. All rights reserved."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6488900","Using children's developmental psychology to guide augmented-reality design and usability",2012,null,null,"ISMAR 2012 - 11th IEEE International Symposium on Mixed and Augmented Reality 2012, Science and Technology Papers",{"$nulls":3},"227-236","Radu, I. and MacIntyre, B.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873548265&doi=10.1109%2fISMAR.2012.6402561&partnerID=40&md5=51a7da54f1d33ebd3b8fdd45aecd39eb",{"$nulls":3},"Augmented reality (AR) designers have great potential to enrich children's lives through AR experiences in education and entertainment. A significant difficulty in designing for children is that tremendous physical and cognitive development occurs across the first 10 years of life, and the changes in children's capabilities and limitations impact how these users respond to AR designs. Currently, little is known about how developmental changes relate to AR designs, or what AR designs are effective for young children. In this work, we focus on children 6-9 years old, presenting several concepts from developmental psychology and discussing how these relate to AR designs. Specifically, we investigate children's skills in the categories of motor abilities, spatial cognition, attention, logic and memory, and we discuss the relationship of these skills to current and hypothetical AR designs. Through this work, we intend to strengthen the field's understanding of AR usability and design, resulting in the generation of effective AR experiences for young users. Â© 2012 IEEE."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6488911","Developing a healthy lifestyle through the use of exergames in physical education classes",2012,null,null,"Proceedings of the IADIS International Conference ICT, Society and Human Beings 2012, Proceedings of the IADIS International Conference e-Commerce 2012",{"$nulls":3},"156-158","Finco, M.D. and Zaro, M.A.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84887491911&partnerID=40&md5=aa614dd43b97a5ecb35a7338d221ceb4",{"$nulls":3},"Exergames are a novel type of video game with physical interactivity which are becoming increasingly popular. Their benefits are starting to be investigated, such as their ability to improve people's physical fitness and motor skills. However, their use in Physical Education classes aiming at the development of Healthy Lifestyle behaviors in young adolescents has still not been investigated, which is the goal of the project described here. Â© 2012 IADIS."]
["not FMS",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488920","The influence of design in the development of exergames: A practical study in the control of obesity",2012,null,null,"Advances in Usability Evaluation Part II",{"$nulls":3},"276-285","Barros, M. and Neves, A. and Correia, W. and Soares, M.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055233712&partnerID=40&md5=ab44d698234c8f5c46f204601b95fd94",{"$nulls":3},"The using of virtual technologies for immersion of users are spreading in several areas of knowledge. In games, the quote is, resources are being used to work cognitive skills, attention, memory, among other factors beside the children. Currently, at the expense of usability, low cost, virtual technologies of perception and interaction, as Nintendo Wii, X-Box 360, among others, arises therefore a new class of games called Exergames, which is the union of physical activity the game. This fact gives users the development of sensory and motor skills through virtual reality mechanisms suitable for certain needs. This paper aimed to provide an overview of the current context of Exergames, especially in use for controlling childhood obesity, with some features, applications and possibilities for use. Â© 2013 by Taylor & Francis Group, LLC."]
["not FMS",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488932","Motor skill acquisition in a virtual world by older adults: Relationships between age, physical activity, and performance",2012,null,null,"Proceedings of the Human Factors and Ergonomics Society",{"$nulls":3},"2084-2088","LaPorte, L. and McLaughlin, A.C. and Whitlock, L.A. and Gandy, M. and Trujillo, A.K.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873479002&doi=10.1177%2f1071181312561442&partnerID=40&md5=2d682d09d9116fbbac35e7d9ba56affc",{"$nulls":3},"Increased age and physical activity both affect motor learning (Colcombe & Kramer, 2003). However, it is unknown how differences in age and changes in daily physical activity affect motor skill acquisition and performance in a virtual world, where feedback on motor actions is offered visually via the software. Using a Nintendo Wii interactive gaming console (IGC), we examined motor skill acquisition in a virtual world for older adults ranging from the young-old (65-79) to the oldest-old (over 80), taking into account their daily reports of physical activity. Multi-level modeling will be used to determine how physical activity and age differences interact to predict success in the motor skill acquisition of a complex movement that results in an object throw in the virtual world. Analysis of results is in progress. Copyright 2012 by Human Factors and Ergonomics Society, Inc. All rights reserved."]
["not EXG",null,"excl",{"$nulls":4},"rayyan-6845422","Movement Control in Older Adults: Does Old Age Mean Middle of the Road?",2012,6,1,"Journal of Experimental Psychology: Human Perception and Performance","0096-1523, 0096-1523",38,3,"735-745","Raw, Rachael K. and Kountouriotis, Georgios K. and Mon-Williams, Mark and Wilkie, Richard M.","https://www.proquest.com/scholarly-journals/movement-control-older-adults-does-old-age-mean/docview/1314319209/se-2?accountid=12507","English","American Psychological Association",null,"Old age is associated with poorer movement skill, as indexed by reduced speed and accuracy. Nevertheless, reductions in speed and accuracy can also reflect compensation as well as deficit. We used a manual tracing and a driving task to identify generalized spatial and temporal compensations and deficits associated with old age. In Experiment 1, participants used a hand-held stylus to trace a path. In Experiment 2, participants steered along paths in a virtual reality driving simulator. In both experiments, participants were required to stay within the boundaries while we manipulated task difficulty by changing path width or movement speed. The older group showed worse performance in the highly constrained conditions. Corner cutting effectively reduces the curvature of bends but yields a greater risk of error (i.e., clipping the path or road edge). Corner cutting is thus less risky on wider paths, and we found that corner cutting increased for both age groups in both tasks when paths were wider. Crucially, we observed a greater degree of corner cutting in the young group compared with the old, suggesting the old group compensated for decreased motor skill with \"middle-of-the-road\" behavior. Enforcing increased speed caused all participants to increase corner cutting. Thus, older participants showed spatial compensation for decreased skill by biasing their position toward the middle of the path in both a manual and steering task. External constraints (narrow paths and fast speeds) prevented this strategy and revealed age-related declines in skills central to manual control and driving. (Contains 5 figures, 2 tables and 2 footnotes.)"]
["review article",null,"excl",{"$nulls":4},"rayyan-8487916","THE USE OF MOTOR LEARNING STRATEGIES WITHIN USUAL AND VIRTUAL REALITY-BASED PHYSIOTHERAPY INTERVENTIONS FOR CHILDREN WITH ACQUIRED BRAIN INJURY",2012,{"$nulls":7},"Danielle Levac, By",{"$nulls":4},"Introduction: Children with acquired brain injury (ABI) receive physiotherapy interventions to promote motor skill relearning. Theoretically-driven motor learning strategies (MLS) may support therapists in this goal, but their use with this complex population is unexplored. Virtual reality (VR) games are popular interventions that may influence therapist use of MLS. A valid, reliable method to examine MLS during usual and VR-based interventions is required. Purpose: To: 1) identify the active ingredients of VR interventions; 2) develop and examine the psychometric properties of an instrument to measure MLS use; and 3) explore physiotherapistsâ€™ perspectives on promoting motor learning within usual and VR- based interventions for children with ABI. Methods: A scoping review methodology was used to identify the active ingredients of VR interventions. Nineteen experts and clinicians participated in a content validation process to develop an instrument to measure MLS. Inter-rater reliability of the instrument was evaluated within 22 videotaped usual and VR-based physiotherapy sessions with children with ABI. Six therapists participated in qualitative interviews about these interventions. Results: The scoping review identified 11 active ingredients of VR; 6 related to motor learning theory. The Motor Learning Strategy Rating Instrument (MLSRI) was developed. Inter-rater reliability was high (0.81) for usual interventions but low (0.28) for VR-based interventions. Therapists described the importance of considering intervention goals and child characteristics when promoting motor learning; VR wasviewed as a complex, motivating intervention that influenced their use of verbal strategies. Conclusions: A motor learning theoretical framework may be relevant to clinicians and researchers using VR in pediatric rehabilitation. Qualitative findings enhance understanding of how therapists promote motor learning in usual and VR-based physiotherapy interventions for children with ABI. The use of MLS can be measured reliably within usual interventions, but further instrument refinements are required to rate MLS use within VR-based physiotherapy for children with ABI"]
[null,null,"review →","→","chk design →","meta analysis →","Yes","rayyan-16025206","The impact of a six week exergaming curriculum on balance with grade three school children using the wii FIT+TM",2012,null,null,"International Journal of Computer Science in Sport",null,11,3,"2022-05-01","Sheehan, D.P. and Katz, L.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872147174&partnerID=40&md5=55d5aa220b58ac4578001451575302bf",{"$nulls":3},"The development of fundamental movement skills (FMS) is at the heart of promoting physical literacy in children. The competence to perform basic motor tasks coupled with the confidence to try new activities will encourage children to embrace a positive attitude about being active for life. Balance is one FMS that can be specifically targeted for improvement and assessment. This paper explores the school-based application of exergaming technology as it relates to balance. Third grade students in this study improved their postural stability significantly over a 6-week period compared to a control group. The improvements in postural stability were also evident in a parallel intervention of children receiving more traditional training in agility, balance and coordination (gymnastics and dance). Gender did not have an effect on the changes in postural stability for either group; however, postural stability in the girls was better than the boys in all tests. Based on the results of this study, it is apparent that for the purpose of improving balance in elementary school children, the use of exergaming is emerging as a practical option available to physical educators. Specifically, the Wii Fit+TM has promising potential as an inexpensive and enjoyable tool for the development of balance."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6488850","Grip and pinch capability assessment system for children",2013,null,null,"Medical Engineering and Physics",null,35,5,"626-635","Boschi, S.R.M.S. and FrÃ¨re, A.F.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84877626401&doi=10.1016%2fj.medengphy.2012.07.008&partnerID=40&md5=df6ba7931561c9eb9e1a9b9782782b44",{"$nulls":3},"The grip movement is essential for performing daily activities. However, the assessment of this movement is currently made subjectively, due to the lack of appropriate quantification equipment. The objective of this study was to develop, validate and test a virtual environment controlled by five trigger devices used to analyse cylindrical, spherical and hook grips as well as tip-to-tip pinch and pulp-to-side movements. Sensors and electronic circuits that detect the correct grip, the threshold of grip strength and the range of motion were inserted into the devices. To validate this system, tests were conducted with 20 children while being evaluated by three physical therapists, all specialists in neurology. The results from the evaluators and the system agreed to an extent of 86.6%. Following validation, the system was used by 35 children with no motor impairment and by 10 children with mild motor abnormalities in an upper limb; these assessments provided efficient and reliable results. The developments presented in this study may help to assess grip and pinch movements and facilitate the choice of strategies in therapeutic processes. Â© 2012 IPEM."]
["review article",null,"excl",{"$nulls":4},"rayyan-6488865","Active video games and physical activity in overweight children and adolescents: Systematic review",2013,null,null,"SeGAH 2013 - IEEE 2nd International Conference on Serious Games and Applications for Health, Book of Proceedings",{"$nulls":4},"Do Carmo, J. and Goncalves, R. and Batalau, R. and Palmeira, A.L.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893432097&doi=10.1109%2fSeGAH.2013.6665323&partnerID=40&md5=a1954f314ab5e283e92508bec77ad97f",{"$nulls":3},"Introduction: A new generation of videogames, also called Active Video Games (AVG), may contribute to increase youth Physical Activity (PA) levels. This systematic review aims to provide a synthesis of the current knowledge regarding physical activity promotion in overweight children and adolescents through AVG play. Methods: We conducted a search strategy in PubMed on 25 th January 2012, using the following key-words based on PICO (Population, Intervention, Control and Outcome) model: Child*, Adolescen*, Teenager, Youth, Obes*, Overweight, Active Video Games, Exergam*, Video gam*, Exertainment, New generation computer game, Physical Activity, Fitness, Exercise, Motor activit*, Energy expenditure. The search was limited to English-language papers in peer-reviewed journals, published between 1st January 2008 and 31st December 2011. Results: We found 124 articles in which eight were extracted, based on inclusion and exclusion criteria (two experimental trials and six observational studies). Conclusion: AVG use increases PA from light to moderate intensity. Nevertheless, most of these studies where developed in laboratorial context. In overweight children and adolescent the use of home-based AVG may be an opportunity to increase PA, developing motor skills and overcoming physical inactivity barriers. Â© 2013 IEEE."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488896","Motor learning of the upper limb in children with cerebral palsy after virtual and physical training intervention",2013,null,null,"2013 International Conference on Virtual Rehabilitation, ICVR 2013",{"$nulls":3},"194-195","Robert, M.T. and Guberek, R. and Levin, M.F. and Sveistrup, H.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84892741394&doi=10.1109%2fICVR.2013.6662125&partnerID=40&md5=3fd578223c1b4db1450a6f3b099aa88d",{"$nulls":3},"Evidence for improvement and retention of upper limb kinematics in children with cerebral palsy (CP) is scarce especially following training interventions using virtual environments. Children with CP were randomly allocated to one of two groups: task-oriented training with or without trunk restraint. For both groups, training was done in both virtual and physical environments. Motor improvements were retained 3 months after the intervention and transferred to a similar task. Sensory status was related to learning and retention of kinematics. Training in combined virtual and physical environments led to learning and retention of movement patterns in children with CP. Â© 2013 IEEE."]
[null,"no comparison group","review →","→","chk design →","excl",null,"rayyan-6488906","Design strategy to stimulate a diversity of motor skills for an exergame addressed to children",2013,null,null,"ACM International Conference Proceeding Series",{"$nulls":3},"84-91","Landry, P. and Minsky, J. and CastaÃ±er, M. and Camerino, O. and Rodriguez-Arregui, R. and Ormo, E. and Pares, N.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880561114&doi=10.1145%2f2485760.2485781&partnerID=40&md5=2005a795ed2d57c883d8c1c920417ae2",{"$nulls":3},"A rich variety of videogames promoting physical activity has followed the emergence of new full-body interfaces. Known as exergames, these active videogames are often presented in the market as a ludic substitute to traditional sport. Although they present the benefit of being engaging, to date, the content and modality of interaction of these games cannot be granted as a regular mean to do exercise. This is an issue of particular relevance when they are perceived as a valid alternative to develop children's motor skills. This paper presents the design strategies and evaluation of the \"Fish Game\", an exergame that has been specifically designed to spur children to execute specific types of movement determined by health experts. In a controlled assessment with 150 children, we compared the diversity of movement in the Fish Game with respect to a previously designed game. Video analysis shows a richer variety of movements was executed in the Fish Game. We discuss the limitations of our current design procedure and future avenues that could be explored with health experts to enhance it. Copyright 2013 ACM."]
["wrong doc type, list of conferences, titles spanned the search terms but no single talk met them",null,"ft screen →","review →","excl",null,null,"rayyan-6488935","Proceedings of IDC 2013 - The 12th International Conference on Interaction Design and Children",2013,null,null,"ACM International Conference Proceeding Series",{"$nulls":5},"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880550758&partnerID=40&md5=f2fb29fe4fe64df0993361d082908ce0",{"$nulls":3},"The proceedings contain 134 papers. The topics discussed include: automatically generating tutorials to enable middle school children to learn programming independently; a curriculum for teaching computer science through computational textiles; from surveys to collaborative art: enabling children to program with online data; learning extended writing: designing for children's collaboration; design to support interpersonal communication in the special educational needs classroom; rapid prototyping of outdoor games for children in an iterative design process; design strategy to stimulate a diversity of motor skills for an exergame addressed to children; leaving room for improvisation: towards a design approach for open-ended play; exploring motion-based touchless games for autistic children's learning; and in-car game design for children: child vs. parent perspective."]
[null,"no post test","review →","→","chk design →","excl",null,"rayyan-6488948","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",2013,null,null,"Perceptual and Motor Skills",null,117,3,"935-949","Rosa, R.L. and Ridgers, N.D. and Barnett, L.M.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893631414&doi=10.2466%2f03.25.PMS.117x28z4&partnerID=40&md5=4a523e2394bec956f186bafedfbb4a31",{"$nulls":3},"This article presents a direct observational tool for assessing children's body movements and movement skills during active video games. The Observation Tool of Active Gaming and Movement (OTGAM) was informed by the Test of Gross Motor Development-2. 18 elementary school children (12 boys, 6 girls; M age = 6.1 yr., SD = 0.9) were observed during Nintendo Wii Â® game play. Using the OTAGM, researchers were able to capture and quantify the children's body movements and movement skills during active play of video games. Furthermore, the OTAGM captured specific components of object control skills: strike, throw, and roll. Game designers, health promotion practitioners, and researchers could use this information to enhance children's physical activity and movement skills. Â© Perceptual & Motor Skills 2013."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-8363221","The Creation and Application of a Simulator in Educational Robotics Classes",2013,{"$nulls":3},9780769551395,{"$nulls":6},"IEEE",null,"Educational robotics classes consist of the use of robots in classes that involve interdisciplinary or social themes, creating innovative learning environments involving the use of such technology. In the usually known approach, educational robotics uses robotics kits. We developed a robotic simulator, called S-Educ, which can be used as an alternative or in association with robotics kits in classes involving the use of robotics. Simulators are not replacements of robotics kits, but an alternative for cases where the kits can not be used or they are not appropriate. Tests were carried out to analyze the use of the simulator, obtaining good results on the application of this simulator in educational robotics classes."]
["not POP",null,"excl",{"$nulls":4},"rayyan-8367921","Postural adjustments as an acquired motor skill: characterization of the learning process within a virtual environment",2013,{"$nulls":7},"Elion, Orit",{"$nulls":4},"Balance maintenance is considered an automatic, mostly implicit, process which enables the performance of all voluntary movements and daily tasks. Sensory input from the visual, vestibular and somatosensory (mainly proprioceptive) systems is a key requisite for balance maintenance, including the orientation of the head with respect to the vertical and stabilization against external perturbations. Nevertheless, balance maintenance is regulated not only by multisensory input but also by cognitive factors. A key feature of voluntary motor control is the ability to adjust motor patterns to the behavioural context, as well as environmental factors. This, however, is also true for the non-voluntary posture control movements. There has been a dramatic increase in our understanding of volitional, task oriented motor skill learning (procedural learning and memory). These advances lead to quite elaborate general notions of the characteristic time-course and the constraints on the acquisition of motor skills. The majority of these studies focused on the acquisition and retention of procedural memory for a manual sequence of movements. The main motivation for the current research program was to address the question as to whether the learning of balance and stability skills shares the time- course and characteristics of learning a voluntary sequence of movement. The general approach of the current study was to design and apply current paradigms of motor skill acquisition to the learning of a new balance maintenance task in order to study the time-course of learning and characterize the ability to transfer the skill to untrained task conditions. To this end, the participants practiced the balance skill in a single training session accomplished in a virtual reality (VR) setting. VR systems enable the learning of simple and complex skills in a controlled environment and afford parametric characterization of the learning processes. The CAREN VR system VI and the CAREN III software, were used in the current study and enabled the implementation of the study paradigm In Experiment 1, eight young healthy adults practiced the specially designed balance and stability task that consisted of maintaining balance while \"progressing\" along a virtual road scene. The participants stood on a moving platform, which was correlated with the visual stimulus projected onto a large screen. The participants travelled the virtual road repeatedly within the training and testing session; with body sway, Centre of Pressure (CoP) displacement, and body displacement, using optical markers, followed as experience accumulated. Note that the trained task is a dynamic balance task in that there is a a 2:49 minutes long sequence of perturbations that are compatible with the VR road scene and although all trials repeat the same sequence there is a need for a dynamic and continuous balance maintenance solution. The results showed a very robust learning process. There was a clear reduction in both CoP and body displacements by the end of the training session, with the improvement in stability well characterized by a power law type of model. Moreover, the CoP displacement was further reduced at 24 hours, and at four and twelve weeks after the training session. Thus, the results of Experiment 1 suggested that the time-course of learning the VE balance and stability task, was similar to the time-course of the learning of voluntary sequences of finger movements. Balance and stability learning also clearly demonstrated a procedural memory consolidation phase â€“ with significant delayed, â€œoff-lineâ€\u009d gains, and subsequently robust long-term retention. The aim of Experiment 2 was to elucidate the effect of two aspects of the VE on the time-course characteristics of learning of the balance and stability task. Experiment 2A (N=7), explored the effect of blocking the visual input on balance and stability learning. Training was afforded on a 'road scene' identical to the one used in Experiment 1, but with the participants blindfolded. Experiment 2B (N=8), explored the effect of performing a concurrent volitional motor task on the learning process of balance maintenance. The trained task again consisted of travelling the â€˜road sceneâ€™ while intercepting moving targets â€“ small virtual balls that appeared within reach in a non-random fashion in the different segments of the road scene. The results of Experiment 2A indicated that the elimination of visual input during training had three major effects: 1. The (CoP) displacement was significantly smaller compared the measurements characterizing the participants in Experiment 1 (with visual input) from the first trial of the training session. 2. No learning occurred during the training VII session in the blindfolded subjects. 3. Significant improvements in stability occurred 4 & 12 weeks after the learning session. These results suggest that balancing performance with no visual input was mainly based on previous life experience. Moreover, the results also raised the possibility that the within session learning that occurred in the sighted version of the road scene was concerned with the overcoming of redundant anticipatory movements; i.e., movements that were not necessary to overcome the actual physical perturbations of the platform. The results of Experiment 2B, training with a concurrent motor task, were quite similar to those obtained in Experiment 1. The improvement in performance was significant both in the balance task as well as in the secondary task. The secondary task had no effect on within- session gains or on the consolidation and retention phases of the balance maintenance learning. Experiment 3 addressed the transfer of the gains acquired during the training VE sessions to standard balance tests â€“ sway and perturbation tests (Experiment 3A) and to the â€˜road sceneâ€™ with different motor or perceptual conditions (Experiment 3B). The results of Experiment 3A indicated a very limited transfer of the gains acquired in the VE training, expressed as increased stability, to standard balance tests. This transfer of procedural knowledge was dependent on the training condition. Some transfer of training dependent gains occurred but only for static (sway) measurement conditions. Training in conditions requiring more dynamic postural responses resulted in even a lesser degree of transfer to performance in standard balance sway tests. Training, in any of the tested conditions, did not improve the responses to external balance perturbations. The results of Experiment 3B showed that the transfer of the gains acquired in training on the VE â€˜road sceneâ€™ was not dependent upon the specific sequence of perturbations experiences repeatedly in the session; there was significant transfer from the training condition to balancing performance in the reversed road scene. The elimination of visual input interfered with the transfer of the acquired gains to the more dynamic conditions (e.g., to performing the VE with a secondary task). Nevertheless, when training with no visual input, there were significant between- session gains in the dynamic transfer conditions, indicating that some gains were implicitly transferred bringing the subjects to perform like experienced learners rather than novices. Taken together, the results of the current study showed, for the first time, a VIII robust correspondence between the time-course characterizing the learning and memory consolidation of a balance control skill, and the time-course of learning a voluntary motor skill. The performance of the acquired balance control task showed the characteristics of a specific skill. Altogether the transfer of the gains acquired in VE training to balancing in standard sway and perturbation tests was very limited. There was no improvement of the responses to external balance perturbations after training in the VE conditions. Moreover, the constraints of the training task conditions determined the skill transfer profile. The current results also raised some concern about how much of the VE training effect is related to learning to inhibit redundant anticipatory movements triggered by the visual input rather than by the proprioceptive input and the actual physical perturbations of the platform. Elimination of visual input reduced the need for learning during the training session, but, in the long term, resulted in between-session gains; a pattern which characterizes expert learners. Alltogether, the current study suggests a novel paradigm for further exploring the learning and time-course characteristics of balance maintenance learning, in both healthy individuals as well as in individuals with acquired or developmental balance impairments. The optimization of balance and stability training is of paramount importance in determining the outcome of rehabilitation programs after brain injury, since balance is a key factor in enabling independent daily function."]
[null,"non-experimental","review →","→","chk design →","excl",null,"rayyan-8487865","Active gaming as a mechanism to promote physical activity and fundamental movement skill in children",2013,12,1,"Frontiers in Public Health",null,1,null,null,"Barnett, Lisa M. and Bangay, Shaun and McKenzie, Sophie and Ridgers, Nicola D.",null,null,"Frontiers Media S. A",null,"not available - short article"]
[null,null,"review →","→","chk design →","meta analysis →","Yes","rayyan-16025208","The effects of a daily, 6-week exergaming curriculum onbalanceinfourthgrade children",2013,null,null,"Journal of Sport and Health Science",null,2,3,"131-137","Sheehan, D.P. and Katz, L.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897923140&doi=10.1016%2fj.jshs.2013.02.002&partnerID=40&md5=9b52e5e3f94b9963fe79b0ce76fe27ed",{"$nulls":3},"Balance is an essential component of movement and is critical in the ability to participate in physical activity. Developing an exergaming curriculum for schools has the potential to improve balance or postural stability in children. In this study, a purposely-built exergaming center in an elementary school was used to test fourth grade students with a specially designed exergaming curriculum oriented towardimproving postural stability. The program was implemented over a 6-week period, 34minper day, 4-5 days per week. Two control groups were used: (1) a physical education (PE) class geared toward agility, balance, and coordination (ABC) improvement, and (2) a typical PE curriculum class. Exergaming students improved their postural stability significantly over a 6-week period compared to those in the typical PE class. Improvements in postural stability were also evident in the ABC class. Postural stability in the girls was better than the boys in all pre- and post-intervention tests. This study demonstrates that exergaming is a practical resource in the PE class to improve postural stability. Â© 2012 Shanghai University of Sport."]
[null,"no post test","review →","→","chk design →","excl",null,"rayyan-6488861","A comparison of the upper limb movement kinematics utilized by children playing virtual and real table tennis",2014,null,null,"Human Movement Science",null,38,null,"84-93","Bufton, A. and Campbell, A. and Howie, E. and Straker, L.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84910669478&doi=10.1016%2fj.humov.2014.08.004&partnerID=40&md5=4af93d7b7fc25db03f9ea09c8694ff9d",{"$nulls":3},"Active virtual games (AVG) may facilitate gross motor skill development, depending on their fidelity. This study compared the movement patterns of nineteen 10-12yr old children, while playing table tennis on three AVG consoles (Nintendo Wii, Xbox Kinect, Sony Move) and as a real world task. Wrist and elbow joint angles and hand path distance and speed were captured. Children playing real table tennis had significantly smaller (e.g. Wrist Angle Forehand Real-Kinect: Mean Difference (MD): -18.2Â°, 95% Confidence Interval (CI): -26.15 to -10.26) and slower (e.g. Average Speed Forehand Real-Kinect: MD: -1.98ms-1, 95% CI: -2.35 to -1.61) movements than when using all three AVGs. Hand path distance was smaller in forehand and backhand strokes (e.g. Kinect-Wii: MD: 0.46m, 95% CI: 0.13-0.79) during playing with Kinect than Move and Wii. The movement patterns when playing real and virtual table tennis were different and this may impede the development of real world gross motor skills. Several elements, including display, input and task characteristics, may have contributed to the differences in movement patterns observed. Understanding the interface components for AVGs may help development of higher fidelity games to potentially enhance the development of gross motor skill and thus participation in PA. Â© 2014 Elsevier B.V."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6488884","Analysis and evaluation of users' progress in full-body interactive games, and implications on level design",2014,null,null,"Advances in Game Design and Development Research",{"$nulls":3},"169-189","KoÅ¡tomaj, M. and Boh, B.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84955136180&partnerID=40&md5=a851aa6901bc211c41741cfe07bf0578",{"$nulls":3},"This chapter presents design and evaluation of educational full-body interactive games for children. In a case study of an Ambient Interactive Storybook (AIS), it further investigates the implications of players' progress on game levels and interaction design. In our study, 11 full-body interactive edutainment AIS games were designed for children in an immersive environment, with a webcam as the motion sensor, a large visual display and a PC using low-level computer vision algorithms. Games activities were based on popular children's edutainment genres. Educational elements included tasks such as classifying letters of the alphabet, classifying 2D- and 3D-geometrical shapes, and recognising odd and even numbers. The development process of the 11 AIS full-body interactive games was analysed with regards to characteristics such as genre, rules, games elements, learning content, movement, physical intensity, music score, tempo of music and the whole body control of interactive elements. In the evaluation, six participants played the 11 full-body interactive games in six 10-minute sessions over a period of two weeks. Participants' progress was observed through scores and physical performance. Pre- and post-tests were conducted to measure the learning effect and motor abilities. The main objectives of the study were to: (1) recognise different types of players, their strategies and characteristics; (2) determine the combination of skills required for successful playing; (3) define the timeframes required for players to master game levels; and (4) better understand the methods, and develop mechanisms for successful level design in AIS full-body interactive games. Results of the evaluation are presented; important issues of the players' progress are identified and discussed, with implications for level design. Â© 2014 Nova Science Publishers, Inc."]
[null,"non-experimental","ft screen →","review →","chk design →","excl",null,"rayyan-6488891","Hunting relics: A collaborative exergame on an interactive floor for children",2014,null,null,"UbiComp 2014 - Adjunct Proceedings of the 2014 ACM International Joint Conference on Pervasive and Ubiquitous Computing",{"$nulls":3},"223-226","Cibrian, F.L. and Martinez-Garcia, A.I. and Tentori, M.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84908699489&doi=10.1145%2f2638728.2638773&partnerID=40&md5=6381670cf6883c3ccbd14e58ef857843",{"$nulls":3},"Exergames on interactive floors are appropriate to promote exercise and socialization in ludic environments. However, they lack of mechanisms to help children of early age to develop age-appropriate motor skills. In this paper, we present the design and development of an exergame to promote the collaborative exercising in young children (4-6 years old) using interactive floors. Also we take advantage of the socialization aspects catalyzed by interactive floors to promote collaboration among potential users. We close discussing design considerations, we argue an interactive floor exergame should incorporate to appropriately promote exercise and collaboration in young children."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488892","An innovative cycling exergame to promote cardiovascular fitness in youth with cerebral palsy",2014,null,null,"Developmental Neurorehabilitation",null,19,2,"135-140","Knights, S. and Graham, N. and Switzer, L. and Hernandez, H. and Ye, Z. and Findlay, B. and Xie, W.Y. and Wright, V. and Fehlings, D.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84988515931&doi=10.3109%2f17518423.2014.923056&partnerID=40&md5=9f632de0c7c724ced1c72a11f2269f53",{"$nulls":3},"Objective: To evaluate the effects of an internet-platform exergame cycling programme on cardiovascular fitness of youth with cerebral palsy (CP). Methods: In this pilot prospective case series, eight youth with bilateral spastic CP, Gross Motor Functional Classification System (GMFCS) level III, completed a six-week exergame programme. Outcomes were obtained at baseline and post-intervention. The primary outcome measure was the GMFCS III-specific shuttle run test (SRT-III). Secondary outcomes included health-related quality of life (HQL) as measured by the KIDSCREEN-52 questionnaire, six-minute walk test, Wingate arm cranking test and anthropomorphic measurements. Results: There were significant improvements in the SRT-III (t=âˆ’2.5, p=0.04, d=0.88) post-intervention. There were no significant changes in secondary outcomes. Conclusion: An exergame cycling programme may lead to improvement in cardiovascular fitness in youth with CP. This study was limited by small sample size and lack of a comparison group. Future research is warranted. Â© 2016 Taylor & Francis."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488895","Use of virtual reality systems as proprioception method in cerebral palsy: Clinical practice guideline",2014,null,null,"Neurologia",null,29,9,"550-559","Monge Pereira, E. and Molina Rueda, F. and Alguacil Diego, I.M. and Cano de la Cuerda, R. and de Mauro, A. and Miangolarra Page, J.C.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84922532438&doi=10.1016%2fj.nrl.2011.12.004&partnerID=40&md5=6f30a1618c879d6af97ef08382168154",{"$nulls":3},"Introduction: The limitations in performing functional activities in children and adolescents with cerebral palsy are important. The use of virtual reality systems is a new treatment approach that reinforces task-oriented motor learning. The purpose of this guide is to study the impact of the use of virtual reality systems in the improvement and acquisition of functional skills, and to evaluate the scientific evidence to determine the strength of recommendation of such interventions. Development: All available full-text articles, regardless of their methodology, were included. The following data bases were consulted: PubMed (Medline), PEDro, EMBASE (OVID-Elsevier), Cochrane Library, Medline (OVID), CINAHL, ISI Web Knowledge. An assessment was made of methodological quality, the level of scientific evidence, and the strength of recommendations using the tools: Critical Review Form - Quantitative Studies and the Guidelines for Critical Review Form - Quantitative Studies and U.S. Preventive Services Task Force. Finally, we included 13 articles and 97 participants were recruited. We obtained significant improvements in outcome measures that assessed postural control and balance, upper limb function, the selective joint control, and gait. Conclusions: The guide has some limitations: the limited number of patients enrolled, clinical diversity and age range, as well as the methodological quality of existing trials. Virtual reality is a promising tool in the treatment of children with cerebral palsy. There is strong scientific evidence of an acceptable recommendation for the use of virtual reality systems in the treatment of cerebral palsy. Â© 2011 Sociedad EspaÃ±ola de NeurologÃ­a."]
["not POP",null,"dbl chk →",{"$nulls":4},"rayyan-6488910","Does movement proficiency impact on exergaming performance?",2014,null,null,"Human Movement Science",null,34,1,"2025-11-01","Reynolds, J.E. and Thornton, A.L. and Lay, B.S. and Braham, R. and Rosenberg, M.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84896451404&doi=10.1016%2fj.humov.2014.02.007&partnerID=40&md5=5784c51e2c264e8934ed8064c1b45759",{"$nulls":3},"The purpose of this study was to investigate the relationship between movement proficiency and performance in virtual exergaming. Twenty seven children, aged 10-15. years participated in an experiment completing the Movement Assessment Battery for Children 2 (MABC-2) and a series of XBOX360 Kinect Sports exergaming tasks. Significant correlations were observed between MABC-2 aiming and catching percentile and exergame javelin and target kick, where the more proficient movers tended to perform better in the exergame. Statistically significant correlations were observed between MABC-2 balance percentile and exergaming sprint and target kick performance. In this study children who scored better in real life gross motor movement tasks performed better in most related exergaming activities. This suggests current exergaming technology has advanced to a point where body movement unencumbered by a physical or remote game device tether can extract movements resembling real life tasks, translate them into game play and reward proficient movers with higher in-game performance. It is possible that benefit gained in an exergaming environment by more proficient movers was a result of either their more proficient movement, or a greater ability to adapt to the exergame. Â© 2014."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6845419","POTENTIAL INFLUENCES OF EXERGAMING on Self-efficacy for Physical Activity and Sport",2014,4,1,"Journal of Physical Education, Recreation & Dance","07303084",85,4,"15-20","Krause, Jennifer M and Benavidez, Eddie A","https://www.proquest.com/scholarly-journals/potential-influences-exergaming-on-self-efficacy/docview/1519968455/se-2?accountid=12507","English","Taylor & Francis Ltd.     PP  - Reston","Reston","It is recommended that children and adolescents accumulate at least 60 minutes of physical activity on all or most days of the week and avoid extended hours (two or more) of inactivity. Despite this, recent results of the Youth Risk Behavior Survey indicated that only 28.7% of students reported being physically active for 60 minutes per day for each of the seven days before the survey. Screen time, such as video gaming, has been perceived to be a major catalyst for the lack of physical activity among youth. Recently, however, active video games that require gross motor skills, known as exergames, have entered the market and are raising eyebrows as well as heart rates. Exergaming has pierced the technology and physical activity scenes with a twist, and has led to technology and \"screen time\" now being viewed as catalysts for increasing physical activity. Exergaming has also been shown to increase players' self-esteem and motivation."]
["review article",null,"excl",{"$nulls":4},"rayyan-8360508","Empleo de sistemas de realidad virtual como mÃ©todo de propiocepciÃ³n en parÃ¡lisis cerebral: guÃ­a de prÃ¡ctica clÃ­nica",2014,11,1,"NeurologÃ­a","0213-4853",29,9,"550-559","Monge Pereira, E. and Molina Rueda, F. and Alguacil Diego, I.M. and Cano de la Cuerda, R. and de Mauro, A. and Miangolarra Page, J.C.","https://www.sciencedirect.com/science/article/pii/S0213485312000047",{"$nulls":3},"Resumen     IntroducciÃ³n     Las limitaciones para realizar actividades funcionales en niÃ±os y adolescentes con parÃ¡lisis cerebral son importantes. El empleo de sistemas de realidad virtual constituye un nuevo enfoque de tratamiento que refuerza el aprendizaje motor orientado a tareas. El objetivo del presente trabajo consiste en analizar quÃ© repercusiÃ³n tiene el empleo de sistemas de realidad virtual en la mejora y adquisiciÃ³n de habilidades funcionales; y evaluar la evidencia cientÃ­fica existente para determinar quÃ© fuerza de recomendaciÃ³n tienen dichas intervenciones.     Desarrollo     Se incluyeron todos los artÃ­culos disponibles a texto completo independientemente de su metodologÃ­a. Se consultaron las siguientes bases de datos: Pubmed (Medline), PEDro, Embase (OVID-Elsevier), Cochrane Library Plus, Medline (OVID), CINHAL, ISI web Knowledge. Se evaluaron la calidad metodolÃ³gica, el nivel de evidencia cientÃ­fica y la fuerza de las recomendaciones con las herramientas: Critical Review Form-Quantitative Studies and the Guidelines for Critical Review Form-Quantitative Studies y U.S. Preventive Services Task Force. Finalmente, se incluyeron 13 artÃ­culos y se reclutÃ³ a 97 participantes. Se obtuvieron mejoras significativas en medidas de resultado que evalÃºan el control postural y el equilibrio, la funcionalidad del miembro superior, el control selectivo articular y la marcha.     Conclusiones     La guÃ­a posee algunas limitaciones: nÃºmero de pacientes reclutados, diversidad clÃ­nica y rango de edad; asÃ­ como la calidad metodolÃ³gica de los ensayos existentes. La realidad virtual es una prometedora herramienta en el tratamiento de niÃ±os con parÃ¡lisis cerebral. Existe evidencia cientÃ­fica con fuerza de recomendaciÃ³n aceptable para el empleo de sistemas de realidad virtual en el tratamiento de la parÃ¡lisis cerebral.     Introduction     The limitations in performing functional activities in children and adolescents with cerebral palsy are important. The use of virtual reality systems is a new treatment approach that reinforces task-oriented motor learning. The purpose of this guide is to study the impact of the use of virtual reality systems in the improvement and acquisition of functional skills, and to evaluate the scientific evidence to determine the strength of recommendation of such interventions.     Development     All available full-text articles, regardless of their methodology, were included. The following data bases were consulted: PubMed (Medline), PEDro, EMBASE (OVID-Elsevier), Cochrane Library, Medline (OVID), CINAHL, ISI Web Knowledge. An assessment was made of methodological quality, the level of scientific evidence, and the strength of recommendations using the tools: Critical Review Form - Quantitative Studies and the Guidelines for Critical Review Form - Quantitative Studies and U.S. Preventive Services Task Force. Finally, we included 13 articles and 97 participants were recruited. We obtained significant improvements in outcome measures that assessed postural control and balance, upper limb function, the selective joint control, and gait.     Conclusions     The guide has some limitations: the limited number of patients enrolled, clinical diversity and age range, as well as the methodological quality of existing trials. Virtual reality is a promising tool in the treatment of children with cerebral palsy. There is strong scientific evidence of an acceptable recommendation for the use of virtual reality systems in the treatment of cerebral palsy."]
["no FULLTEXT",null,"review →","→","excl",null,null,"rayyan-8487901","Quantifying Fundamental Movement Skills During Active Video Games",2014,12,1,"Journal of Motor Learning and Development",null,2,3,"55-62","Thornton, Ashleigh and Lay, Brendan and Rosenberg, Michael and Granich, Joanna and Braham, Rebecca",null,null,"Human Kinetics",null,"This study sought to explore the type of fundamental movement skills (FMS) performed during Active Video Game (AVG) play, as well as the frequency with which these FMS are performed. In addition, this study aimed to determine the relationship between FMS performance and energy expenditure during 15 min of AVG play across two Microsoft Xbox Kinect AVGs. Fundamental movement skills were observed via video by two raters and energy expenditure derived using Actiheart monitors in children aged 10â€“15 years. Six different FMS were observed during AVG play with differences in the number of FMS performed between the two AVGs. The overall energy expended (Joules/kg/minute), however, was similar between the AVGs, suggesting the frequency of FMS did not influence overall energy expended during play. The movements observed during AVG play that possibly accounted for the energy expenditure, were not of a quality that could be classified as FMS. This research demonstrates that children playing these two games have the opportunity to repeatedly perform mostly two FMS, namely jumping and dodging. The goal of the AVGs, however, could be achieved with generalized movements that did not always meet the criteria to be classified as a FMS."]
["not POP",null,"excl",{"$nulls":4},"rayyan-8487928","Exergames for children with motor skills problems",2014,null,null,"PAGE 20 SIGACCESS NEWSLETTER",null,108,null,null,"Caro, Karina",{"$nulls":4},"Physical therapy helps children with Developmental Coordination Disorder (DCD) generalize motor functions executing different physical exercises through practice, repetition, and guidance. Children find task-repetition boring and guidance could not be provided outside the therapy-room in real life situations. Exergames are good in supporting motor therapeutic interventions as children find them engaging, but little has been said if the practicing of motor skills through exergaming enables skills generalization. The goal of this project is to investigate the impact of using exergames to help children with motor skills problems improve motor coordination and achieve motor skills generalization in real life situations. To date I have completed a contextual study to uncover the type of exercises children with DCD conduct during physical therapy, and inform the design of Froggy Bobby-an exergame supporting the motor skills generalization of children with DCD."]
[null,"qualitative study","review →","→","chk design →","excl",null,"rayyan-16025204","Parents' and children's views on whether active video games are a substitute for the 'real thing'",2014,null,null,"Qualitative Research in Sport, Exercise and Health",null,6,3,"366-381","Barnett, L.M. and Ridgers, N.D. and Hanna, L. and Salmon, J.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84904393984&doi=10.1080%2f2159676X.2013.809379&partnerID=40&md5=cac9ba60c4d097c2f679fad95cff049c",{"$nulls":3},"Background: Research has examined the energy cost associated with playing seated and active video games (AVGs), but not whether AVGs may benefit fundamental movement skills (FMS) in typically developing children. Improving FMS proficiency is a priority given its association with physical activity. This study aimed to identify children's and parents' perceptions of: (1) AVGs as a tool for developing FMS and (2) whether any skills gained during AVG play had potential to transfer to real life. Methods: This qualitative descriptive study included 29 parents of children aged 9-10 years who participated in semi-structured telephone interviews and 34 children who participated in six group discussions at school. Interview and discussion group data were recorded, transcribed and analysed thematically. Results: Parents and children had different perspectives on the potential of AVGs for FMS, which largely rested on different views of 'reality'. Parents felt AVGs were not a substitute for the 'real thing', and therefore had limited FMS benefits. Overall, parents thought any FMS gained through AVGs would have poor transferability to 'real life'. In contrast, children had a more fluid and expansive view of reality which incorporated both 'real life' and 'virtual' space. Whilst children could articulate limitations of AVGs for skill learning, they still reported extensive use of AVGs as a learning tool for movement skill, and considered that skill acquisition was highly transferable. Conclusions: Despite contrasting beliefs from parents and children, children used AVGs for FMS learning. Future research needs to determine whether actual FMS benefits are gained through AVGs. Â© 2013 Taylor & Francis."]
[null,"no comparison group","review →","→","chk design →","excl",null,"rayyan-6488870","Children's movement skills when playing active video games",2015,null,null,"Perceptual and Motor Skills",null,121,3,"767-790","Hulteen, R.M. and Johnson, T.M. and Ridgers, N.D. and Mellecker, R.R. and Barnett, L.M.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84951736300&doi=10.2466%2f25.10.PMS.121c24x5&partnerID=40&md5=4f9873c26a7786b04cb8472f59dbd822",{"$nulls":3},"Active video games (AVGs) may be useful for movement skill practice. This study examined children's skill execution while playing Xbox Kinectâ„¢ and during movement skill assessment. Nineteen children (10 boys, 9 girls; M age = 7.9 yr., SD = 1.4) had their skills assessed before AVG play and then were observed once a week for 6 wk. while playing AVGs for 50 min. While AVG play showed evidence of correct skill performance (at least 30â€“50% of the time when playing table tennis, tennis, and baseball), nearly all skills were more correctly performed during skill assessment (generally more than 50% of the time). This study may help researchers to better understand the role AVGs could play in enhancing real life movement skills. Â© Perceptual & Motor Skills 2015."]
["review article",null,"excl",{"$nulls":4},"rayyan-6488875","Operationalizing physical literacy: The potential of active video games",2015,null,null,"Journal of Sport and Health Science",null,4,2,"145-149","Sun, H.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006200874&doi=10.1016%2fj.jshs.2015.03.006&partnerID=40&md5=4feff2ea5d66a3dc19712dcb126b8b9c",{"$nulls":3},"The core idea of physical literacy is a mind-body integrated, holistic approach to physical activity. A physically literate individual is expected to be cognitively knowledgeable, physically competent, and mentally motivated for a physically active life throughout the lifespan. The advancement of technology in recent years, especially those in active video games (AVGs), seems to have allowed the mind-body integrated physical activity accessible to children at all ages. This article reviews findings from research and critique research on AVGs in light with the theoretical and pedagogical tenets of physical literacy and, on the basis of the review, elaborates the potential that AVGs could contribute to enhancing children's physical literacy. Â© 2015 Shanghai University of Sport."]
[null,null,"review →","→","chk design →","meta analysis →","Yes","rayyan-6488930","The impact of an exergame-based intervention on children's fundamental motor skills",2015,null,null,"Computers and Education",null,83,null,"90-102","Vernadakis, N. and Papastergiou, M. and Zetou, E. and Antoniou, P.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84921786154&doi=10.1016%2fj.compedu.2015.01.001&partnerID=40&md5=6ee0b04a3a19b03916f6f6ae8d25fe21",{"$nulls":3},"The purpose of this study was to use the Dynamical Systems Theory as a framework to examine whether there is a difference between an exergame-based and a traditional object control (OC) skills training program, in early elementary school children. In addition the children's enjoyment while playing Xbox Kinect (XbK) games compared to traditional approaches (TA) was also investigated. Sixty-six elementary students were randomly divided into three individual groups of 22 children each, one control group and two experimental groups (TA, XbK). The control group did not receive any structured OC skills training program, while the two experimental groups performed a specific OC skills training program for 8 weeks, two times per week, and 30 min per session. The test of gross motor development 2 was used to assess the OC skills of the participants at the pre-test, post-test and retention test. At the end of each OC training session (XbK and TA) participants completed the modified Physical Activity Enjoyment Scale. Two-way analyses of variance with repeated measures, were conducted to determine effect of training program groups (XbK, TA, Control) and measurements (pre-test, post-test, retention test) across time on OC skills performance. Analysis of the data illustrated that the post-test OC scores and the 1-month retention test OC scores were remarkably greater than pre-test OC scores for both experimental groups and not for the control group. In addition, the XbK approach mean scores on enjoyment were slightly higher than the TA approach. Conclusively, findings suggest that the use of XbK gaming console as an intervention is a valuable, feasible and pleasant approach in order to improve OC skills of elementary school children. Â© 2015 Elsevier Ltd. All rights reserved."]
[null,null,"review →","→","chk design →","meta analysis →","Yes","rayyan-6488944","Playing Active Video Games may not develop movement skills: An intervention trial",2015,null,null,"Preventive Medicine Reports",null,2,null,"673-678","Barnett, L.M. and Ridgers, N.D. and Reynolds, J. and Hanna, L. and Salmon, J.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84940101435&doi=10.1016%2fj.pmedr.2015.08.007&partnerID=40&md5=3d32316f41ffe370ab28a01d1b06d283",{"$nulls":3},"Background: To investigate the impact of playing sports Active Video Games on children's actual and perceived object control skills. Methods: Intervention children played Active Video Games for 6. weeks (1. h/week) in 2012. The Test of Gross Motor Development-2 assessed object control skill. The Pictorial Scale of Perceived Movement Skill Competence assessed perceived object control skill. Repeated measurements of object control and perceived object control were analysed for the whole sample, using linear mixed models, which included fixed effects for group (intervention or control) and time (pre and post) and their interaction. The first model adjusted for sex only and the second model also adjusted for age, and prior ball sports experience (yes/no). Seven mixed-gender focus discussions were conducted with intervention children after programme completion. Results: Ninety-five Australian children (55% girls; 43% intervention group) aged 4 to 8. years (M 6.2, SD 0.95) participated. Object control skill improved over time (p=0.006) but there was no significant difference (p=0.913) between groups in improvement (predicted means: control 31.80 to 33.53, SED=0.748; intervention 30.33 to 31.83, SED=0.835). A similar result held for the second model. Similarly the intervention did not change perceived object control in Model 1 (predicted means: control: 19.08 to 18.68, SED=0.362; intervention 18.67 to 18.88, SED=0.406) or Model 2. Children found the intervention enjoyable, but most did not perceive direct equivalence between Active Video Games and 'real life' activities. Conclusions: Whilst Active Video Game play may help introduce children to sport, this amount of time playing is unlikely to build skill. Â© 2015."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6488946","Safechild: An intelligent virtual reality environment for training pedestrian safety skills",2015,null,null,"Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",null,9307,null,"141-154","Gu, Y. and Sosnovsky, S. and Ullrich, C.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84944673045&doi=10.1007%2f978-3-319-24258-3_11&partnerID=40&md5=de14617ed6bdfa86a98f46af2dbdb2b6",{"$nulls":3},"Training children safe behavior in traffic situations is both important and challenging. One of the problems is childrenâ€™s limited perceptual-motor abilities and associated difficulties with important cognitive skills required to be safe pedestrians. Existing traffic education programs focus more on theoretical knowledge, while training practical skills in the real world is dangerous, expensive and hard to organize. This paper presents a promising alternative â€“ an intelligent virtual reality training environment that allows children to practice their pedestrian skills. It describes the interface and architecture of the system, as well as the skill model of the pedestrian safety domain. The results of the conducted pilot study show that children of the target age group rarely have problems with applying (and acquiring) â€œbasicâ€\u009d pedestrian skills in the developed virtual environment. However, when applying and learning â€œadvancedâ€\u009d skills, they require additional support. Â© Springer International Publishing Switzerland 2015."]
[null,null,"review →","→","chk design →","meta analysis →","Yes","rayyan-6488885","Does playing a sports active video game improve young children's ball skill competence?",2016,null,null,"Journal of Science and Medicine in Sport",null,19,5,"432-436","Johnson, T.M. and Ridgers, N.D. and Hulteen, R.M. and Mellecker, R.R. and Barnett, L.M.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84930345414&doi=10.1016%2fj.jsams.2015.05.002&partnerID=40&md5=a82879fc293ffdf25e71094fb7026442",{"$nulls":3},"Objectives: 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. Design: Two group pre/post experimental design study. Methods: 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 Ã— 50 min 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). Results: No significant differences between the control and intervention groups were observed for both outcomes. Conclusions: 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. Â© 2015 Sports Medicine Australia."]
[null,null,"ft screen →","review →","chk design →","meta analysis →","Yes","rayyan-6488890","Using a gesture interactive game-based learning approach to improve preschool children's learning performance and motor skills",2016,null,null,"Computers and Education",null,95,null,"151-162","Hsiao, H.-S. and Chen, J.-C.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84955441415&doi=10.1016%2fj.compedu.2016.01.005&partnerID=40&md5=95897e7a232383e130f93fbb912d90f4",{"$nulls":3},"Children love to play games, and early childhood is a critical time for developing motor skills. This study combined gesture-based computing technology and a game-based learning model to develop a gesture interactive game-based learning (GIGL) approach that was suitable for preschool children. In this research, the ASUS Xtion PRO was used as a game-based device to build a virtual interactive learning environment for preschoolers. The aim of this study was to implement the GIGL approach to improve the learning performance and motor skills (namely, coordination and agility) of the participants. Based on a quasi-experiment involving 105 preschoolers (average age 5.5 years), the results showed that the participants who used the GIGL approach demonstrated better learning performance and motor skills than those who used the traditional activity game-based learning approach, and the statistics showed a significant deviation between the two approaches. Thus, this study provides additional evidence that using a GIGL approach is an effective learning method that improves both learning performance and motor skills to a greater extent compared with the traditional activity game-based learning approach. Â© 2016 Elsevier Ltd. All rights reserved."]
["not FMS",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488893","Voxar puzzle motion: An innovative ar application proposed using design techniques",2016,null,null,"2016 IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual and Augmented Reality, KELVAR 2016",{"$nulls":3},"2016-11-01","Roberto, R.A. and Da Silva, M.M.O. and Freitas, D.Q. and Lima, Y.C.C.A. and Silva, V.E.M. and Araujo, C.C. and Teixeira, J.M.X.N. and Teichrieb, V.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994469068&doi=10.1109%2fKELVAR.2016.7563676&partnerID=40&md5=011051087f4ef98678206e6215617353",{"$nulls":3},"This work presents and discusses the creation of an application to the Voxar Puzzle, an AR platform that has been built in order to promote children's education in a fun and lively way. The application was conceived using a well-structured methodology named Create Innovation Pack that is based on the design thinking theory. This method aims at helping to exploit the potential of a technology to deliver value to the user of a field, which in this case is children education. It applies the use of interdisciplinary teams with complementary skills, in which the technology developers are key members. The goal is to conceive solutions that are both innovative and with high impact potential. Thus, the application presented in this work was generated by teachers, educational researchers, a designer, AR researchers and an entrepreneur whose solutions proposed aimed to meet three criteria: desirability, viability and feasibility. The application conceived, the Voxar Puzzle Motion, therefore, combines knowledge from different areas: education, design, computer science and entrepreneurship. It is aimed at children aged 3 to 8 years old and intends to foster their motor skills as well as their logic-mathematical and logic reasoning cognitive abilities. Â© 2016 IEEE."]
[null,"intervention not specified","review →","→","chk design →","excl",null,"rayyan-6488917","The Impact on locomotor skills in children. the promotion of significant Knowledge supported by the use of videogames",2016,null,null,"MATEC Web of Conferences",null,76,null,null,"Caviativa, Y.P.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016095349&doi=10.1051%2fmatecconf%2f20167604042&partnerID=40&md5=db97d8e5efb57c7af777657a3a79b454",{"$nulls":3},"Research on attentional processes and their relationship to the maturation of locomotor patterns involved in the use of some types of video games. For this reason, the aim of this study is to identify the influence of the practice of virtual reality games in attentional processes related to the jump motor pattern in children of 5 years. The research was conducted by a quantitative study design using SPSS crosstabulation longitudinal observational period with a pre-test, post-test and a control group. There are few studies on the effect of virtual reality games in the development of locomotor patterns, the study is consistent with research that finds positive effects of this type of games in learning motor activities. In this investigation it was found According to statistical chi-square can conclude that the development of motor skills SI influences meaningful learning of children, Most children engaged in meaningful learning, but they have a necessary guide or a process to follow, according to research must always be supervised by an adult sometimes do not need any supervision, in addition to the significant knowledge not articulated with educational processes guided by the teacher before the motor skills expected. Â© 2016 The Authors, published by EDP Sciences."]
["not POP",null,"review →","→","excl",null,null,"rayyan-6488919","Quality of physical activity of children in exergames: Sequential body movement analysis and its implications for interaction design",2016,null,null,"International Journal of Human Computer Studies",null,96,null,"67-78","CastaÃ±er, M. and Camerino, O. and Landry, P. and Pares, N.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84991011208&doi=10.1016%2fj.ijhcs.2016.07.007&partnerID=40&md5=e8225b21eae533c8a3736a9a786ef8b5",{"$nulls":3},"Exergames are videogames based on full-body interaction that foster physical exercise during gameplay. Much research has focused on whether exergames foster sufficient physical activity and with which intensity they do so. This is usually measured through energy expenditure and compared to traditional physical activities such as sports or physical education exercises. However, little research has been undertaken on the quality of the physical activity, understood not as how well the movement is done, but as the richness and diversity of physical activity defined by experts, such as diverse types of motor skills (jumps, turns, pivots, manipulative actions, etc) and diverse types of conditioning capabilities (endurance, stretch, general strength, coordination, etc.). Hence, exergames typically address only aerobic (cardiovascular) activity and other types tend to be ignored. In this paper we propose a method for analyzing the types of physical activity (quality) that an exertion interface elicits. We propose this method as an analytical tool which can provide key information to categorize exergames, aid to their design and help designers make sure they achieve game mechanics that elicit the desired types of physical activity. We describe the method through the analysis of two exergames that we developed in the past for our exertion interface for children, called the Interactive Slide. We present the results of a systematic observational method, until now used mainly in sports analysis, which is based on applying sequential body movement analysis to obtain the play characteristics of 48 children. These results -action events and time-based patterns- typify the movement found in the two aforementioned exergames for this platform. We have found significant movement differences between the two, as well as some differences associated to age. Moreover, we show that sequential body movement analysis, which has already been successfully used in the past to analyze sports, can also be effective in analyzing exergames and hence allow grounded discussion on health issues related to their use. Â© 2016 Elsevier Ltd"]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488925","Differences in autonomic functions as related to induced stress between children with and without cerebral palsy while performing a virtual meal-making task",2016,null,null,"Research in Developmental Disabilities",null,49,null,"247-257","Kirshner, S. and Weiss, P.L. and Tirosh, E.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84951782602&doi=10.1016%2fj.ridd.2015.11.025&partnerID=40&md5=63f9ca1251196622140dbf5f77e2fc85",{"$nulls":3},"Background: Efforts to improve the participation and performance of children with cerebral palsy (CP) are often related to the adaptation of environmental conditions to meet their cognitive and motor abilities. However, the influence of affective stimuli within the environment on emotion and performance, and their ability to improve or impede the children's participation has not been investigated in any systematic way although the emerging evidence suggests that it affects the individuals in many levels. Objectives: (1) To measure autonomic responses to affective stimuli during a simulated Meal-Maker task in children with CP in comparison to children who are typically developing, and (2) to examine the interactions between autonomic functions, subjective reports of stress, and task performance among children with and without CP. Methods: Fifteen children with CP and 19 typically developing peers (6 to 12 years) participated. After completing behavioral questionnaires (e.g., State and Trait Anxiety Inventories), children prepared meals within a camera tracking virtual Meal-Maker environment. Either a negative, positive, or neutral visual stimulus was displayed, selected from the International Affective Picture System. Children also passively viewed the same pictures while rating their valence and arousal levels. Heart rate (HR) and skin conductance were recorded synchronously with stimulus onset. Results: Significant differences in autonomic functions were found between groups, i.e., a higher \"low frequency\" to \"high frequency\" (LF:HF) ratio in the children with CP during the meals associated with a negative stimulus (p= 0.011). Only children with CP had significant positive correlations between trait anxiety and LF:HF ratio during virtual meal-making associated with positive (p= 0.049) and negative stimuli (p= 0.003) but not during neutral stimuli. For children with CP the amplitude of skin conductance response during passive picture viewing was significantly higher for negative than for positive stimuli (p= 0.017) but there were no significant changes in autonomic responses during virtual Meal-Maker task.Significant correlations between trait anxiety, autonomic activity during the calm state and Meal-Maker performance outcomes were found only for children with CP. Conclusions: In general, the Meal-Maker virtual environment was shown to be a feasible platform for the investigation of the effect of emotionally loaded stimuli on the balance of autonomic functions in children with and without CP. Anxiety level appears to play a significant role in children with CP and should be considered as a potentially important factor during clinical evaluation and intervention. Further studies are needed to develop additional measurements of emotional responses and to refine the types of affective interference. Â© 2015 Published by Elsevier Ltd."]
[null,"no comparison group","review →","→","chk design →","excl",null,"rayyan-6488939","Impact of nintendo wii games on physical literacy in children: Motor skills, physical fitness, activity behaviors, and knowledge",2016,null,null,"Sports",null,4,1,null,"George, A.M. and Rohr, L.E. and Byrne, J.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85031688028&doi=10.3390%2fsports4010003&partnerID=40&md5=27dd1deb70637b1d2dea10604a2953ff",{"$nulls":3},"Physical literacy is the degree of fitness, behaviors, knowledge, and fundamental movement skills (agility, balance, and coordination) a child has to confidently participate in physical activity. Active video games (AVG), like the Nintendo Wii, have emerged as alternatives to traditional physical activity by providing a non-threatening environment to develop physical literacy. This study examined the impact of AVGs on childrenâ€™s (age 6â€“12, N = 15) physical literacy. For six weeks children played one of four pre-selected AVGs (minimum 20 min, twice per week). Pre and post measures of motivation, enjoyment, and physical literacy were completed. Results indicated a near significant improvement in aiming and catching (p = 0.06). Manual dexterity significantly improved in males (p = 0.001), and females felt significantly less pressured to engage in PA (p = 0.008). Overall, there appears to be some positive impact of an AVG intervention on components of physical literacy. Â© 2016 by the authors; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons by Attribution (CC-BY) license (http://creativecommons.org/licenses/by/4.0/)."]
["no FULLTEXT",null,"review →","→","excl",null,null,"rayyan-6845291","Impact of Exergaming on Children's Fundamental Motor Skills and Fitness",2016,null,null,"RESEARCH QUARTERLY FOR EXERCISE AND SPORT","[\"0270-1367\", \"2168-3824     J9  - RES Q EXERCISE SPORT     JI  - Res. Q. Exerc. Sport\"]",87,null,"A66-A66     WE  - Science Citation Index Expanded (SCI-EXPANDED)     WE  - Social Science Citation Index (SSCI)","Lee, JE and Gao, Z and Stodden, D",null,"English",null,"[\"Univ Minnesota, Minneapolis, MN 55455 USA\", \"Univ South Carolina, Columbia, SC USA\"]"]
["review article",null,"excl",{"$nulls":4},"rayyan-6845312","Active Video Games in Schools and Effects on Physical Activity and Health: A Systematic Review",2016,5,null,"JOURNAL OF PEDIATRICS","[\"0022-3476\", \"1097-6833     J9  - J PEDIATR-US     JI  - J. Pediatr.\"]",172,null,"40-+","Norris, E and Hamer, M and Stamatakis, E",null,"English",null,"[\"UCL, Dept Epidemiol & Publ Hlth, Mortimer St, London WC1E 7HB, England\", \"Univ Loughborough, Natl Ctr Sport & Exercise Med, Sch Sport Exercise & Hlth Sci, Loughborough, Leics, England\", \"Univ Sydney, Sydney Med Sch, Sch Publ Hlth, Charles Perkins Ctr,Prevent Res Collaborat, Sydney, NSW 2006, Australia\", \"Univ Sydney, Fac Hlth Sci, Sydney, NSW 2006, Australia\"]","Objective To assess the quality of evidence for the effects of school active video game (AVG) use on physical activity and health outcomes.        Study design Online databases (ERIC, PsycINFO, PubMed, SPORTDiscus, and Web of Science) and gray literature were searched. Inclusion criteria were the use of AVGs in school settings as an intervention; assessment of at least 1 health or physical activity outcome; and comparison of outcomes with either a control group or comparison phase. Studies featuring AVGs within complex interventions were excluded. Study quality was assessed using the Effective Public Health Practice Project tool.        Results Twenty-two reports were identified: 11 assessed physical activity outcomes only, 5 assessed motor skill outcomes only, and 6 assessed both physical activity and health outcomes. Nine out of 14 studies found greater physical activity in AVG sessions compared with controls; mostly assessed by objective measures in school time only. Motor skills were found to improve with AVGs vs controls in all studies but not compared with other motor skill interventions. Effects of AVGs on body composition were mixed. Study quality was low in 16 studies and moderate in the remaining 6, with insufficient detail given on blinding, participation rates, and confounding variables.        Conclusions There is currently insufficient evidence to recommend AVGs as efficacious health interventions within schools. Higher quality AVG research utilizing randomized controlled trial designs, larger sample sizes, and validated activity measurements beyond the school day is needed."]
[null,"no comparison group","review →","→","chk design →","excl",null,"rayyan-6845417","Hunting Relics: A Persuasive Exergame to Promote Collective Exercise in Young Children",2016,null,null,"International Journal of Human - Computer Interaction",10447318,32,3,277,"Cibrian, Franceli L and Tentori, Monica and MartÃ­nez-GarcÃ­a, Ana I","https://www.proquest.com/scholarly-journals/hunting-relics-persuasive-exergame-promote/docview/1771598203/se-2?accountid=12507","English","Lawrence Erlbaum Associates, Inc.     PP  - Norwood","Norwood","Child obesity and being overweight is a health problem of increasing occurrence. Sedentary lifestyles and lack of exercise affect young children's motor skills development, hence their quality of life. This study presents the design and evaluation of Hunting Relics, a collaborative exergame to promote collective exertion in young children. The system runs on an interactive floor and was designed using an iterative user-centered methodology in combination with the Capability, Opportunity, and Motivation to generate Behavior (COM-B) model. To evaluate the impact of our design choices, two deployment studies were conducted. Results show that Hunting Relics augments existing exercise routines, keeps young children engaged for the long term, and persuades them to discover new collaborative practices to support exercising. A discussion follows about how the COM-B model is a useful framework to design exergames for young children and the impact of Hunting Relics from an educational, technical, and clinical perspective."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-8487874","Evaluation of trainees' ability to perform obstetrical ultrasound using simulation: Challenges and opportunities",2016,4,1,"American Journal of Obstetrics and Gynecology",null,214,4,"525.e1-525.e8","Chalouhi, Gihad E. and Bernardi, Valeria and Gueneuc, Alexandra and Houssin, Isabelle and Stirnemann, Julien J. and Ville, Yves",null,null,"Mosby Inc.",null,"Background Evaluation of trainee's ability in obstetrical ultrasound is a time-consuming process, which requires involving patients as volunteers. With the use of obstetrical ultrasound simulators, virtual reality could help in assessing competency and evaluating trainees in this field. Objective The objective of the study was to test the validity of an obstetrical ultrasound simulator as a tool for evaluating trainees following structured training by comparing scores obtained on obstetrical ultrasound simulator with those obtained on volunteers and by assessing correlations between scores of images and of dexterity given by 2 blinded examiners. Study Design Trainees, taking the 2013 French national examination for the practice of obstetrical ultrasound were asked to obtain standardized ultrasound planes both on volunteer pregnant women and on an obstetrical ultrasound simulator. These planes included measurements of biparietal diameter, abdominal circumference, and femur length as well as reference planes for cardiac 4-chamber and outflow tracts, kidneys, stomach/diaphragm, spine, and face. Images were stored and evaluated subsequently by 2 national examiners who scored each picture according to previously established quality criteria. Dexterity was also evaluated and subjectively scored between 0 and 10. The Raghunathan's modification of Pearson, Filon's z, Spearman's rank correlation, and analysis of variance tests were used to assess correlations between the scores by the 2 examiners and scores of dexterity and also to compare the final scores between the 2 different methods. Results We evaluated 29 trainees. The mean dexterity scores in simulation (6.5 Â± 2.0) and real examination (5.9 Â± 2.3) were comparable (P =.31). Scores with an obstetrical ultrasound simulator were significantly higher than those obtained on volunteers (P =.027). Nevertheless, there was a good correlation between the scores of the 2 examiners judging on simulation (R = 0.888) and on volunteers (R = 0.873) (P = .81). Conclusion An obstetrical ultrasound simulator is as good a method as volunteer-based examination for evaluating practical skills in trainees following structured training in obstetrical ultrasound. The threshold for success/failure should, however, be adapted as candidates obtain higher scores on the simulator. Advantages of the obstetrical ultrasound simulator include the absence of location and time constraints without the need to involve volunteers or to interfere with the running of ultrasound clinics. However, an obstetrical ultrasound simulator still lacks the ability to evaluate the trainees' ability to interact with patients."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-8487902","Personal identity and the massively multiplayer online world",2016,1,1,"Sport, Ethics and Philosophy",null,10,1,"51-66","Edgar, Andrew",null,null,"Routledge",null,"This paper explores the implications that the construction and use of avatars in games such as Second Life and World of Warcraft have for our understanding of personal identity. It asks whether the avatar can meaningfully be experienced as a separate person, existing in parallel to the flesh and blood player. A rehearsal of Cartesian and Lockean accounts of personal identity constructs an understanding of the self that is challenged by the experience of online play. It will be argued that playful engagement in virtual worlds invites the participant to reflect upon the human being as embodied and social; qualities of which are marginalised by Descartes and Locke. The strangeness of this experience of virtual worlds confronts the player with a challenge to construct a coherent narrative of online life, of which treating the avatar as a separate person is a coherent option. This opens up the virtual world as an important space within which personal identity is explored, but one with complex implications for our understanding of what counts as reasonable and ethical behaviour."]
["not POP",null,"review →","→","excl",null,null,"rayyan-16025210","Development of a Kinect Software Tool to Classify Movements during Active Video Gaming",2016,7,1,"PLoS One",null,11,7,null,"Rosenberg, Michael and Thornton, Ashleigh L and Lay, Brendan S and Brodie, Ward and Nathan, David and Hunt, Daniel and Braham, Rebecca","https://www.proquest.com/scholarly-journals/development-kinect-software-tool-classify/docview/1806088685/se-2?accountid=12507","English","Public Library of Science     PP  - San Francisco","San Francisco","While it has been established that using full body motion to play active video games results in increased levels of energy expenditure, there is little information on the classification of human movement during active video game play in relationship to fundamental movement skills. The aim of this study was to validate software utilising Kinect sensor motion capture technology to recognise fundamental movement skills (FMS), during active video game play. Two human assessors rated jumping and side-stepping and these assessments were compared to the Kinect Action Recognition Tool (KART), to establish a level of agreement and determine the number of movements completed during five minutes of active video game play, for 43 children (m = 12 years 7 months Â± 1 year 6 months). During five minutes of active video game play, inter-rater reliability, when examining the two human raters, was found to be higher for the jump (r = 0.94, p < .01) than the sidestep (r = 0.87, p < .01), although both were excellent. Excellent reliability was also found between human raters and the KART system for the jump (r = 0.84, p, .01) and moderate reliability for sidestep (r = 0.6983, p < .01) during game play, demonstrating that both humans and KART had higher agreement for jumps than sidesteps in the game play condition. The results of the study provide confidence that the Kinect sensor can be used to count the number of jumps and sidestep during five minutes of active video game play with a similar level of accuracy as human raters. However, in contrast to humans, the KART system required a fraction of the time to analyse and tabulate the results."]
[null,"pre-experimental","review →","→","chk design →","excl",null,"rayyan-6488851","BalanSAR-Using spatial augmented reality to train children's balancing skills in physical education",2017,null,null,"TEI 2017 - Proceedings of the 11th International Conference on Tangible, Embedded, and Embodied Interaction",{"$nulls":3},"625-631","Mast, D. and Bosman, M. and Schipper, S. and De Vries, S.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018539889&doi=10.1145%2f3024969.3025085&partnerID=40&md5=6ce66fb60d1c2ccec92c12c06be103fb",{"$nulls":3},"Balancing is one of the essential motor skills to adopt and maintain an active lifestyle in child-and adulthood. Visual perception plays an important role in learning balancing skills. Current balancing exercises, however, offer few opportunities for practicing visual perception. A technology we consider promising for Physical Education (PE) is Spatial Augmented Reality (SAR), the projection of (interactive) animations onto threedimensional surfaces. We present BalanSAR, a novel combination of SAR, existing PE balancing exercises and traditional PE gym equipment. By projecting animations onto the gym floor and existing equipment, visual perception in balancing exercises can be practiced more effectively. We propose a study to investigate the feasibility and the effect of using SAR on the efficiency and effectiveness of PE in terms of children's motor skills and their motivation in PE and physical activity in general. Â© Copyright 2017 ACM 978-1-4503-4676-4/17/03."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488863","Quest time with daring the dog - An exergame for children with cerebral palsy",2017,null,null,"2017 IEEE Life Sciences Conference, LSC 2017",null,2018,null,"312-315","Mighell, D. and Ahmadpour, N.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85046264517&doi=10.1109%2fLSC.2017.8268205&partnerID=40&md5=e1b9a03db12dcda3aba0ede8b9c62811",{"$nulls":3},"Children with cerebral palsy often require care and attention in order to master skills required for everyday interactions. Underdeveloped communication and motor skills may result in physical and social isolation at school and later in adulthood. This, combined with absence of adequate learning tools to support their education, results in high rate of dropout from school. To address those issues, we designed Quest Time with Daring the Dog; an exergame that allows children with cerebral palsy to interact with animated characters on screen and practice social and motor skills. Through a process of co-design with children, their care-takers and experts we incorporated into the game, a strategy through which the player (a child with cerebral palsy) would imitate and learn from an animated character. The exergame was modeled based on an observational learning strategy devised from Bandura's theoiy of social learning [1]. Â© 2017 IEEE."]
["not FMS",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488867","Gamify garden science knowledge to improve science education",2017,null,null,"Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017",{"$nulls":3},"272-277","Hong, J.-C. and Hwang, M.-Y. and Kiu, M.-C. and Lin, P.-H.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85036456913&partnerID=40&md5=16a0053622b90a7eecfb075c440259c3",{"$nulls":3},"Game-based learning is one of the technology-enhanced learning approaches, whereby learning contents are designed to motivate children to learn concepts embedded in their daily life. In this study, we developed a smartphone application named the \"Garden Science Game\" for kindergarten pupils to recognize and become familiar with those living objects which they might encounter in the outdoors, such as fruits, flowers, crops, insects, and birds. In order to enhance their learning interest, seven gameplay modes were designed, namely Matching pairs, Bingo, Rearranging cards, Flip and match, Puzzle, Flying to your destination, and removing worms. There were 28 pupils who played certain games twice for a total of 30 minutes. After statistical analysis using t-tests and the Pearson correlation coefficient, the results indicated that firstly, comparing the second and first trials, the time used decreased, indicating that the participants could learn the features of objects via the Garden Science Game. Secondly, if the user's gameplay performance was good in one mode, then he or she performed well in other modes as well. Finally, the older group performed better than the younger group when considering all of the games played."]
[null,"non-experimental","review →","→","chk design →","excl",null,"rayyan-6488868","Virtual Reality As a Training Tool to Treat Physical Inactivity in Children",2017,null,null,"Frontiers in Public Health",null,5,null,null,"Kiefer, A.W. and Pincus, D. and Richardson, M.J. and Myer, G.D.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056233985&doi=10.3389%2ffpubh.2017.00349&partnerID=40&md5=1c17b02b7bc089f90caf90749ec33b12",{"$nulls":3},"Lack of adequate physical activity in children is an epidemic that can result in obesity and other poor health outcomes across the lifespan. Physical activity interventions focused on motor skill competence continue to be developed, but some interventions, such as neuromuscular training (NMT), may be limited in how early they can be implemented due to dependence on the childâ€™s level of cognitive and perceptual-motor development. Early implementation of motor-rich activities that support motor skill development in children is critical for the development of healthy levels of physical activity that carry through into adulthood. Virtual reality (VR) training may be beneficial in this regard. VR training, when grounded in an information-based theory of perceptual-motor behavior that modifies the visual information in the virtual world, can promote early development of motor skills in youth akin to more natural, real-world development as opposed to strictly formalized training. This approach can be tailored to the individual child and training scenarios can increase in complexity as the child develops. Ultimately, training in VR may help serve as a precursor to â€œreal-worldâ€\u009d NMT, and once the child reaches the appropriate training age can also augment more complex NMT regimens performed outside of the virtual environment. Â© Copyright Â© 2017 Kiefer, Pincus, Richardson and Myer."]
[null,"no statistically significant post-test of FMS","review →","→","chk design →","excl",null,"rayyan-6488913","Adding interactivity to BalanSAR: A spatial augmented reality game for balancing in physical education",2017,null,null,"CHI PLAY 2017 Extended Abstracts - Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play",{"$nulls":3},"383-389","Mast, D. and Bosman, M. and Schipper, S. and Diederiks, S. and De Vries, S.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85034770620&doi=10.1145%2f3130859.3131327&partnerID=40&md5=556030ec2ad842572d261914dcb913fe",{"$nulls":3},"It is very important to learn balancing skills during childhood. Balancing is an essential motor skill to adopt and maintain an active lifestyle. Currently, balancing skills are often practiced in a traditional way in Physical Education (PE). BalanSAR adds Spatial Augmented Reality (SAR) to traditional balancing exercises in PE, by projecting (interactive) animations on the floor and surrounding gym equipment such as a bench. The purpose of this study was to examine the feasibility and user-experience of several non- and semiinteractive versions of BalanSAR among youth. We conducted three studies. In study 1 50 6- to 9-year old children were observed while balancing on a bench with non-interactive floating bubbles and swimming fishes projected around the bench. Based on the results of study 1, in study 2 a semi-interactive version of BalanSAR was developed and tested among 31 6- to 10-year old children. In study 3, 27 students designed, developed and tested 12 Wizard of Oz prototypes of BalanSAR. Based on the outcomes of the three studies recommendations for future interactive versions of BalanSAR have been formulated. Â© 2017 Copyright is held by the owner/author(s)."]
["not POP",null,"review →","→","excl",null,null,"rayyan-6488926","A thing of beauty: Steering behavior in an interactive playground",2017,null,null,"Conference on Human Factors in Computing Systems - Proceedings",null,2017,null,"2462-2472","Van Delden, R. and Moreno, A. and Poppe, R. and Reidsma, D. and Heylen, D.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018415165&doi=10.1145%2f3025453.3025816&partnerID=40&md5=5dd5009c83722ef72850287c1a18a1af",{"$nulls":3},"Interactive playgrounds are spaces where players engage in collocated, playful activities, in which added digital technology can be designed to promote cognitive, social, and motor skills development. To promote such development, different strategies can be used to implement game mechanics that change player's in-game behavior. One of such strategies is enticing players to take action through incentives akin to game achievements. We explored if this strategy could be used to influence players' proxemic behavior in the Interactive Tag Playground, an installation that enhances the traditional game of tag. We placed the ITP in an art gallery, observed hundreds of play sessions, and refined the mechanics, which consisted in projecting collectible particles around the tagger that upon collection by runners resulted only in the embellishment of their circles. We implemented the refined mechanics in a study with 48 children. The playground automatically collected the players' positions, and analyses show that runners got closer to and moved more towards taggers when using our enticing strategy. This suggests an enticing strategy can be used to influence physical in-game behavior. Â© 2017 ACM."]
["review article",null,"excl",{"$nulls":4},"rayyan-6845304","The Effectiveness of Developing Motor Skills Through Motion-Based Video Gaming: A Review",2017,12,null,"SIMULATION & GAMING","[\"1046-8781\", \"1552-826X     J9  - SIMULAT GAMING     JI  - Simul. Gaming\"]",48,6,"722-734","Jenny, SE and Schary, DP and Noble, KM and Hamill, SD",null,"English",null,"Winthrop Univ, Dept Phys Educ Sport & Human Performance, 216B West Ctr, Rock Hill, SC 29733 USA     PU  - SAGE PUBLICATIONS INC     PI  - THOUSAND OAKS     PA  - 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA","Background. Technology growth affords innovative teaching techniques as video gaming within education has increased in popularity. Motion-based video gaming (MBVG) is a type of gaming that requires the individual playing the game to be physically interactive. Thus, whatever movements the individual playing the game does is picked up by motion sensors and is mimicked via the on-screen character. MBVG provides constant feedback to learners and has been found to help motivate students, replace sedentary with active gaming, and can facilitate social interactions with peers.        Aim. This literature review reveals the current knowledge regarding the potential educational benefits of MBVG, particularly in physical education and sport pedagogy settings. Developments of video gaming in education as well as recent research regarding MBVG and its potential impact on physical skill development within educational environments are discussed.        Conclusion. MBVG may be beneficial with novices in teaching basic sport concepts or with individuals with special needs who might otherwise not be able to participate in the full authentic version of the sport. However, empirical evidence is lacking which supports the effective use of MBVG in accurately teaching authentic sport-specific motor skills."]
["review article",null,"excl",{"$nulls":4},"rayyan-6845305","INTEGRATION OF ACTIVE VIDEOGAMES IN PHYSICAL TRAINING OF SCHOOL STUDENTS",2017,null,null,"SCIENCE AND EDUCATION","[\"2311-8466\", \"2414-4665     J9  - SCI EDUC-UKRAINE     JI  - Sci. Educ.\"]",null,4,"14-20","Chukhlantseva, N",null,"Russian",null,"Zaporizhzhya Natl Tech Univ, Dept Phys Culture & Sports Adm, 64 Zhukovskoho Str, Zaporizhzhia, Ukraine","Introduction of ICT into Physical Education aims to modernize traditional pedagogy, change methods and organizational forms of training highly qualified teachers and coaches, to intensify sports and recreational activities among all society members. Active videogames can be used for improving motor activity of young people. Active videogames that require strength, coordination and flexibility are integrated into the curriculum of physical education schools and colleges of developed countries, combining physical education with gaming by means of using the player's body movements as a controller. The relevance of the study is explained by the fact that the technology of \"exergames\" (exercises+games) is not used in the educational process of physical culture in Ukraine. Besides, this issue is understudied in the Ukrainian scientific and methodological literature. The research aims to review publications about the application of videogames or \"exergames\" in the field of physical culture and sports. The research papers published in international databases SPORT Discus, ERIC, Dialnet, Google Scholar, ScienceDirect, PubMed, as well as websites of games and applications producers were reviewed. According to the research criteria, 20 studies were chosen and analyzed. The following videogame consoles were analyzed and discussed in the paper: Microsoft Xbox, Sony Playstation, Dance Dance Revolution, Cybex Trazer, Cateye Game Bike, Sportwall, Dance Mat, etc. The peculiarities of the following videogames, applications and special programs for the development of students' physical skills were reviewed: Nintendo Wii, Wii Fit, Your Shape Fitness Evolved 2012, Kinect Adventures, Kinect Sports, EyeToy, Zumba Fitness Rush, Dance Central 3, Nike+ Kinect Training, UFC Personal Trainer, EA Sports Active 2, Nike+ Kinect Training, EA Sports Active 2 UFC Personal Trainer, Kanomi Dance Dance Revolution (DDR), Cateye Virtual Bike.. Sony Play Station, Nintendo Wii Sports Baseball, Nintendo Wii Sports Tennis, Nintendo Wii Boxing, Dance Dance Revolution. It can be concluded that the rational use of \"exergames\" in physical culture promotes physical, psychological, intellectual development of students, encourages them to physical activity through the development of their motivational sphere."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6845415","Tablet-Based Functional MRI of the Trail Making Test: Effect of Tablet Interaction Mode",2017,10,24,"Frontiers in Human Neuroscience",{"$nulls":4},"Karimpoor, Mahta and Churchill, Nathan W and Tam, Fred and Fischer, Corinne E and Schweizer, Tom A and Graham, Simon J","https://www.proquest.com/scholarly-journals/tablet-based-functional-mri-trail-making-test/docview/2289570527/se-2?accountid=12507","English","Frontiers Research Foundation     PP  - Lausanne","Lausanne","The Trail Making Test (TMT) is widely used for assessing executive function, frontal lobe abilities, and visual motor skills. Part A of this pen-and-paper test (TMT-A) involves linking numbers randomly distributed in space, in ascending order. Part B (TMT-B) alternates between linking numbers and letters. TMT-B is more demanding than TMT-A, but the mental processing that supports the performance of this test remains incompletely understood. Functional MRI (fMRI) may help to clarify the relationship between TMT performance and brain activity, but providing an environment that supports real-world pen-and-paper interactions during fMRI is challenging. Previously, an fMRI-compatible tablet system was developed for writing and drawing with two modes of interaction: the original cursor-based, proprioceptive approach, and a new mode involving augmented reality to provide visual feedback of hand position (VFHP) for enhanced user interaction. This study characterizes the use of the tablet during fMRI of young healthy adults (n=22), with half of the subjects performing TMT with VFHP and the other half performing TMT without VFHP. Activation maps for both TMT-A and TMT-B showed considerable overlap between the two tablet modes, and no statistically differences in brain activity were detected when contrasting TMT-B versus TMT-A for the two tablet modes. Behavioral results also showed no statistically different interaction effects for TMT-B versus TMT-A performance between the two tablet modes. Tablet-based TMT scores showed reasonable convergent validity with those obtained by administering the standard pen-and-paper TMT to the same subjects. Overall, the results suggest that despite the slightly different mechanisms involved for the two modes of tablet interaction, both are suitable for use in fMRI studies involving TMT performance. This study provides information for using tablet-based TMT methods appropriately in future fMRI studies involving patients and healthy individuals."]
["wrong doc type, not peer reviewed",null,"review →","→","excl",null,null,"rayyan-6845416","Association of exergaming with physical literacy in Canadian children",2017,null,null,"ProQuest Dissertations and Theses","978-1-369-56326-9",null,10255503,108,"Thomas, Matthew P. L. and Copeland, Jennifer","https://www.proquest.com/dissertations-theses/association-exergaming-with-physical-literacy/docview/1874562520/se-2?accountid=12507","English","University of Lethbridge (Canada)     PP  - Canada -- Alberta, CA","Canada -- Alberta, CA","Prolonged sedentary time in children and youth is associated with decreased physical fitness, motor competence and overall health. Active video games (e.g. exergames) have been suggested as a more active alternative to sedentary screen time. While there is research examining the effect of video game use on specific physiological outcomes, there is limited evidence exploring how they affect the development of physical literacy. This study examined physical literacy using Canadian Assessment of Physical Literacy (CAPL) self-report questionnaires from 317 eight to thirteen year old Lethbridge area children. Independent sample t-tests were used to determine differences between genders as well as exergame users and non-users. Multiple linear regression analyses were conducted to determine if a relationship was present between exergaming time and the overall physical literacy score as well as the individual domains (physical competence, knowledge and understanding, motivation and confidence, and daily behavior). A discriminate function analysis was used to determine if CAPL interpretation group membership could be predicted by weekly exergame use. Sedentary screen-based activities were inversely related to the overall physical literacy score (P>.001), whereas exergaming time was not significantly associated with overall physical literacy. Self-reported exergaming time was negatively associated with knowledge and understanding and positively related to motivation and confidence. Our results suggest that increased screen time, regardless of exergame use, is detrimental to overall physical literacy. However, exergaming has the potential to increase childrenâ€™s motivation and confidence.    Keywords: Active Video Gaming; Exergaming; Fitness; Motor Competence; Physical Literacy; Physical Activity; Screen time; Children"]
["not EXG",null,"ft screen →","excl",{"$nulls":3},"rayyan-8363210","Pedagogical training and research with video game for strengthening in knowledge processes",2017,7,1,"Proceedings - 2017 European Conference on Electrical Engineering and Computer Science, EECS 2017",9781538620854,null,null,"332-334","Beltran, JosÃ© Eduardo Padilla and Castro, Yaneth Patricia Caviativa and Mantilla, Maria Ines",null,null,"Institute of Electrical and Electronics Engineers Inc.",null,"The objective of the study is to design a video game as a technological tool to favor the cognitive processes of children in early childhood. The methodology corresponds to a qualitative research of descriptive type with an instructional design model ADDIE that takes into account: analysis of the learning needs, training objectives, memories appropriate to the purposes of the learning processes, content and activities development, low levels of structural difficulty. Favouring the operation functions by elements applied in the design of the video game, the child organizes, associates, identifies, and improves the capacity of concentration, orientation and the spatial notion. In the future is expected to implement a detailed analysis for the strengthening of cognitive abilities, improving the structuring of elaborate sentences required to make their social interaction in the context towards the recognition of objects, figures and colors from the abstraction of linguistic symbolism. It is recommended to continue research that includes broad samples, as well as objective tests for the evaluation of the cognitive pattern, increasing the number of video game sessions to determine the effects of ludic in the virtual reality of learning."]
[null,"no statistical signficance test","ft screen →","review →","chk design →","excl",null,"rayyan-8363211","Video games as an influence in meaningful learning",2017,7,1,"Proceedings - 2017 European Conference on Electrical Engineering and Computer Science, EECS 2017",9781538620854,null,null,"347-350","Beltran, JosÃ© Eduardo Padilla and Castro, Yaneth Patricia Caviativa and Mantilla, MarÃ­a InÃ©s",null,null,"Institute of Electrical and Electronics Engineers Inc.",null,"The use of virtual reality games has spread to various human activities in populations of all ages. Information and Communication Technologies (ICTs), as well as virtual reality games, have become strategic allies in the learning processes, since interactivity increases motivation, a process that underlies learning. In the same sense, these games have been used as methods of cognitive and physics in some neurological pathologies such as cerebrovascular accidents and Alzheimer's disease. This research was developed through a quasi-experimental study with a pre-test, post-test and a control group with infants. The study population met the following inclusion criteria: children of educational institutions located in the city of BogotÃ¡, D.C., that have not practiced virtual reality sports games and that have all their physical and mental capacities, and whose parents signed the informed consent. In this study we found a slight increase in the number of students who moved to a higher stage in the jump pattern in the group that performed 2 weekly sessions of virtual reality games during one month (intervention group) with respect to the control group. This research initiates a way in which investigations can be carried out that can include larger sample sizes, with more objective tests for the evaluation of the locomotive pattern, an increase in the number of sessions of the video game, and statistical tests to determine the effects of the games of reality development of motor patterns."]
[null,"reaction time results could not be combined","review →","→","chk design →","excl",null,"rayyan-8487903","Caution regarding exergames: a skill acquisition perspective",2017,5,1,"Physical Education and Sport Pedagogy",null,22,3,"246-256","Pedersen, Scott J. and Cooley, Paul D. and Cruickshank, Vaughan J.",null,null,"Routledge",null,"Background: The advent of technology use in physical education is upon us. But the implications of using exergames as a substitute for traditional physical education instruction for some students raise questions. Although exergames have the potential to increase energy expenditure and motivation in some children, it is less clear whether they can provide skill acquisition benefits that are similar to those found in traditional physical education. Purpose: In a previous experiment from our laboratory, we found that deliberate practice can significantly reduce the planning time required for lateral arm movements. The purpose of this study was to determine if exergames can produce a similar effect, by reducing the processing time required for children to initiate arm movements to the contralateral and ipsilateral space. Participants and setting: Thirty children (boys = 15, girls = 15), between the ages of 7 and 12 years, participated in a pre- and post-test each taking 30 min and one 30 min treatment session in a university laboratory. Research design: A repeated measures design was employed to test the effects of deliberate laterality practice on processing speed. Children were randomly assigned (n = 10) to either a Nintendo Wii tennis contralateral movement experimental group, Nintendo Wii bowling ipsilateral movement experimental group, or handheld video-game control group. Each child participated in one 30 min treatment session. Data collection: Upper extremity choice reaction time (RT) was measured through 27 goal-directed aiming movements for each arm separately, during the pre-test and post-test. The stimulusâ€“response trials occurred in three randomly presented directions (ipsilateral, contralateral, and midline). Data analysis: A 3 (treatment group) Ã— 2 (age group) Ã— 2 (test) Ã— 3 (direction) mixed design analysis of variance with repeated measures on the last two factors was used to test for significant differences, with an alpha level set at 0.05. Findings: There were no significant treatment effects on RT across all groups indicating that a short bout of exergame training was unsuccessful in improving lateral movement processing. Conclusions: Deliberate laterality practice using exergames did not improve the motor processing speed of lateral arm movements in the same manner of traditional physical education as indicated by our previous research. Explanations as to why exergames do not exhibit the same positive transfer for skill acquisition as traditional physical education instruction are discussed within this paper."]
["not POP",null,"excl",{"$nulls":4},"rayyan-8487933","Understanding why an active video game intervention did not improve motor skill and physical activity in children with developmental coordination disorder: A quantity or quality issue?",2017,1,1,"Research in Developmental Disabilities",null,60,null,"2025-12-01","Howie, Erin K. and Campbell, Amity C. and Abbott, Rebecca A. and Straker, Leon M.",null,null,"Elsevier Inc.",null,"Background Active video games (AVGs) have been identified as a novel strategy to improve motor skill and physical activity in clinical populations. A recent cross-over randomized trial found AVGs to be ineffective at improving motor skill and physical activity in the home-environment for children with or at-risk for developmental coordination disorder (DCD). Aims The study purpose was to better understand why the intervention had been ineffective by examining the quantity and quality of AVG play during an AVG intervention for children with or at-risk for DCD. Methods and procedures Participants (n = 21, ages 9â€“12) completed the 16 week AVG intervention. Detailed quantitative and qualitative data were systematically triangulated to obtain the quantity of exposure (AVG exposure over time, patterns of exposure) and quality of use (game selection, facilitators and barriers to play). Outcomes and results The median AVG dose (range 30â€“35 min/day) remained relatively stable across the intervention and met the prescribed dose. Play quality was impacted by game selection, difficulty playing games, lack of time, illness, technical difficulties and boredom. Conclusions and implications The ineffectiveness of a home-based AVG intervention may be due to quality of play. Strategies to improve the quality of game play may help realize the potential benefits of AVGs as a clinical tool for children with DCD."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6488849","Artificial hand illusions dynamics: Onset and fading of static rubber and virtual moving hand illusions",2018,null,null,"Consciousness and Cognition",null,65,null,"216-227","Perepelkina, O. and Vorobeva, V. and Melnikova, O. and Arina, G. and Nikolaeva, V.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053117493&doi=10.1016%2fj.concog.2018.09.005&partnerID=40&md5=8361ee00fc476a2c7d56ee1d26b54230",{"$nulls":3},"The aim of this study was to investigate the temporal dynamics of two multisensory body illusions: a static rubber hand illusion (RHI) and a moving virtual hand illusion (VHI). We explored the onset and fading of these illusions. A sense of ownership questionnaire and proprioceptive drift were used for illusion estimation. Novel kinematic analysis was applied for the VHI. Positive dynamics of ownership were found in the RHI but not in the VHI. The general dynamics of proprioceptive drift were similar in both illusions: during the onset phase of artificial hand representation proprioceptive drift gradually increased, and during the fading phase â€“ it gradually decreased. Kinematic analysis of the VHI revealed several motion features (such as jerk, smoothness, velocity), predicted illusion measures, and probably reflected that participants with higher motor abilities and better adaptation to new sensory conditions may have better multisensory integration mechanisms that are responsible for the ownership illusion. Â© 2018 Elsevier Inc."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6488856","'Woodlands'-A Virtual Reality Serious Game Supporting Learning of Practical Road Safety Skills",2018,null,null,"2018 IEEE Games, Entertainment, Media Conference, GEM 2018",{"$nulls":3},"427-435","Szczurowski, K. and Smith, M.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057030782&doi=10.1109%2fGEM.2018.8516493&partnerID=40&md5=ad57ac1f8e24833e90e1f57db49254f1",{"$nulls":3},"In developed societies road safety skills are taught early and often practiced under the supervision of a parent, providing children with a combination of theoretical and practical knowledge. At some point children will attempt to cross a road unsupervised, at that point in time their safety depends on the effectiveness of their road safety education. To date, various attempts to supplement road safety education with technology were made. Most common approach focus on addressing declarative knowledge, by delivering road safety theory in an engaging fashion. Apart from expanding on text based resources to include instructional videos and animations, some stakeholders (e.g.: Irish Road Safety Authority) attempt to take advantage of game-based learning [1]. However, despite the high capacity for interaction being common in Virtual Environments, available game-based solutions to road safety education are currently limited to delivering and assessing declarative knowledge. With recent advancements in the field of Virtual Reality (VR) Head Mounted Displays, procedural knowledge might also be addressed in Virtual Environments. This paper describes the design and development process of a computer-supported learning system that attempts to address psycho-motor skills involved in crossing a road safely, changing learners' attitude towards road safety best practices, and enabling independent practice of transferable skills. By implementing game-based learning principles and following best practice for serious game design (such as making educational components essential to successful game-play, or instructional scaffolding) we hope to make it not only more effective, but also engaging, allowing us to rely on learners' intrinsic motivation [2], to increase their independent practice time and provide them with feedback that will help to condition safe behaviour and increase retention. Presence in Virtual Reality might evoke responses to Virtual Environment as if it was real (RAIR) [3] and enable learners to truly experience learning scenarios. In consequence leading to formation of autobiographical memories constructed from multisensory input, which should result in an increased knowledge retention and transfer [4]. Â© 2018 IEEE."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488877","Flashcard computer generated imagery medicinal plant for orthopedagogic education",2018,null,null,"MATEC Web of Conferences",null,197,null,null,"Dijaya, R. and Maulidah, N.M. and Abdullah, D.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053753527&doi=10.1051%2fmatecconf%2f201819715005&partnerID=40&md5=e8c3cf1237041126e7c4ae45885c2a0b",{"$nulls":3},"The Indonesia natural wealth of tropical forest store various plants such as ornamental plants, fruits, vegetables, spices and medicinal plants. Medicinal plants are a variety of plants that are recognized as plants for medicines. However, due to the lack of community knowledge about medicinal plants. So it takes the application of learning about the benefits of medicinal plants to the community, especially to children. Orthopedagogic Orthodontic Objects are exceptional children, who have abnormalities that require special educator services. Learning media associated with motor censorship can overcome the limitations of deaf and tuneless children who can improve the motor skills of the child. Because children with hearing impairment and speech have a lack of understanding of spoken and written language. Development of Computer Science technology today, thus encouraging the educational process to be more interesting and applicable in order to improve the quality of education media and learning interests of learners. Augmented Reality (AR) learning media is a technique of displaying objects directly by directing the camera to a real (marker) object. The aim of current developd application are to show 3 Dimensional interactive learning media using a marker of flashcards about medicinal plants as many as 20 types of medicinal plants. This is intended to facilitate the user especially on orthopedagogic education in recognizing the types of plants that are efficacious for treatment. Â© The Authors, published by EDP Sciences, 2018."]
["not POP",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488880","Effects of exergames in children at risk and significant movement difficulty: a blinded randomized study",2018,null,null,"Revista Brasileira de Ciencias do Esporte",null,40,1,"87-93","de Medeiros, P. and Libardoni dos Santos, J.O. and Capistrano, R. and Carvalho, H.P. and Beltrame, T.S. and Cardoso, F.L.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042397473&doi=10.1016%2fj.rbce.2018.01.005&partnerID=40&md5=9306e819ec56af5a0bb6a571babf783d",{"$nulls":3},"The aimed of this study was to verify the effect of a motor intervention program with exergames in children with risk and significant movement difficulty. 18 sessions of 45 minutes were performed. The MABCâ€\u00902 battery was used to identify children at risk and motor difficulty. In the preâ€\u0090test, in the experimental group there were two children with difficulty of movement and four children with indicative of risk of difficulty, in the postâ€\u0090test analyzes, it was verified that only two children were at risk of difficulty and four were without difficulty of Movement. With this, it is suggested that the exergames can be useful tools for the improvement of the motor performance, besides offering subsidy for an alternative of stimulation of the movement. Â© 2018 ColÃ©gio Brasileiro de CiÃªncias do Esporte"]
["not FMS",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488921","Training children aged 5â€“10Â years in compliance control: tracing smaller figures yields better learning not specific to the scale of drawn figures",2018,null,null,"Experimental Brain Research",null,236,10,"2589-2601","Snapp-Childs, W. and Fath, A.J. and Bingham, G.P.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049095330&doi=10.1007%2fs00221-018-5319-y&partnerID=40&md5=24308de82ff04e6fdeccd2abc7d78def",{"$nulls":3},"Previously we developed a method that supports active movement generation to allow practice with improvement of good compliance control in tracing and drawing. We showed that the method allowed children with motor impairments to improve at a 3D tracing task to become as proficient as typically developing children and that the training improved 2D figure copying. In this study, we expanded the training protocol to include a wider variety of ages (5â€“10-year-olds) and we made the figures traced in training the same as in figure copying, but varied the scale of training and copying figures to assess the generality of learning. Forty-eight children were assigned to groups trained using large or small figures. All were tested before training with a tracing task and a copying task. Then, the children trained over five sessions in the tracing task with either small or large figures. Finally, the tracing and copying tasks were tested again following training. A mean speed measure was used to control for path length variations in the timed task. Performance on both tasks at both baseline and posttest varied as a function of the size of the figure and age. In addition, tracing performance also varied with the level of support. In particular, speeds were higher with more support, larger figures and older children. After training, performance improved. Speeds increased. In tracing, performance improved more for large figures traced by children who trained on large figures. In copying, however, performance only improved significantly for children who had trained on small figures and it improved equally for large and small figures. In conclusion, training by tracing smaller figures yielded better learning that was not, however, specific to the scale of drawn figures. Small figures exhibit greater mean curvature. We infer that it yielded better general improvement. Â© 2018, Springer-Verlag GmbH Germany, part of Springer Nature."]
["not FMS",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488928","Poster: Tancreator: A tangible tool for children to create augmented reality games",2018,null,null,"UbiComp/ISWC 2018 - Adjunct Proceedings of the 2018 ACM International Joint Conference on Pervasive and Ubiquitous Computing and Proceedings of the 2018 ACM International Symposium on Wearable Computers",{"$nulls":3},"82-85","Jin, Q. and Wang, D. and Sun, F.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058349583&doi=10.1145%2f3267305.3267603&partnerID=40&md5=4b611a0f34e00317f01927e77dba522c",{"$nulls":3},"In this paper, we present TanCreator, a tangible authoring tool which facilitates children to create games based on Augmented Reality (AR) and sensor technologies. Combining AR elements and sensors in games bridges virtual world with realistic surroundings closely together, providing more joyful and intuitive creating experiment for children. Children could boost their creativity via creating their own maze games in daily life with paper tokens and sensors. It is also great training for children's motor skills such as hand-eye coordination. Â© 2018 Copyright is held by the owner/author(s)."]
["not FMS",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488934","Poster: Story teller: A Contextual-based Educational Augmented-Reality Application for Preschool Children",2018,null,null,"UbiComp/ISWC 2018 - Adjunct Proceedings of the 2018 ACM International Joint Conference on Pervasive and Ubiquitous Computing and Proceedings of the 2018 ACM International Symposium on Wearable Computers",{"$nulls":3},"259-262","Su, B. and Tang, T.Y. and Winoto, P.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058280760&doi=10.1145%2f3267305.3267671&partnerID=40&md5=f16bd11457fbb082b69d69c162137572",{"$nulls":3},"An augmented reality (AR) application, Story Teller, is designed to teach preschool children some Chinese words. In order to train their motor skill, holdable items are used as the AR markers, which can be combined to construct a story. To retain children's interest, varying stories may be presented in different location and time. Â© 2018 Copyright is held by the owner/author(s)."]
[null,null,"review →","→","chk design →","meta analysis →","Yes","rayyan-6488943","Impact of exergaming on childrenâ€™s motor skill competence and health-related fitness: A quasi-experimental study",2018,null,null,"Journal of Clinical Medicine",null,7,9,null,"Ye, S. and Lee, J.E. and Stodden, D.F. and Gao, Z.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074983342&doi=10.3390%2fjcm7090261&partnerID=40&md5=057638a3d0251fe3fff90ed20c989533",{"$nulls":3},"This study was designed to examine the effectiveness of a combined exergaming and physical education (PE) program on childrenâ€™s motor skill competence (MSC) and health-related fitness (HRF) as compared to traditional PE. A total of 261 second-and third-grade children (127 boys; 8.25 Â± 0.66 years for male; 8.29 Â± 0.74 years for female; 73.6% non-Hispanic white) participated in the nine-month study from 2012 to 2013. Children were assigned to one of the two groups: (a) intervention group (125 min of alternating PE and exergaming weekly); and (b) comparison group (125-min weekly PE). MSC was assessed via product scores in two locomotor and two object control skills. HRF included the cardiorespiratory fitness, musculoskeletal fitness, and body mass index (BMI). A multivariate analysis of variance (MANOVA) was performed to analyze the effect of the combined exergamingâ€“PE program on childrenâ€™s MSC and HRF. There were significant group by time interaction effects for BMI, p < 0.01, Î·2 = 0.20; musculoskeletal fitness, p < 0.01, Î·2 = 0.13; and object control skills (the comparison group demonstrating greater improvement), p = 0.01, Î·2 = 0.03. The findings suggest that the combined exergaming program can have a positive effect on childrenâ€™s BMI and musculoskeletal fitness, indicating that exergaming can be an alternative school-based program to supplement traditional PE. Â© 2018 by the authors. Licensee MDPI, Basel, Switzerland."]
["no FULLTEXT",null,"review →","→","excl",null,null,"rayyan-6845251","Differences in Step Counts, Motor Competence, and Enjoyment Between an Exergaming Group and a Non-Exergaming Group",2018,10,null,"GAMES FOR HEALTH JOURNAL","[\"2161-783X\", \"2161-7856     J9  - GAMES HEALTH J     JI  - Games Health J.\"]",7,5,"335-340","Fu, Y and Burns, RD and Constantino, N and Zhang, P",null,"English",null,"[\"Univ Nevada Reno, Sch Community Hlth Sci, 1664 N Virginia St, Reno, NV 89557 USA\", \"Univ Utah, Dept Hlth Kinesiol & Recreat, Salt Lake City, UT USA\", \"East Stroudsburg Univ, Dept Exercise Sci, East Stroudsburg, PA USA\"]","Objective: The purpose of this study was to examine the effect of an exergaming program on physical activity, motor competence, and enjoyment in preschool children.        Materials and Methods: A sample of 65 preschool children was recruited from an urban preschool located in the Western United States. Children were randomly assigned to either an exergaming (n = 36) or a free-play group (n = 29). The intervention was 30min/day, 5 days/week for 12 weeks for both groups, and all outcome variables were measured once during the final week of the intervention. The exergaming program included three active videogames: GoNoodles, Adventure to Fitness, and Cosmic Kids Yoga. Children in the free-play group were offered a variety of sport activities. School-day step counts were recorded using pedometers, motor competence was assessed by the Test for Gross Motor Development-Edition 3 (TGMD-3), and enjoyment was accessed using one subscale of the Intrinsic Motivational Inventory. A 2x2 multivariate analysis of variance (MANOVA) test was employed to examine the differences between sexes and groups on the outcome variables.        Results: The omnibus MANOVA yielded a statistically significant multivariate group main effect (F = 3.71, P = 0.016). Follow-up tests revealed statistically significant differences between groups on average school step counts (mean difference = 785 steps, P = 0.003, d = 0.68) and total TGMD-3 scores (mean difference = 8.7, P = 0.019, d = 0.51), with the exergaming group displaying higher mean scores compared with the free-play group.        Conclusion: Young children who were randomly assigned to the exergaming group demonstrated higher school-day step counts and higher motor competence levels compared with the free-play group. These results support the use of this modality in childcare settings."]
["duplicate",null,"ft screen →","review →","excl",null,null,"rayyan-6845276","Virtual reality games about early childhood attention processes",2018,null,null,"INTERNATIONAL JOURNAL OF EDUCATION AND INFORMATION TECHNOLOGIES","2074-1316     J9  - INT J EDUC INF TECH     JI  - Int. J. Educ. Inf. Technol.",12,null,"30-36     WE  - Emerging Sources Citation Index (ESCI)","BeltrÃ¡n, AJEP and Castro, BYPC and Pastrana, CMIM",null,"English",null,"[\"New Granada Mil Univ, Fac Distance Studies, DIRECTOR RES CTR, Bogota, Colombia\", \"New Granada Mil Univ, Dept Educ, Bogota, Colombia\", \"Univ Mil Nueva Granada, UNIV TEACHING, Bogota, Colombia\"]","The use of virtual reality games has spread to various human activities in populations of all ages. Information and Communication Technologies (ICTs), as well as virtual reality games, have become strategic allies in the learning processes, since interactivity increases motivation, a process that underlies learning. In the same sense, these games have been used as methods of cognitive and physics in some neurological pathologies such as cerebrovascular accidents and Alzheimer's disease. This research was developed through a quasi-experimental study with a pre-test, post-test and a control group with infants. The study population met the following inclusion criteria: children of educational institutions located in the city of Bogota, D.C., that have not practiced virtual reality sports games and that have all their physical and mental capacities, and whose parents signed the informed consent. In this study we found a slight increase in the number of students who moved to a higher stage in the jump pattern in the group that performed 2 weekly sessions of virtual reality games during one month (intervention group) with respect to the control group. This research initiates a way in which investigations can be carried out that can include larger sample sizes, with more objective tests for the evaluation of the locomotive pattern, an increase in the number of sessions of the video game, and statistical tests to determine the effects of the games of reality development of motor patterns"]
["not POP",null,"excl",{"$nulls":4},"rayyan-6845411","Functional MRI of Handwriting Tasks: A Study of Healthy Young Adults Interacting with a Novel Touch-Sensitive Tablet",2018,2,13,"Frontiers in Human Neuroscience",{"$nulls":4},"Karimpoor, Mahta and Churchill, Nathan W and Tam, Fred and Fischer, Corinne E and Schweizer, Tom A and Graham, Simon J","https://www.proquest.com/scholarly-journals/functional-mri-handwriting-tasks-study-healthy/docview/2287064578/se-2?accountid=12507","English","Frontiers Research Foundation     PP  - Lausanne","Lausanne","Handwriting is a complex human activity that engages a blend of cognitive and visual motor skills. Current understanding of the neural correlates of handwriting has largely come from lesion studies of patients with impaired handwriting. Task-based fMRI studies would be useful to supplement this work. To address concerns over ecological validity, previously we developed a fMRI-compatible, computerized tablet system for writing and drawing including visual feedback of hand position and an augmented reality display. The purpose of the present work is to use the tablet system in proof-of-concept to characterize brain activity associated with clinically-relevant handwriting tasks, originally developed to characterize handwriting impairments in Alzheimerâ€™s disease patients. As a prelude to undertaking fMRI studies of patients, imaging was performed of twelve young healthy subjects who copied sentences, phone numbers, and grocery lists using the fMRI-compatible tablet. Activation maps for all handwriting tasks consisted of a distributed network of regions in reasonable agreement with previous studies of handwriting performance. In addition, differences in brain activity were observed between the test subcomponents consistent with different demands of neural processing for successful task performance, as identified by investigating three quantitative behavioural metrics (writing speed, stylus contact force and stylus in air time). This study provides baseline behavioural and brain activity results for fMRI studies that adopt this handwriting test to characterize patients with brain impairments."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6845412","Contributo de um programa de atividade fÃ­sica com recurso a exergaming: um estudo de caso de uma crianÃ§a com SÃ­ndrome de Dravet na regiÃ£o autÃ³noma da madeira",2018,null,null,"PQDT - Global",9798363528392,null,30210719,176,"Duarte, Carla Abreu and Saavedra, LuÃ­sa","https://www.proquest.com/dissertations-theses/contributo-de-um-programa-atividade-fÃ­sica-com/docview/2771645050/se-2?accountid=12507","Portuguese","Universidade Fernando Pessoa (Portugal)     PP  - Portugal","Portugal","O exergaming Ã© considerado por diversos autores como um mÃ©todo eficaz na promoÃ§Ã£o do desempenho motor e das funÃ§Ãµes executivas.Este estudo teve como objectivos: (1) compreender de que modo, a aplicaÃ§Ã£o de um programa com exergames podem influenciar na melhoria das funÃ§Ãµes executivas numa crianÃ§a com SÃ­ndrome de Dravet (SD); (2) compreender de que modo, a aplicaÃ§Ã£o de um programa com exergames podem influenciar na melhoria do desempenho motor numa crianÃ§a com SD e (3) compreender de que modo, a aplicaÃ§Ã£o de um programa com exergames podem influenciar no comportamento motor de uma crianÃ§a com SD em contexto escolar. Neste estudo participou uma crianÃ§a com 10 anos de idade portadora de SD.Neste estudo recorreu-se aos seguintes instrumentos de avaliaÃ§Ã£o nomeadamente a Escala de InteligÃªncia de Wechsler para CrianÃ§as â€“ Terceira EdiÃ§Ã£o (WISC - III), o Teste de ProficiÃªncia Motora de Bruininks-Oseretsky (TPMBO) e a Bateria de AvaliaÃ§Ã£o do Movimento para CrianÃ§as â€“ Segunda EdiÃ§Ã£o (MABC - 2), Ã s notas de campo e vÃ­deos tanto nas avaliaÃ§Ãµes como nas intervenÃ§Ãµes privilegiando uma abordagem qualitativa e interpretativa, com base num estudo de caso Ãºnico.Os resultados obtidos revelam que o programa de intervenÃ§Ã£o com Nintendo Wii e Leap Motion com recurso a exergaming com atividade fÃ­sica foi uma ferramenta eficaz para a melhoria do equilÃ­brio, da coordenaÃ§Ã£o Ã³culo-manual, do controlo viso-motor e da forÃ§a. Constatou-se, ainda uma melhoria nas competÃªncias ao nÃ­vel da autonomia pessoal.Alternate abstract:Exergaming is considered by several authors as an effective method in promoting motor performance and executive functions.This study aimed to: (1) understand how the application of a program with exergames can influence the improvement of executive functions in a child with Dravet Syndrome; (2) understand how the how the application of a program with exergames can influence the motor performance improvement in a child with SD e (3) understand how the how the application of a program with exergames can influence influence the motor behavior of a child with DS in a school context. A ten year old with SD syndrome was involved in this study.In this study, we used assessment tools such as the Wechsler Intelligence Scale for Children - Third Edition (WISC - III), The Bruininks-Oseretsky Test of Motor Skills (TPMBO), Movement Assessment Battery for Children â€“ Second Edition (MABC - 2), field notes and videos in both evaluations and interventions, privileging a qualitative and interpretive approach based on a single caseThe results show that the intervention program with Nintendo Wii and Leap Motion using the exergaming with physical activity was effective tool for improving balance, eye-hand coordination, visuomotor control and strength. There was also an improvement in personal autonomy skills."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6845414","Efeitos de uma intervenÃ§Ã£o com realidade virtual no controle motor de uma crianÃ§a com paralisia cerebral: um relato de caso",2018,null,null,"Motricidade","1646107X",14,1,"351-354","Santos, Francisco Fleury Uchoa, JÃºnior and Neto, Prodamy da Sila Pacheco and Cavalcante, Erika Samantha Freitas and Fortes, Jefferson Pacheco Amaral and Filho, Paulo Cezar do Nascimento and Santana, JosÃ© RogÃ©rio","https://www.proquest.com/scholarly-journals/efeitos-de-uma-intervenÃ§Ã£o-com-realidade-virtual/docview/2059608414/se-2?accountid=12507","Portuguese","EdiÃ§Ãµes Desafio Singular     PP  - Ribeira de Pena","Centro Universitario EstÃ¡cio do CearÃ¡ ; Instituto Le SantÃ© do CearÃ¡ ; Centro Universitario EstÃ¡cio do CearÃ¡ Ribeira de Pena","A paralisia cerebral (PC) Ã© uma patologia que pode acometer diversas funÃ§oes orgÃ¡nicas, dentre elas o aprendizado motor e, consequentemente, o equilibrio. O objetivo do presente estudo foi Avaliar os efeitos de uma intervenÃ§ao com realidade virtual no controle motor de uma crianÃ§a com PC. Trata-se de um estudo de caso intervencionista, quantitativo e longitudinal realizado com uma crianÃ§a de 8 anos de idade, do sexo masculino com PC, em uma clÃ­nica de fisioterapia privada do estado do CearÃ¡. A crianÃ§a primeiramente foi ambientada ao local, em seguida, submetida a uma avaliaÃ§ao composta por eletroencefalografia quantitativa pelo sistema 10/20 com olhos abertos e olhos fechados por um professional habilitado. Os dados foram coletados pelo eletroencefalograma juntamente com o software Bio-Explorer e o sistema TQ-7 para quantificaÃ§ao de dados. Para uma anÃ¡lise mais aprofundada das alteraÃ§oes de equilibrio, foi realizada uma avaliaÃ§ao inicial e outra final por estabilometria. ApÃ³s as avaliaÃ§Ã¶es o paciente realizou treinamento de uma hora com Jogos de realidade virtual no videogame Nintendo Wii (R) com jogos que envolviam coordenaÃ§ao motora e equilibrio. Os dados evidenciaram uma reduÃ§ao de ondas lentas e aumento de ondas rÃ¡pidas apÃ³s a realizaÃ§ao da intervenÃ§ao com realidade virtual. Este fato foi observado juntamente com um aumento das frequencias de ondas mÃ©dias e rÃ¡pidas, todas elas no cÃ©rebro em geral. AlÃ©m disso, foi observada uma maior estabilidade no controle motor da crianÃ§a, por meio de um maior equilibrio na plataforma de baropodometria. Portanto, a prÃ¡tica de jogos com realidade virtual influencia no comportamento das ondas cerebrais e no controle motor de uma crianÃ§a com paralisia cerebral.Alternate abstract:Cerebral paralysis (PC) is a pathology that may compromise several organic functions, among them, the motor development and, consequently the equilibrium. The aim of the present study was to assess the effects of an intervention of virtual reality in the motor control of a child with PC. This was a longitudinal, quantitative case study with a 8 year old male patient from a private clinic in CearÃ¡. Firstly, the child was familiarized with the site of the experiment, then underwent a EEG record with 10/20 system, both with open eyes and closed. Data was obtained from the EEG records, with software BioExplorer TQ-7 system. Equilibrium changes were assessed with a stabilometry evaluation. Evaluations were performed pre- and post- an experiment, which consisted of virtual reality gaming using a Nintendo Wii, console. The games that were chosen involved motor control and equilibrium. Data showed a reduction in slow waves and an increase in rapid waves post-experiment. Frequency of median and rapid waves also increased concomitantly. Moreover, a high stability in motor control was observed postexperiment. Therefore, gaming with virtual reality games has the potential to influence positively cerebral waves and motor control in children with cerebral paralysis."]
["not POP",null,"excl",{"$nulls":4},"rayyan-8360509","Efeitos dos exergames em crianÃ§as com risco e dificuldade significativa de movimento: um estudo cego randomizado",2018,1,1,"Revista Brasileira de CiÃªncias do Esporte","0101-3289",40,1,"87-93","de Medeiros, PÃ¢mella and Libardoni dos Santos, JoÃ£o Otacilio and Capistrano, Renata and Carvalho, Helton Pereira and Beltrame, Thais Silva and Cardoso, Fernando Luiz","https://www.sciencedirect.com/science/article/pii/S0101328917300264",{"$nulls":3},"Resumo     O objetivo deste estudo foi verificar o efeito de um programa de intervenÃ§Ã£o motora com exergames em crianÃ§as com risco e dificuldade significativa de movimento. Foram feitas 18 sessÃµes de 45 minutos. Para identificar aas crianÃ§as com risco e dificuldade motora usouâ€\u0090se a bateria MABCâ€\u00902. Nas anÃ¡lises prÃ©â€\u0090teste, no grupo experimental havia duas crianÃ§as com dificuldade de movimento e crianÃ§as com indicativo de risco de dificuldade, nas anÃ¡lises pÃ³sâ€\u0090teste verificouâ€\u0090se que apenas duas crianÃ§as estavam com risco de dificuldade e quatro sem dificuldade de movimento. Com isso, sugereâ€\u0090se que os exergames podem ser ferramentas Ãºteis para a melhoria do desempenho motor, alÃ©m de oferecer subsÃ­dio para uma opÃ§Ã£o de estimulaÃ§Ã£o do movimento.     The aimed of this study was to verify the effect of a motor intervention program with exergames in children with risk and significant movement difficulty. 18 sessions of 45minutes were performed.. The MABCâ€\u00902 battery was used to identify children at risk and motor difficulty. In the preâ€\u0090test, in the experimental group there were two children with difficulty of movement and four children with indicative of risk of difficulty, in the postâ€\u0090test analyzes, it was verified that only two children were at risk of difficulty and four were without difficulty of Movement. With this, it is suggested that the exergames can be useful tools for the improvement of the motor performance, besides offering subsidy for an alternative of stimulation of the movement.     Resumen     El objetivo de este estudio fue comprobar el efecto de un programa de intervenciÃ³n motora con videojuegos activos en niÃ±os en riesgo e importante dificultad de movimiento. Se realizaron 18Â sesiones de 45Â minutos. Para identificar a los niÃ±os en riesgo y con motricidad difÃ­cil, se utilizÃ³ una baterÃ­a MABCâ€\u00902. En el anÃ¡lisis previo al estudio, en el grupo experimental habÃ­a dos niÃ±os con dificultades de movimiento y cuatro niÃ±os sin dificultades de movimiento Con ello se sugiere que los videojuegos activos pueden ser herramientas Ãºtiles para logar una mejora del rendimiento motor, ademÃ¡s de ofrecer ayuda a una alternativa de estimulaciÃ³n del movimiento."]
["not POP",null,"excl",{"$nulls":4},"rayyan-8487900","Obstacle crossing in a virtual environment transfers to a real environment",2018,12,1,"Journal of Motor Learning and Development",null,6,2,"234-249","LoJacono, Chanel T. and MacPherson, Ryan P. and Kuznetsov, Nikita A. and Raisbeck, Louisa D. and Ross, Scott E. and Rhea, Christopher K.",null,null,"Human Kinetics Publishers Inc.",null,"Obstacle crossing, such as stepping over a curb, becomes more challenging with natural aging and could lead to obstacle-related trips and falls. To reduce fall-risk, obstacle training programs using physical obstacles have been developed, but come with space and human resource constraints. These barriers could be removed by using a virtual obstacle crossing training program, but only if the learned gait characteristics transfer to a real environment. We examined whether virtual environment obstacle crossing behavior is transferred to crossing real environment obstacles. Forty participants (n = 20 younger adults and n = 20 older adults) completed two sessions of virtual environment obstacle crossing, which was preceded and followed by one session of real environment obstacle crossing. Participants learned to cross the virtual obstacle more safely and that change in behavior was transferred to the real environment via increased foot clearance and alterations in foot placement before and after the real environment obstacle. Further, while both age groups showed transfer to the real environment task, they differed on the limb in which their transfer effects applied. This suggests it is plausible to use virtual reality training to enhance gait characteristics in the context of obstacle avoidance, potentially leading to a novel way to reduce fall-risk."]
[null,null,"review →","→","chk design →","meta analysis →","Yes","rayyan-6488862","Effects of exergaming on motor skill competence, perceived competence, and physical activity in preschool children",2019,null,null,"Journal of Sport and Health Science",null,8,2,"106-113","Gao, Z. and Zeng, N. and Pope, Z.C. and Wang, R. and Yu, F.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060333889&doi=10.1016%2fj.jshs.2018.12.001&partnerID=40&md5=aed21bf746fc2b2aef27be90939521cf",{"$nulls":3},"Background: Few school settings offer opportunities for preschool children to engage in structured physical activity, and only a few studies have been conducted examining exergaming's effectiveness on health outcomes in this age group. This study's purpose, therefore, was to examine a school-based exergaming intervention's effect on preschool children's perceived competence (PC), motor skill competence (MSC), and physical activity versus usual care (recess), as well as to examine gender differences for these outcomes. Methods: A total of 65 preschool children from 2 underserved urban schools were assigned to 1 of 2 conditions, with the school as the experimental unit: (1) usual care recess group (8 weeks of 100min of recess/week (5 days Ã— 20 min)) and (2) exergaming intervention group (8 weeks of 100min of exergaming/week (5 days Ã— 20 min) at school). All children underwent identical assessments of PC, MSC, and moderate-to-vigorous physical activity (MVPA) at baseline and at the end of the 8th week. Results: A significant Group Ã— Time effect was observed for MVPA, F(1, 52) = 4.37, p = 0.04, Î·                             p                                                          2                              = 0.04, but not for PC, F(1, 52) = 0.83, p = 0.37, Î·                             p                                                          2                              = 0.02, or MSC, F(1, 52) = 0.02, p = 0.88, Î·                             p                                                          2                              = 0.00. Specifically, the intervention children displayed significantly greater increased MVPA after 8weeks than the comparison children. Additionally, there was a significant time effect for MSC, F(1, 52) = 15.61, p < 0.01, Î·                             p                                                          2                              = 0.23, and gender effect for MVPA, F(1, 52) = 5.06, p = 0.02, Î·                             p                                                          2                              = 0.09. Although all preschoolersâ€™ MSC improved across time, boys demonstrated greater MVPA than girls at both time points. Conclusion: Exergaming showed a positive effect in promoting preschool children's MVPA at school and has the potential to enhance PC and MSC. More research with larger sample sizes and longer study durations are warranted.                          Â© 2019"]
["no FULLTEXT",null,"review →","→","excl",null,null,"rayyan-6488888","A Novel Approach to Monitor Loco-Motor Skills in Children: A Pilot Study",2019,null,null,"Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",null,11722,null,"773-776","Bossavit, B. and Arnedillo-SÃ¡nchez, I.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072974981&doi=10.1007%2f978-3-030-29736-7_86&partnerID=40&md5=1fa091bf25ffe4bd0398f24558c648d6",{"$nulls":3},"As children grow, they undergo loco-motor and cognitive development and acquire skills and abilities matched to their developmental stage. Correlations between gross-motor and cognitive development, for instance walking and language learning, have been reported. This insunateS loco-motor development echoes on cognitive development and delays on the first, may impact on a childâ€™s potential to learn. Concerns regarding loco-motor development are commonly raised by parents or diagnosed by healthcare professionals. Motion gesture detection gaming technologies, may be used to screen and monitor gross-motor skills in developing children. However, challenges concerning: the accuracy of these sensors to detect the gestures of young children and, the design of activities that provide clear instructions and virtual environments that adapt to the real-world remain. This paper presents activities designed to guide children (2â€“7Â years old) to perform loco-motor skills: jump, hop and run, matched to their developmental stage. It also provides results from pilot studies informing the design choices and the scaffolds children require to engage with the activities. Â© 2019, Springer Nature Switzerland AG."]
["not POP",null,"review →","→","excl",null,null,"rayyan-6488923","Does Narrative Feedback Enhance Children's Motor Learning in a Virtual Environment?",2019,null,null,"Journal of Motor Behavior",null,51,2,"199-211","Levac, D.E. and Lu, A.S.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85046081669&doi=10.1080%2f00222895.2018.1454398&partnerID=40&md5=22fda2e96473a32984bae8220d54a906",{"$nulls":3},"Augmented feedback has motivational and informational functions in motor learning, and is a key feature of practice in a virtual environment (VE). This study evaluated the impact of narrative (story-based) feedback as compared to standard feedback during practice of a novel task in a VE on typically developing children's motor learning, motivation and engagement. Thirty-eight children practiced navigating through a virtual path, receiving narrative or non-narrative feedback following each trial. All participants improved their performance on retention but not transfer, with no significant differences between groups. Self-reported engagement was associated with acquisition, retention and transfer for both groups. A narrative approach to feedback delivery did not offer an additive benefit; additional affective advantages of augmented feedback for motor learning in VEs should be explored. Â© 2018, Copyright Â© Taylor & Francis Group, LLC."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488938","Motor learning by cross education in Hemi-Parkinson: A neuroimaging feasibility study of the effects of virtual mirrored sensory feedback",2019,null,null,"International Conference on Virtual Rehabilitation, ICVR",null,2019,null,null,"Ori, O. and Lihi, M. and Silvi, F.-T. and Evgeny, K. and Shiri, K. and Roee, G. and Daniel, R. and Nachum, S. and Roy, M.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080111591&doi=10.1109%2fICVR46560.2019.8994759&partnerID=40&md5=9c0e43e9a84918e20b3318f623766db9",{"$nulls":3},"Cross education is a phenomenon in which motor training of one hand induces motor learning in the other hand. We have recently shown in healthy subjects that the effect of cross-education is significantly augmented by provision of real-time manipulated bi-modal (visual and kinesthetic) sensory feedback, creating an illusory sensation of voluntary training with the other hand. Here we tested whether this training method may be applicable also in pathological conditions affecting one side of the body. We present here data showing behavioral gain accompanied by changes in functional magnetic resonance imaging dynamics following training with this setup in the case of patient LA, a young man with significant unilateral upper-limb dysfunction stemming from hemi-Parkinson's disease. Following two weeks of daily sessions in which he intensively trained the non-affected upper limb, he showed improvement in motor capacity of the affected limb, accompanied by enhanced activation in the pre-frontal cortex and a widespread increase in functional coupling in the brain. Results from the current feasibility study suggest that combining cross-education with manipulated sensory input may have beneficial effects in clinical conditions. Â© 2019 IEEE."]
["not POP",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488945","Can Kinect aid motor learning in sportsmen? A study for three standing techniques in judo",2019,null,null,"PLoS ONE",null,14,2,null,"SieluÅ¼ycki, C. and MaÅ›liÅ„ski, J. and Kaczmarczyk, P. and Kubacki, R. and CieÅ›liÅ„ski, W.B. and Witkowski, K.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061127959&doi=10.1371%2fjournal.pone.0210260&partnerID=40&md5=9a316ec81d55e8010c964433c47a20b7",{"$nulls":3},"Our objective was to examine how exercises with the second generation of the Microsoft Kinect sensor may aid in the process of motor learning in young judo practitioners. We addressed improvements in spatio-temporal accuracy during execution of three standing techniques in judo, in a simple paradigm designed to study short-term practice effects. Two groups of judokas, 12 athletes eachâ€”one aided with Kinect and our dedicated software vs a group of controlsâ€”were asked to mimic previously recorded master-level performances of the three techniques, established as benchmarks by a two times world champion in judo. In five training sessions, athletes of the aided group used a virtual-reality setup in which they trained with a virtual representation of the master displayed on a large screen with a simultaneous real-time visualisation of their own movements in the form of an avatar based on body joint localisation, as determined by Kinect, which also measured their performance. The control group used Kinect in the 1st and 5th session, which was necessary for the measurements that constituted the basis for subsequent statistical comparisons, whereas the 2nd, 3rd, and 4th session in this group was guided by a coach, without the use of the Kinect setup. In addition, athletes of the two groups had unrestricted access to a video recording of the master performing the three throws. We found statistically significant improvements (p < 0.05) in the accuracy of executing the three techniques between the 1st and the 5th training session for the aided group but not for the control group. We conclude that incorporating Kinect based exercises into a judo training programme may be a useful means to supporting motor learning, therefore enhancing training efficiency, and thus improving performance. Â© 2019 SieluÅ¼ycki et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited."]
["review article",null,"excl",{"$nulls":4},"rayyan-6845294","PaCMAn: A 'principled' framework, arising from a systematic review of the literature, to underpin design and deployment of video games for motor skill acquisition",2019,8,null,"ENTERTAINMENT COMPUTING","[\"1875-9521\", \"1875-953X     J9  - ENTERTAIN COMPUT     JI  - Entertain. Comput.\"]",31,null,null,"McGann, J and Issartel, J and Hederman, L and Conlan, O",null,"English",null,"[\"Trinity Coll Dublin, Sch Comp Sci & Stat, ADAPT Ctr, Dublin, Ireland\", \"Dublin City Univ, Sch Hlth & Human Performance, Dublin, Ireland\"]","Research indicates that commercial exergames do not support acquisition of user Fundamental Movement Skills (FMS) owing to both technical and theoretical limitations. That is, affordable 3D sensors (e.g. Kinect (R)) demonstrate poor accuracy detection enabling users to 'cheat' motor skill outputs during gameplay and, lack fundamental design principles crucial to improve motor skill outcomes over time. Accordingly, this study outlines a principled framework to support design and deployment of video games with a primary 'play' purpose of motor skill acquisition. A systematic review of effective real-life interventions for motor skill acquisition was undertaken. Twenty-two studies met criteria for inclusion and were then analysed for underpinning 'principled' ingredients. Findings were discussed alongside fundamental game design principles, framed by The Theory of Constraints, The Exertion Framework and gaming schema from gaming literature. This led to development of a generalised framework entitled 'PaCMAn' (Principles and Conditions for Motor Acquisition). PaCMAn is intended to support effective design of video games for motor skill acquisition and, guide non-gaming experts (teachers, clinicians, researchers) tasked with a 'human-in-the-loop' deployment process deemed necessary to negotiate currently existing limitations of affordable 3D sensors."]
["not EXG",null,"excl",{"$nulls":4},"rayyan-6845318","The reality in motion. Perception of the world and care of human relations in the digital era",2019,null,null,"RTH-RESEARCH TRENDS IN HUMANITIES EDUCATION & PHILOSOPHY","2284-0184     J9  - RTH-RES TRENDS HUMAN     JI  - RTH-Res. Trends Humanit. Educ. Philos.",6,null,"16-+     WE  - Emerging Sources Citation Index (ESCI)","Di Jorio, D",null,"Italian",null,"OIDA Ctr Psicopedag Formaz Studi & Ric, Naples, Italy     PU  - UNIV STUDI NAPOLI FEDERICO II, DIPT STUDI UMANISTICI     PI  - NAPLES     PA  - VIA PORTA DI MASSA 1, NAPLES, 80133, ITALY","The brain has a corporal nature, and we cannot think without a reference motor function. Every experience that we live is corporal, and it acts accordingly to a purpose: for instance, the simple act to formulate a thought implicates a muscular adjustment. Since the birth, coordinated motor schemes are daily stimulated, induced, practiced and therefore consolidated by a number of activities required to our adaptation, ending up to build our baggage of memories and implicit learnings. As a consequence, wrong habits can considerably affect the ways of adaptation of our nervous system and can also reduce its ability according to the principle of the neuroplasticity: \"use it or lose it\". All our primary experiences, since we are children, pass through a motor learning experienced in a practical reality that serves as a basis to what will subsequently be the evolution of our complex cognitive activity which will be later capable of abstraction. The physical reality and the virtual reality are characterized by different aspects that differently act on our learning and interacting patterns. In the physical experience, the motility is regularly practiced, moreover in an integrated form with the perceptive channels that interact with the environment. As time goes on, this experience produces and consolidates the learning in favor of the nervous system's metabolism, a better oxygenation of the brain, improvement of the memory and the levels of self-esteem due to the pursuit of goals based on a global experience, which is entirely perceived in a corporal way also in terms of communication and sharing with the environment. The physical and corporeal interaction also produces a greater clarity and completeness of the message, to the benefit of a clearer perception of the social and affective relationships that surround us. Otherwise the effects related to an excessive interaction with the virtual world reduce the globality of the motor activity, due to the reduced sensorial experience which in itself is already relatively objective and very influenced by our individual ways to figure out the world. The feeling of dissatisfaction due to the basically inconsistency of an experience that is mostly unreal in the long term would cause depression and stress as well as a condition of addiction and isolation from the real social relationships that the brain perceives as more challenging and effortful, however healthier and qualitatively preferable. A teacher, or a parent, may wonder how to pull students or children away from an excessive and improper use of the digital tools. We can recall the old aphorism that claims: \"who is not present is always wrong\", which means try to fill their time with fulfilling experiences and interests, to educate them to use the moments of boredom as a source of creativeness and imagination, and also to teach them to use the internet for targeted researches and specific projects and not as a way of escaping. It would be worth wishing for the school to restore the old procedure to prepare scholastic searches using big wallcharts, where pupils may cut out and glue figures and images, which is a cognitive exercise. Handcrafted motor exercise of choice and sequence is an enriching experience of sharing with the classmates, that strengthens the different functions, as well as the levels of self-esteem and the sense of cooperation.        Our brain develops because of our eyes, the privileged vehicle of the emotion and the learning, because cerebral plasticity is triggered by changes perceived via the ocular route, but the cerebral and mental activity cannot be understood separately from the rest of the body. Education cannot be left aside the evolutionary axiom which says: \"the practice of a function cannot but define its structure\"."]
["review article",null,"excl",{"$nulls":4},"rayyan-6845410","The Effect of Virtual Reality Games on the Gross Motor Skills of Children with Cerebral Palsy: A Meta-Analysis of Randomized Controlled Trials",2019,null,null,"International Journal of Environmental Research and Public Health","1661-7827",16,20,null,"Ren, Zhanbing and Wu, Jinlong","https://www.proquest.com/scholarly-journals/effect-virtual-reality-games-on-gross-motor/docview/2329644293/se-2?accountid=12507","English","MDPI AG     PP  - Basel","Basel","According to the statistics of World Health Organization, the incidence of CP in developed countries ranges from 0.2% to 0.3%.     [...]it was often beyond the reach of the centre-based health care systems to offer more than 1â€“2 30â€“60 min sessions of physiotherapy (e.g.,active play with a coach, group activities with a therapist) pr week to children with CP due to time-comsuming and costly [15].     [...]it is necessary to look for cost-effective physiotherapy which can help children with CP to undergo intensive training for long time enough.     [...]the effects of VRGs intervention plan (including single intervention time, intervention frequency, intervention cycle, total intervention time) on the gross motor skill in children with CP are further determined.     [...]it lays important theoretical groundwork for the effect of VRG-based treatment to gross motor skill development of children with CP, and provides a crucial decision-making basis for clinical staff. 2.     The literature in Chinese and English databases (CNKI, Wanfang Data, Web of Science, PubMed, EBSCOhost, Informit, Scopus, Science Direct and ProQuest) as of June 3rd 2019 was retrieved, with â€œä½“æ„Ÿæ¸¸æˆ\u008fâ€\u009d (active video gaming), â€œè™šæ‹ŸçŽ°å®žæ¸¸æˆ\u008fâ€\u009d (VR game), â€œè„‘ç˜«å„¿ç«¥â€\u009d (children with CP) and â€œè„‘æ€§ç˜«ç—ªå„¿ç«¥â€\u009d (children with cerebral palsy) as Chinese keywords, and â€œexergameâ€\u009d, â€œvirtual reality gamesâ€\u009d, â€œactive video gameâ€\u009d, â€œactive video gamingâ€\u009d, â€œWiiâ€\u009d, â€œPlay Stationâ€\u009d, â€œKinectâ€\u009d, â€œvirtual realityâ€\u009d, â€œcerebral palsyâ€\u009d, â€œcerebral palsiesâ€\u009d, â€œLittle diseaseâ€\u009d, â€œinfantile palsiesâ€\u009d, â€œspastic diplegia(s)â€\u009d, â€œspastic diplegicâ€\u009d, â€œspastic hemiplegia(s)â€\u009d, â€œspastic hemiplegicâ€\u009d, â€œspastic quadriplegia(s)â€\u009d, and â€œspastic quadriplegicâ€\u009d as English keywords. 2.2."]
["not POP",null,"excl",{"$nulls":4},"rayyan-8487907","A first step to optimizing long-term gait retraining programs in CP children through real-time biofeedback in a virtual reality environment",2019,9,1,"Gait & Posture",null,73,null,"56-57","H. Adams and J. Tucceri and E. Papageorgiou and G. Molenaers and K. Desloovere",null,null,"Elsevier BV",null,"1. Introduction Children with spastic cerebral palsy (SCP) show several gait deviations. Research shows that patients are able to adapt their gait pattern in an immediate response, i.e. through real-time biofeedback [1]. So far, long-term training programs with real-time feedback have not yet been investigated. However, to stimulate permanent gait changes, a consistent, gradual training build-up is recommended. To optimize the translation from a research design to clinical practice, this study explores how SCP and typically developing (TD) children react on a 3-minute feedback trial 2. Research Question Can TD and SCP children hold their full gait adaptability capacity over a 3-minute-interval trial? 3. Methods Ten TD-children (8.3 &plusmn; 3.3yrs) and five SCP-children (GMFCSI-II;8.8 &plusmn; 4.4yrs) walked on an instrumented treadmill. 3D gait analysis was performed to capture gait and allow two types of real-time feedback in a virtual reality (VR) environment, i.e. hip-extension(HE) and ankle-power(AP) feedback. One-minute baseline walking was captured, followed by 3-minute trials of HE(baseline-10%) and AP(baseline + 0.1watt/kg) feedback (HE for all TD & SCP and AP for 10 TD & 3 SCP). Wilcoxon signed ranks tests(p < 0.025) were used for data analyses. First, all valid steps of the baseline trials where compared with all valid steps and the 25% best peaks of the VR trials. Secondly, the distribution of the best peaks over the 3-minutes feedback trials was investigated. 4. Results Results are shown in Fig. 1. TD-children changed HE significantly from baseline during the full 3-minutes. CP-children did not, although baseline compared to the 25% best peaks showed a tendency to significance. TD-children changed AP significantly from baseline when focusing on the best peaks, but not when studying the whole 3-minute trial. The same was observed in CP1 and CP2, (i.e. only significant improvement when comparing the best peaks), while CP3 showed significant change, although in a negative direction. Detailed analysis of the distribution of the best peaks highlighted a tendency to more good steps in the first minute for AP in SCP and TD, and HE in TD. The opposite was found for HE in SCP. However, individual data analyses indicated the heterogeneity of the results. 5. Discussion Results from the 25% best peaks showed that almost all children are capable of changing HE and AP. This finding was not consistent when taking into account the whole 3-minute trial. This shows that children have the capacity to change gait, but are not able to hold this during a long interval. The distribution of the best peaks suggested that loss of focus or fatigue could be involved, potentially combined with a learning effect. To make optimum use of the capacity of children's gait adaptability, starting a training program with multiple shorter feedback intervals is recommended. Further, a gradual build-up to longer intervals and faded feedback could optimize the quality of a long-term training program. Figure PresentedCopyright Â© 2019"]
["review article",null,"excl",{"$nulls":4},"rayyan-8487921","The effect of virtual reality games on the gross motor skills of children with cerebral palsy: A meta-analysis of randomized controlled trials",2019,10,1,"International Journal of Environmental Research and Public Health",null,16,20,null,"Ren, Zhanbing and Wu, Jinlong",null,null,"MDPI AG",null,"This review aimed to systematically evaluate the rehabilitatitive effect of Virtual Reality Games (VRGs) for gross motor skills of children with cerebral palsy (CP), and to give scientific grounds for the formulation of rehabilitation therapy for these children. To this end, the literature in Chinese databases (CNKI and Wanfang Data) as well as the databases of other countries (Web of Science, PubMed, EBSCOhost, Informit, Scopus, Science Direct and ProQuest) from the establishment dates of these databases to June 3rd 2019 was retrieved in order to collect randomized controlled trials with regard to the intervention effect of VRGs and traditional therapy on gross motor skills of children with CP, and the literature was screened as per inclusion and exclusion criteria. The PEDro scale was then used to evaluate the methodological quality of the included literature, and the software Review Manager 5.3 was employed to analyze the combined effect size. As a result, 7 randomized controlled trials and 234 children with CP were included. Meta-analysis showed that VRGs could improve gross motor skills of children with CP. Combined effect size of gross motor skills SMD = 0.37 [95% CI = (0.06, 0.68), p = 0.02)]. In conclusion, the VRG intervention program can enhance gross motor skills of children with CP to some extent. In view of the limitations regarding methodologies and the quality and quantity of the literature in this research, more quality randomized controlled trials are needed so as to draw convincing conclusions of effect of VRG intervention on gross motor skill development of children with CP in future studies."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-16025218","Feedback delays can enhance anticipatory synchronization in human-machine interaction",2019,8,1,"PLoS ONE",null,14,8,null,"Washburn, Auriel and Kallen, Rachel W. and Lamb, Maurice and Stepp, Nigel and Shockley, Kevin and Richardson, Michael J.",null,null,"Public Library of Science",null,"Research investigating the dynamics of coupled physical systems has demonstrated that small feedback delays can allow a dynamic response system to anticipate chaotic behavior. This counterintuitive phenomenon, termed anticipatory synchronization, has been observed in coupled electrical circuits, laser semi-conductors, and artificial neurons. Recent research indicates that the same process might also support the ability of humans to anticipate the occurrence of chaotic behavior in other individuals. Motivated by this latter work, the current study examined whether the process of feedback delay induced anticipatory synchronization could be employed to develop an interactive artificial agent capable of anticipating chaotic human movement. Results revealed that incorporating such delays within the movement-control dynamics of an artificial agent not only enhances an artificial agentâ€™s ability to anticipate chaotic human behavior, but to synchronize with such behavior in a manner similar to natural human-human anticipatory synchronization. The implication of these findings for the development of human-machine interaction systems is discussed."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488866","Driving risk assessment under the effect of alcohol through an eye tracking system in virtual reality",2020,null,null,"Advances in Intelligent Systems and Computing",null,969,null,"329-341","De Blasiis, M.R. and Ferrante, C. and Veraldi, V.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067334133&doi=10.1007%2f978-3-030-20497-6_31&partnerID=40&md5=82c4e83193a83863a5c921be4c3dace1",{"$nulls":3},"The issue of driving under the effect of alcohol is a matter of several studies in the field of road safety because today alcohol is widely diffused especially among very young people (age ranging between 18 and 25). Each year data provided by authorities are worrying, more than a third of the accidents registered in European countries are caused by alcohol. Italy is aligned with this trend; the ISS â€“ National Institute of Health estimates that alcohol-related road accidents are equal to 30â€“35% of the total road accidents. Medical researches confirm that alcohol generates negative effects on driving, impairs the ability of perception, attention, processing and evaluation and it has negative effects on cognitive and motor skills. Therefore, the present research is developed in the field of a wider project research with the purpose to investigate and estimate the impact of alcohol on road safety to support awareness campaigns â€œDrink or Driveâ€\u009d. As demonstrated by findings of the previous study, alcohol has a significant impact on driving performances in terms of geometric, kinematic and dynamic measures. Trajectory, stopping and overtaking maneuvers were studied and a significant delay in reflexes, especially in stopping and overtaking maneuvers, that exposes drivers to high risk level, was calculated. In this research, the focus is on the driversâ€™ eye-movements that are recorded in the virtual reality driving experiment. To understand how much alcohol impairs attention and concentration in relation to the driving performances, these data are processed and two eye blinking measures (i.e. % blinking and blink rate) are analyzed A sample of 20 drivers were requested to drive the virtual reality-driving simulator situated in the LASS3 Virtual Reality Laboratory of University Research Centre for Road Safety. The route runs in extra-urban and urban areas, in order to study driversâ€™ behavior in different cases and subjecting drivers to different stimuli (i.e. pedestrian crossing, overtaking maneuver, sudden braking, etc.). The results are a comparison between the results of two conditions drunken and sober. Results show that alcohol affects attention and concentration increasing the absolute value of blinking and its rate. During the stopping and the overtaking maneuvers where driving measures show higher risk levels in drunkenness condition respect the to the sober one, eye measures show a reduction in blinking and frequency (in both conditions) on behalf of a more attention to the road. Â© Springer Nature Switzerland AG 2020."]
["not POP",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488869","Gamified Motor Training With Tangible Robots in Older Adults: A Feasibility Study and Comparison With the Young",2020,null,null,"Frontiers in Aging Neuroscience",null,12,null,null,"Guneysu Ozgur, A. and Wessel, M.J. and Olsen, J.K. and Johal, W. and Ozgur, A. and Hummel, F.C. and Dillenbourg, P.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083492875&doi=10.3389%2ffnagi.2020.00059&partnerID=40&md5=9dd0e3f2c6ac55ef175a0232778b4a60",{"$nulls":3},"Background: An increasing lifespan and the resulting change in our expectations of later life stages are dependent on a good health state. This emphasizes the importance of the development of strategies to further strengthen healthy aging. One important aspect of good health in later life stages is sustained skilled motor function. Objective: Here, we tested the effectiveness of robotic upper limb motor training in a game-like scenario assessing game-based learning and its transfer potential. Methods: Thirty-six healthy participants (n = 18 elderly participants, n = 18 young controls) trained with a Pacman-like game using a hand-held Cellulo robot on 2 consecutive days. The game-related movements were conducted on a printed map displaying a maze and targets that had to be collected. Gradually, the task difficulty was adjusted between games by modifying or adding different game elements (e.g., speed and number of chasing ghosts, additional rules, and haptic feedback). Transfer was assessed by scoring simple robot manipulation on two different trajectories. Results: Elderly participants were able to improve their game performance over time [t(874) = 2.97, p < 0.01]. The applied game elements had similar effects on both age groups. Importantly, the game-based learning was transferable to simple robot manipulation that resembles activities of daily life. Only minor age-related differences were present (smaller overall learning gain and different effects of the wall-crash penalty rule in the elderly group). Conclusions: Gamified motor training with the Cellulo system has the potential to translate into an efficient and relatively low-cost robotic motor training tool for promoting upper limb function to promote healthy aging. Â© Copyright Â© 2020 Guneysu Ozgur, Wessel, Olsen, Johal, Ozgur, Hummel and Dillenbourg."]
["no FULLTEXT",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488876","Designing digital activities to screen locomotor skills in developing children",2020,null,null,"Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",null,12315,null,"416-420","Bossavit, B. and Arnedillo-SÃ¡nchez, I.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091186234&doi=10.1007%2f978-3-030-57717-9_37&partnerID=40&md5=06afd790f8bd20b453e807589090c4f9",{"$nulls":3},"The development of locomotor skills enables children to move from one place to another and activates parts of the brain essential for their cognitive development. Thus, delays in locomotor development may impact childrenâ€™s ability to learn. The assessment of locomotor development is conducted by trained professionals using standardised tests. However, access to timely assessment is hindered by the availability of professionals and costs. To broaden access to timely screening of locomotor skills, the MotorSense framework uses affordable motion-based sensors to recognise the execution of locomotor tasks in real-time. This paper presents the design of MotorSense activities for locomotor skills. Â© Springer Nature Switzerland AG 2020."]
["review article",null,"excl",{"$nulls":4},"rayyan-6488879","The effect of physical activity and the use of active video games: Exergames in children and adolescents: A systematic review",2020,null,null,"International Journal of Environmental Research and Public Health",null,17,12,"2025-10-01","RamÃ­rez-Granizo, I.A. and Ubago-JimÃ©nez, J.L. and GonzÃ¡lez-Valero, G. and Puertas-Molero, P. and RomÃ¡n-Mata, S.S.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086635805&doi=10.3390%2fijerph17124243&partnerID=40&md5=7c74c4f04b3dbaf6c14a4c7402c0371b",{"$nulls":3},"The aim of this study is to develop a systematic review on the relationship between the use of active video games â€œexergamesâ€\u009d and the practice of physical activity. The Web of Science (WOS) repository was used as the main search engine, using as criteria the selection of longitudinal and experimental studies published in the last five years. A total of eight research papers were obtained, in which intervention programs based on the use of exergames were applied to improve different parameters, such as adherence to Physical Activity practice or improvement on a psychological level. As the main findings, it was possible to observe the need to include these types of devices in the classroom since they can work transversally across much content, and the resources are so accessible that they allow improvements at academic level. Likewise, they favor motivation to physical exercise since with adequate volume and intensity parameters, they are related to healthier lifestyles, and the areas of motor skills and logical thinking benefited the most. Â© 2020 by the authors. Licensee MDPI, Basel, Switzerland."]
[null,null,"review →","→","chk design →","meta analysis →","Yes","rayyan-6488881","Hop.Skip.Jump.Games: The effect of â€œprincipledâ€\u009d exergameplay on children's locomotor skill acquisition",2020,null,null,"British Journal of Educational Technology",null,51,3,"798-816","McGann, J. and Issartel, J. and Hederman, L. and Conlan, O.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075130621&doi=10.1111%2fbjet.12886&partnerID=40&md5=b82878ac356bf2b41c5572ec527206f9",{"$nulls":3},"Sedentary past-times such as video gameplay are cited as having a negative effect on children's Fundamental Motor Skills (FMS) acquisition. Conversely, â€œexergamesâ€\u009d utilise 3D sensor control systems (eg, KinectÂ®) to offer full body interactive user experiences in which FMS outputs are often part of the game â€œplayâ€\u009d experience. This study evaluated the impact that participation in (1) commercial exergames and, (2) purpose-built exergames had on user locomotor skill outcomes (run, hop, skip, jump and slide) when both sets of games were deployed with a â€œprincipledâ€\u009d human-in-the-loop personalisation process. Typically developing children aged between 5 and 6Â years were divided into two groups; a control group (nÂ =Â 20; 45% girls) exposed to commercial exergames and, an experimental group (nÂ =Â 20; 50% girls) exposed to purpose-built exergames. Gameplay was delivered daily, in the classroom, over a period of 8Â weeks. The Test of Gross Motor Development-2 was utilised to assess children's locomotor skills at three time points (pre, interim and posttest). A mixed analysis of variance with repeated measures on time was conducted to evaluate results of the experimental group in comparison to the control group. A significant interaction effect was observed relating to TimeÂ Ã—Â Group. Pairwise comparisons with a Bonferroni adjustment demonstrated that the experimental group made significant improvements for each locomotor skill (run, hop, skip, jump and slide) from pretest to posttest while the control group made significant improvements in only one locomotor skill (the slide) over the same timeframe. Results indicate that principled design and deployment of purpose-built exergames support high quality locomotor outputs and, improved outcomes over time. Practitioner Notes What is already known about this topic A majority of modern children do not possess proficient locomotor skills and cannot hop, skip or even run properly Teachers typically target motor skills in the Physical Education setting but these skills require regular personalised practice to improve performance 3D sensor controlled exergames provide a potential platform to target locomotor skill acquisition in the classroom, but currently lack the necessary design principles to improve user locomotor skill outcomes What this paper adds A suite of â€œprincipledâ€\u009d exergames with adaptable features to target locomotor skills in the classroom A human-in-the-loop deployment process that empowers the teacher to be a crucial component of the learning experience Empirical evidence to support the effectiveness of purpose-built exergames for locomotor skill acquisition purposes in the classroom Implications for practice and/or policy Educators can work with a gaming system to effectively deploy â€œshort boutsâ€\u009d of 3D sensor exergameplay in the classroom and facilitate significantly improved locomotor skills in children. Design and development of educational technology could consider the teacher as a valuable â€œhuman intelligent systemâ€\u009d capable of making decisions about the user and user experience that the system cannot. This could potentially transform effectiveness of educational technologies from both the teacher and learner perspective. Â© 2019 British Educational Research Association"]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488882","Early intervention VR sporting games for motor skill developmental delay children",2020,null,null,"Proceedings - 2020 International Symposium on Computer, Consumer and Control, IS3C 2020",{"$nulls":3},"98-101","Tsai, S.-H. and Hsieh, Y.-H. and Chao, T.-H. and Yeh, S.-C. and Wu, E.H.-K. and Kao, H.-W.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104826612&doi=10.1109%2fIS3C50286.2020.00033&partnerID=40&md5=ae02d824edab842c157e84a3cb3b1ace",{"$nulls":3},"In common, the significant time for children development is between the age of 0 and 6, so receiving early intervention is especially important for the children with developmental delay[1][2]. However, current early intervention usually has limited efficiency and its contents need more stimulation [3]. And it is necessary to have a system to assess the training effectiveness of intervention[4]. Therefore, we design a system with Sport VR Technologies for developmental delay children to train them and evaluate their progress in motor skills. In our system, there are several Sport VR games for early intervention based on the sports we know, including volleyball, skiing and finger pinch. In these games, children with developmental delay can get the stimulation from the sports without the limit of space. Moreover, we can record the performance of the children and analyze the results deeply after the game. Compared to the traditional methods, the system with Sport VR Technologies can stimulate children to have more imagination space, and motivate them to play the games. Additionally, we can know children's progress efficiently and feedback immediately to improve the early intervention via data collection. Â© 2020 IEEE"]
["not EXG",null,"excl",{"$nulls":4},"rayyan-6488883","Comparing Live and Digital Augmented Reality Models for Demonstrating Two Motor Skills From the Test of Gross Motor Developmentâ€”Second Edition: TGMD-2",2020,null,null,"Perceptual and Motor Skills",null,127,2,"386-400","Spinosa, R.M.D.O. and Santo, D.L.D. and Costa, R.Z.F. and Pazetto, N.F. and Santos, C.R.D. and Medina-Papst, J. and Marques, I.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078116755&doi=10.1177%2f0031512519900061&partnerID=40&md5=18553268e91faaa951d3fda70f6fd156",{"$nulls":3},"The objective of this study was to compare the effect of digital (i.e., augmented reality [AR]) and live demonstrations of two fundamental motor skills. The motor skills were horizontal jump and over-the-shoulder throw with performance criteria described in the Test of Gross Motor Developmentâ€”Second Edition (TGMD-2). We developed a digital model using AR installed on a tablet computer compatible with the Android operating system. We recruited 131 children and assigned them to three age groups: G1, 3-5 years old (M = 4.25, SD = 0.71 years); G2, 6-8 years old (M = 7.16, SD = 0.79 years); and G3, 9-11 years old (M =10.13, SD= 0.84 years). Randomly, half of the children in each group performed the two motor skills after watching either the AR or the live demonstrations; seven days later, all children repeated the motor skills with the demonstration type inverted. We applied Wilcoxonâ€™s test with statistical significance set at p <.05 and found no significant performance differences based on demonstration exposure from AR versus live modeling. We propose that AR technology is a potential tool for demonstrating human movement. Â© The Author(s) 2020."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6488901","Analysis of the applicability and utility of a gamified didactics with exergames at primary schools: Qualitative findings from a natural experiment",2020,null,null,"PLoS ONE",null,15,4,null,"Quintas-HijÃ³s, A. and PeÃ±arrubia-Lozano, C. and Bustamante, J.C.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083197493&doi=10.1371%2fjournal.pone.0231269&partnerID=40&md5=96c9fb21fa87b7e990f8eba95235a2d0",{"$nulls":3},"One of the main objectives of Physical Education in elementary schools is to encourage motivation so that the subject enhances academic performance and the practice of physical exercise. Didactic research should evaluate the effectiveness of educational methods to know if they are applicable, useful, and in what sense. Exergames are digital motor games that aim to stimulate players' motor skills. Gamification refers to the use of game-based elements in nongame contexts to motivate actions. This research evaluates a gamified exergaming intervention, designed to improve children's academic performance by focusing on understanding applicability and usefulness. A natural experiment was set up in schools according to a mixed methods design. The qualitative data herein reported were collected during a natural experiment with a nonrandomized controlled design. The qualitative research design was used with field notes, an open-questions questionnaire, individual semi-structured interviews and focus group interviews. Eight teachers and 417 students took part. A content analysis was chosen as the methodological orientation. The facilitators were the realism of their didactic design and their adaptability to different educational contexts. The main barriers were the required materials and facilities. Teachers and students' attitudes were very positive, although future use was inconclusive. These findings may imply that this study is one of the few to provide positive evidence for educational gamification. The â€œMechanics-Dynamics-Aestheticsâ€\u009d gamification model and the â€œJust Dance Nowâ€\u009d exergame may be applicable and useful for didactics in Physical Education, but all the participants' suggestions need to be considered to improve teaching interventions. Copyright: Â© 2020 Quintas-HijÃ³s et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited."]
["review article",null,"excl",{"$nulls":4},"rayyan-6488909","Effect of active video games on healthy childrenâ€™s fundamental motor skills and physical fitness: A systematic review",2020,null,null,"International Journal of Environmental Research and Public Health",null,17,21,"2017-01-01","Liu, W. and Zeng, N. and McDonough, D.J. and Gao, Z.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095856422&doi=10.3390%2fijerph17218264&partnerID=40&md5=433c4bca9416cf8390e09b68b9fac859",{"$nulls":3},"Objective: The present study aimed to synthesize the most updated literature regarding the casual evidence of the effects of active video games (AVGs) on fundamental motor skills (FMS; locomotor skills and object control skills) and physical fitness among healthy children. Methods: Electronic databases were searched through October 2020. Peer-reviewed randomized control trials (RCTs) and quasi-experimental designs examining the effectiveness of AVGs on FMS and physical fitness development among healthy children (3â€“12 years) were screened. Results: A total of nine RCTs and one quasi-experimental study were included. Of the five studies examining the effect of AVGs on FMS, two reported significant improvements, while three reported no significant improvements in motor skills development as compared to control. Of the five studies assessing the effects of AVGs on physical fitness, four reported significant improvements in physical fitness such as balance, agility, and speed, whereas one reported significant improvements in skill-related executive function, but not in physical competence. Conclusions: Overall, the current available evidence supports AVGs as an effective means to improve physical fitness, such as balance, postural stability, and agility, among healthy children. However, the findings of AVGs on healthy childrenâ€™s object control and locomotor skills remain inconclusive. Â© 2020 by the authors. Licensee MDPI, Basel, Switzerland."]
["review article",null,"excl",{"$nulls":4},"rayyan-6488918","Effects of Physical Activity on Children's Motor Skill Development: A Systematic Review of Randomized Controlled Trials",2020,null,null,"BioMed Research International",null,2020,null,null,"McDonough, D.J. and Liu, W. and Gao, Z.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099302808&doi=10.1155%2f2020%2f8160756&partnerID=40&md5=d3d6a2a8039c75caa68ad9e0287d3e4f",{"$nulls":3},"Objective. This systematic review synthesized current randomized controlled trials (RCTs) examining casual evidence regarding the effects of traditional and exergaming-based physical activity (PA) interventions on motor skill development in typically developed children (i.e., those aged 6-12 years). Methods. We adhered to the PRISMA-P statement and searched electronic databases (Medline, PsycInfo, Web of Science, PubMed, ERIC, Scopus, and SportDiscus) from inception through July 2020. We screened for peer reviewed RCTs published in English between 2000 and 2020 examining the effect of PA on motor skill development in healthy children. Results. A total of 25 RCTs were included, 20 (80%) of which reported significant improvements in children's motor skill performance. Specifically, 18 studies examined traditional PA interventions and 7 studies examined exergaming-based PA interventions, 83% and 71% of which observed statistically significant improvements in children's motor skill development, respectively. Conclusions. Findings support the causal evidence regarding the effects of PA on motor skill development in children. Notable limitations of this review included heterogeneity of measurement protocols and assessment tools used to test children's motor skills across studies, a wide range of PA intervention dose across studies, and the lack of power analyses and long-term follow-up assessments in individual studies to discern appropriate sample sizes and long-term effectiveness, respectively. To further strengthen the evidence in this emerging field, we advocate for future RCTs to employ a priori power analyses, long-term follow-up measurements, and more exergaming-based interventions to allow for comparisons with traditional PA interventions, to explore the dose response and moderating relationships between PA and motor skill development in childhood, and to utilize homogenous assessment instruments to allow for more rigorous, quantitative syntheses.  Â© 2020 Daniel J. McDonough et al."]
["no FULLTEXT",null,"ft screen →","excl",{"$nulls":3},"rayyan-6845258","Applying augmented reality in physical education on motor skills learning",2020,8,17,"INTERACTIVE LEARNING ENVIRONMENTS","[\"1049-4820\", \"1744-5191     J9  - INTERACT LEARN ENVIR     JI  - Interact. Learn. Environ.\"]",28,6,"685-697","Chang, KE and Zhang, J and Huang, YS and Liu, TC and Sung, YT",null,"English",null,"[\"Natl Taiwan Normal Univ, Grad Inst Informat & Comp Educ, Taipei, Taiwan\", \"Natl Taiwan Normal Univ, Dept Educ Psychol & Counseling, Taipei, Taiwan\"]","Physical education is a course that integrates knowledge of sports with skill drilling. Augmented Reality (AR)-assisted instruction has infrequently been applied in sport skill drilling. Video-assisted instruction has frequently applied to physical sports; however, it neither involves interactive practice nor embodies both textbook learning and the practice of sporting skills simultaneously. As a complement to video-assisted instruction, AR can apply virtual messages to learning objects so that 3-dimensional models can be superimposed into textbooks, which allows learners to read books while operating 3D character models. To verify the effects of learning outcomes, motor skills, and learning motivation with AR-assisted instruction and the effects of different difficulty levels on instruction materials, two experimental studies were implemented. Simple and basic running actions and more difficult Mark exercise actions were chosen as the teaching content. The experiments adopted a quasi-experimental design. The findings indicate that AR-assisted instruction is more effective than video-assisted instruction, and the effects are better for more difficult motor skills learning."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6845270","The effect of Wii Fit exergames on static balance and motor competence in obese and non-obese college women",2020,null,null,"ACTA GYMNICA","[\"2336-4912\", \"2336-4920     J9  - ACTA GYMNICA     JI  - Acta Gymnica\"]",50,2,"61-67","Davoodeh, S and Sheikh, M and Sharifabadi, DH and Bagherzadeh, F",null,"English",null,"Univ Tehran, Fac Phys Educ & Sport Sci, Tehran, Iran","Background: Exergames have recently been employed for a variety of purposes in different clinical and non-clinical environments. Objective: This study aimed to assess the effect of a 6-week Wii Fit exergames intervention on the static balance and motor competence in obese and non-obese college women. Methods: To this end, 20 obese (body mass index = 30 kg/m(2), age 19.10 +/- 0.64 years) and 20 normal-weight women (body mass index 18.5-24.9 kg/m(2), age 19.25 +/- 0.78 years) were recruited. Both groups were randomly divided into intervention and control groups so that the following four groups (10 women each) were created: obese control (OC), obese Wii Fit intervention (OWFI), non-obese control (NOC) and non-obese Wii Fit intervention (NOWFI). Bruininks Oseretsky Test of Motor Proficiency (BOT-2) and static balance test using the Wii Balance Board were used to measure motor competence and static balance progression during the pretest and posttest. All the groups performed their common daily physical activities, and experimental groups had additional Wii Fit intervention for 6 weeks (2 sessions per week). Results: Analysis of covariance results showed a significant improvement in the static balance and motor competence of both obese and non-obese Wii Fit groups compared to their control group counterparts (Static balance: NOC < NOWFI, p =.04, OC < OWFI, p =.004; Motor competence: NOC < NOWFI, p =.007, OC < OWFI, p <.001). Besides, the improvement in the motor competence of the obese Wii Fit group was significantly greater than that of the non-obese one (NOWFI < OWFI, p =.04). Conclusions: In addition to the similar positive effect on the static balance of obese and non-obese college women, the use of Wii Fit exergames can improve the motor competence of obese college women more than non-obese ones."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6845290","INTERVENTION USING EXERGAMES: E<i>FFECTS ON THE EXECUTIVE FUNCTIONS OF SCHOOL</i>-<i>AGED CHILDREN</i>",2020,1,null,"ETD EDUCACAO TEMATICA DIGITAL","1676-2592     J9  - ETD EDUC TEMAT DIGIT     JI  - ETD Educ. Temat. Digit.",22,1,"202-217","Fronza, FC and Ferrari, EP and Freitas, KTD and Cardoso, FL",null,"Portuguese",null,"[\"Univ Estado Santa Catarina UDESC, Florianopolis, SC, Brazil\", \"Univ Catal Brasilia UCB, Brasilia, DF, Brazil\", \"Univ Estado Santa Catarina UDESC, Educ Comp & Tecnol, Florianopolis, SC, Brazil\"]","Because of its interface, the practice of exergames includes motor skills that involve a wide range of sensory feedback, adjustable range of motion, speed and accuracy levels, as well as a variety of cognitive and motor tasks. Thus, the association of the use of exergames with cognitive issues has been verified. This is an experimental study with intervention with a prospective longitudinal follow-up period of two months, controlled and double-blind. 64 school children between 8 and 10 years old were randomly assigned to an experimental (n = 25) and control group (n = 23). The experimental group, always monitored by two researchers, experienced a protocol consisting of exergames in 18 sessions of 20 and 30 minutes, replacing some curricular physical education classes. In the pre and post-tests a socio-demographic questionnaire was used, the Test of Concentrated Attention d2, Trail Making Test and the institutional school performance. Intervention, in general, did not influence the cognitive variables evaluated in the two homogeneous groups; however, age -sex interactions were found for the variable executive function related to cognitive flexibility, indicating a positive effect of the intervention for boys with age of 10 years."]
["review article",null,"excl",{"$nulls":4},"rayyan-6845302","A Systematic Review of Active Video Games on Youth's Body Composition and Physical Activity",2020,8,null,"INTERNATIONAL JOURNAL OF SPORTS MEDICINE","[\"0172-4622\", \"1439-3964     J9  - INT J SPORTS MED     JI  - Int. J. Sports Med.\"]",41,9,"561-573","Gao, Z and Zeng, N and McDonough, DJ and Su, XW",null,"English",null,"[\"Univ Minnesota Twin Cities, Sch Kinesiol, Minneapolis, MN USA\", \"Colorado State Univ, Dept Food Sci & Human Nutr, Ft Collins, CO 80523 USA\"]","In the past decade, active video games (AVGs) have started to find their way into communities, schools, and homes as a possible solution to promote physical activity (PA) and prevent childhood obesity. However, the evidence regarding its effectiveness on body composition and objectively measured PA in youth remains inconclusive. Thus, a systematic review on this topic is needed. This review synthesizes effects of AVGs on body composition and PA in youth. The initial search yielded 260 articles from 10 databases and 18 randomized-controlled trials were included after evaluating against eligibility and removing duplicates. Overall, AVGs showed positive effects in improving body composition and PA in overweight/obese youth as compared to the control conditions with only 2 studies displaying neutral effects on these outcomes as compared to traditional PA or comparison programs. For healthy youth, more than half of the studies (n = 10) demonstrated neutral effects of AVGs on these outcomes whereas only 6 yielded positive effects compared to the control conditions. Further, one study indicated that the control condition observed greater improvement in body composition compared with an AVG intervention in healthy youth. In summary, AVGs are deemed a promising addition to promote PA and health among overweight/obese youth with the goal of fighting childhood obesity."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6845309","Physical fitness and health-related quality of life in pediatric renal transplant recipients: An interventional trial with active video gaming",2020,2,null,"PEDIATRIC TRANSPLANTATION","[\"1397-3142\", \"1399-3046     J9  - PEDIATR TRANSPLANT     JI  - Pediatr. Transplant.\"]",24,1,null,"Weigmann-Fassender, S and Pfeil, K and Betz, T and Sander, A and Weiss, K and TÃ¶nshoff, B and Friedmann-Bette, B",null,"English",null,"[\"Univ Hosp Heidelberg, Med Clin Internal Med Sports Med 7, Heidelberg, Germany\", \"Univ Childrens Hosp Heidelberg, Dept Pediat, Heidelberg, Germany\", \"Heidelberg Univ, Inst Med Biometry & Informat, Heidelberg, Germany\", \"Heidelberg Univ, Inst Sports & Sport Sci, Heidelberg, Germany\"]","Background Pediatric renal transplant recipients are at increased risk for cardiovascular diseases, one contributing factor is reduced cardiorespiratory fitness. The purpose was to evaluate cardiorespiratory fitness, motor coordination, muscle strength, daily physical activity, and health-related quality of life and to find out, if active video gaming is effective for improving these items in this patient population. Methods Twenty renal transplant recipients (13.5 +/- 3.4 years) and 33 matched healthy controls (13.1 +/- 3.2 years) performed a spiroergometry, a motor coordination test, and a maximal handgrip strength test. Quality of life was determined with a validated questionnaire, and daily physical activity was recorded with a physical activity monitor. Thirteen patients (12.9 +/- 3.4 years) participated in a 6-week home-based exergaming intervention (3x/week for 30 minutes) and repeated all tests after that. Results The renal transplant recipients exhibited a substantial impairment compared with the controls in peak oxygen consumption (-31%, P < .001), motor competence (-44%, P < .001), daily physical activity (-33%, P = .001), and quality of life (-12%, P = .017). Handgrip strength was similar in both groups. Despite of low compliance in the intervention group, steps per hour were significantly increased after 6 weeks of exergaming (+31%, P = .043); however, all other measures remained unchanged. Conclusion Cardiorespiratory fitness, motor competence, and quality of life are reduced in pediatric renal transplant recipients. Home-based exergaming is not appropriate to improve these items, probably due to a substantially impaired motor competence. However, it provided a stimulus for an increased daily physical activity."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6845405","IntervenÃ§Ã£o com exergames: efeitos sobre as funÃ§Ãµes executivas de crianÃ§as em idade escolar",2020,null,null,"EducaÃ§Ã£o TemÃ¡tica Digital",null,22,1,"202-217","Fernanda Cerveira Fronza and Elisa Pinheiro Ferrari and Kamyla Thais Dias Freitas and Cardoso, Fernando Luiz","https://www.proquest.com/scholarly-journals/intervenÃ§Ã£o-com-exergames-efeitos-sobre-as/docview/2545983788/se-2?accountid=12507","Portuguese","Universidade Estadual de Campinas, Faculdade de EducaÃ§Ã£o     PP  - Campinas","Campinas","Em virtude da sua interface, a prÃ¡tica de exergames inclui habilidades motoras que envolvem uma ampla gama de feedback sensorial, amplitudes de movimento ajustÃ¡veis, nÃ­veis de velocidade e precisÃ£o, e tambÃ©m uma variedade de tarefas cognitivas e motoras. Assim sendo tÃªm se verificado a associaÃ§Ã£o do uso dos exergames com questÃµes cognitivas. Este Ã© um estudo experimental com intervenÃ§Ã£o com um perÃ­odo de acompanhamento longitudinal prospectivo de dois meses, controlado e duplo-cego. 64 crianÃ§as escolares entre 8 e 10 anos foram distribuÃ­dos de forma randomizada em grupo experimental (n=25) e controle (n=23). O Grupo experimental, sempre monitorado por dois pesquisadores, vivenciou um protocolo constituÃ­do pelos exergames em 18 sessÃµes de 20 e 30 minutos em substituiÃ§Ã£o a algumas aulas de educaÃ§Ã£o fÃ­sica curriculares. No prÃ© e pÃ³s testes utilizou-se de um questionÃ¡rio sÃ³cio demogrÃ¡fico, o Teste de AtenÃ§Ã£o Concentrada d2 o Teste de Trilhas e o desempenho escolar institucional. A intervenÃ§Ã£o de forma geral nÃ£o teve influencia nas variÃ¡veis cognitivas avaliadas nos dois grupos homogÃªneos, no entanto, encontrou-se interaÃ§Ãµes entre idade e sexo para a variÃ¡vel funÃ§Ã£o executiva relacionada a flexibilidade cognitiva, indicando um efeito positivo da intervenÃ§Ã£o para os meninos com a idade de 10 anos.Alternate abstract: Because of its interface, the practice of exergames includes motor skills that involve a wide range of sensory feedback, adjustable range of motion, speed and accuracy levels, as well as a variety of cognitive and motor tasks. Thus, the association of the use of exergames with cognitive issues has been verified. This is an experimental study with intervention with a prospective longitudinal follow-up period of two months, controlled and double-blind. 64 school children between 8 and 10 years old were randomly assigned to an experimental (n = 25) and control group (n = 23). The experimental group, always monitored by two researchers, experienced a protocol consisting of exergames in 18 sessions of 20 and 30 minutes, replacing some curricular physical education classes. In the pre and post-tests a socio-demographic questionnaire was used, the Test of Concentrated Attention d2, Trail Making Test and the institutional school performance. Intervention, in general, did not influence the cognitive variables evaluated in the two homogeneous groups; however, age-sex interactions were found for the variable executive function related to cognitive flexibility, indicating a positive effect of the intervention for boys with age of 10 years.Alternate abstract: En virtud de su interfaz, la prÃ¡ctica de exergames incluye habilidades motoras que involucran una amplia gama de feedback sensorial, amplitudes de movimiento ajustables, niveles de velocidad y precisiÃ³n, y tambiÃ©n una variedad de tareas cognitivas y motoras. AsÃ­ se han verificado la asociaciÃ³n del uso de los exerges con cuestiones cognitivas. Este es un estudio experimental con intervenciÃ³n con un perÃ­odo de seguimiento longitudinal prospectivo de dos meses, controlado y doble ciego. 64 niÃ±os de entre 8 y 10 aÃ±os fueron distribuidos de forma aleatoria en grupo experimental (n = 25) y control (n = 23). El Grupo experimental, siempre monitoreado por dos investigadores, experimentÃ³ un protocolo constituido por los exerges en 18 sesiones de 20 y 30 minutos en sustituciÃ³n a algunas clases de educaciÃ³n fÃ­sica curriculares. En el pre y post tests se utilizÃ³ un cuestionario socio demogrÃ¡fico, el Test de AtenciÃ³n Concentrada d2 el Test de Pistas y el desempeÃ±o escolar institucional. La intervenciÃ³n de forma general no tuvo influencia en las variables cognitivas evaluadas en los dos grupos homogÃ©neos, sin embargo, se encontraron interacciones entre edad y sexo para la variable funciÃ³n ejecutiva relacionada con la flexibilidad cognitiva, indicando un efecto positivo de la intervenciÃ³n para los niÃ±os con la edad de 10 aÃ±os."]
[null,null,"review →","→","chk design →","meta analysis →","Yes","rayyan-6845406","Positive Effect of a Motor Intervention Program with Exergames: A Blind Randomized Trial",2020,null,null,"International Journal of Game-Based Learning","2155-6849, 2155-6849",10,4,"55-64","Medeiros, PÃ¢mella and Felden, Ã‰rico Pereira Gomes and ZequinÃ£o, Marcela Almeida and Cordeiro, Paola Cidade and Dias de Freitas, Kamyla Thais and Libardoni dos Santos, JoÃ£o Otacilio and Cardoso, Fernando Luiz","https://www.proquest.com/scholarly-journals/positive-effect-motor-intervention-program-with/docview/2488220193/se-2?accountid=12507","English","IGI Global",null,"The objective this article is to verify the effects of an intervention program with exergames on the motor performance of children aged 8 to 10 years. The study included 64 children divided into experimental group and physical education group. The motor intervention used in this study was an exergame program with 18 sessions lasting 45 minutes each, twice a week. To evaluate motor performance before and after the intervention, the authors used the Test of Gross Motor Development -- Second Edition (TGMD-2). This study showed a positive effect on the motor performance of children ages 8 to 10 years. However, no significant differences were found in relation to the effect of exergames intervention in the experimental group when compared to the physical education group that participated in PE classes. The results of this study indicate that exergames are effective tools for the significant improvement of motor skills."]
["not POP",null,"excl",{"$nulls":4},"rayyan-8363209","Aspects of Teaching Portuguese and LIBRAS to deaf children using digital games as a mechanism to improve their motor skills and perspectives",2020,10,1,"Proceedings - 2020 3rd International Conference of Inclusive Technology and Education, CONTIE 2020",9781728183428,null,null,"184-190","Chaida, Igor and Scalabrin, Nickolas Alves and Henrique Oderdenge, Bruno and Lima, Rodolfo and Pongeti, Eder and Cruz, Nicolas and Benites, Cristiano and Gabriel, Fabio",null,null,"Institute of Electrical and Electronics Engineers Inc.",null,"The objective is to train teachers of hearing impairmend students to implement LIBRAS educational software in Portuguese in their classrooms. Using avatar-technology and sign language, LIBRAS is an innovative and exciting software for digital games that helps students learn newer and better means of communication."]
["not POP",null,"excl",{"$nulls":4},"rayyan-16025215","Motion tracking in young male football players: a preliminary study of within-session movement reliability",2020,7,2,"SCIENCE AND MEDICINE IN FOOTBALL","[\"2473-3938\", \"2473-4446\"]",4,3,"203-210","Laas, MM and Wright, MD and McLaren, SJ and Eaves, DL and Parkin, G and Portas, MD",{"$nulls":4},"Purpose We assessed the reliability of fundamental movement skills in young male footballers within one session. Methods: 197 players from 5 English category 3 football academies across U9 - U18 age groups volunteered (mean: age = 12.6 +/- 2.8 years; stature = 156 +/- 17 cm; weight = 47 +/- 15 kg; years from peak height velocity (PHV) = - 1.1 +/- 2.3). Motion tracking of squat depth and anterior Y-balance test maximum reach was recorded. Reliability was assessed (trial 1 vs. 2; trial 2 vs. 3) via mean change, intraclass correlation coefficient (ICC), and typical error. Results: The overall mean change was trivial (-1.8-2.9%), while Y-balance left showed a small negative change (trial 2 vs. 3; -3.2%). All ICCs across the tests ranged from moderate to high (0.71-0.79). Typical errors for Y-balance tests ranged from 8.3-10.8% and squats from 19.3-21.8%. Pre-PHV vs. post-PHV players had similar typical errors for Y-balance left and right (9.0 vs. 11.5%; 9.0 vs. 7.1%, respectively), and the squat (21.1 vs. 20%). Conclusions: The high within-player typical error scores obtained over three trials suggest that, contrary to some movement screening guidelines, prior habituation is needed to increase both the stability and reliability of these tests."]
["not EXG",null,"ft screen →","review →","excl",null,null,"rayyan-6488852","Augmented Reality Analytics to Investigate Motor Skills for Crossing the Midline",2021,null,null,"29th International Conference on Computers in Education Conference, ICCE 2021 - Proceedings",null,2,null,"703-705","Singh, M. and Bangay, S. and Sajjanhar, A.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122936510&partnerID=40&md5=cf114f42f161a9beeaded6f7ca3037f0",{"$nulls":3},"This study investigates the use of Augmented Reality (AR) generated analytics to measure the number of times a child can perform the action of crossing the midline by a drumming action. Using a prototype Drum AR App with gamification techniques to motivate the drumming actions with a drumstick, we can capture and log key metrics which measure the physical drumming actions such as the timings and the quality of crossing of the midline through game play. This study is still work in progress where further research on the uses and effectiveness of AR generated analytics can give insights to the development of perceptual motor skills in young children. Generating 2D and 3D plots from the AR generated analytics gives evidence to further identify novel metrics to capture, analyse and give insights to user interactions while using AR apps in learning.  Copyright 2021 Asia-Pacific Society for Computers in Education. All rights reserved."]
["not EXG",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488864","Immersive virtual reality interferes with default headâ€“trunk coordination strategies in young children",2021,null,null,"Scientific Reports",null,11,1,null,"Miehlbradt, J. and Cuturi, L.F. and Zanchi, S. and Gori, M. and Micera, S.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115780589&doi=10.1038%2fs41598-021-96866-8&partnerID=40&md5=6d99f1a637286bbfea78f2f63ed32c97",{"$nulls":3},"The acquisition of postural control is an elaborate process, which relies on the balanced integration of multisensory inputs. Current models suggest that young children rely on an â€˜en-blockâ€™ control of their upper body before sequentially acquiring a segmental control around the age of 7, and that they resort to the former strategy under challenging conditions. While recent works suggest that a virtual sensory environment alters visuomotor integration in healthy adults, little is known about the effects on younger individuals. Here we show that this default coordination pattern is disrupted by an immersive virtual reality framework where a steering role is assigned to the trunk, which causes 6- to 8-year-olds to employ an ill-adapted segmental strategy. These results provide an alternate trajectory of motor development and emphasize the immaturity of postural control at these ages. Â© 2021, The Author(s)."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488874","Virtual reality-incorporated horse riding simulator to improve motor function and balance in children with cerebral palsy: A pilot study",2021,null,null,"Sensors",null,21,19,null,"Chang, H.-J. and Jung, Y.G. and Park, Y.-S. and O, S.-H. and Kim, D.-H. and Kim, C.-W.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115443266&doi=10.3390%2fs21196394&partnerID=40&md5=ec498949d1f6587da1f54cb9ae817d8b",{"$nulls":3},"The horse riding simulator (HRS) reportedly has a beneficial effect on motor function and balance in children with cerebral palsy (CP). However, by itself, the HRS is not a sufficient source of challenge and motivation for children. To address this issue, we combined the HRS with virtual reality (VR) to promote somatosensory stimulation and motivation. Sixteen children (ages: 5â€“17 years) with CP and presenting Gross Motor Function Classification System (GMFCS) levels Iâ€“IV were enrolled in the study. Using a head-mounted display and controllers, interventions were car-ried out over 30-min periods (two rides lasting 12 min each, along with a six-min rest period) twice a week over a period of eight weeks (16 sessions in aggregate). The Pediatric Balance Scale (PBS), Gross Motor Function measure (GMFM)-88, and GMFM-66 scores of each participant were meas-ured before and after the interventions. Statistically significant improvements were observed in the PBS, GMFM-66, the total GMFM-88 scores, and those corresponding to dimensions D and E of GMFM-88 after the intervention (p < 0.05). This study demonstrates that VR-incorporated HRS is effective in improving motor function and balance in children with CP and that its incorporation in conventional PT programs could yield beneficial results. Â© 2021 by the authors. Licensee MDPI, Basel, Switzerland."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488915","Performance Variability During Motor Learning of a New Balance Task in a Non-immersive Virtual Environment in Children With Hemiplegic Cerebral Palsy and Typically Developing Peers",2021,null,null,"Frontiers in Neurology",null,12,null,null,"Cheng, M. and Anderson, M. and Levac, D.E.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103329101&doi=10.3389%2ffneur.2021.623200&partnerID=40&md5=dabc59fc0853ed3646ac10dc4f0d0d8f",{"$nulls":3},"Background: Motor impairments contribute to performance variability in children with cerebral palsy (CP) during motor skill learning. Non-immersive virtual environments (VEs) are popular interventions to promote motor learning in children with hemiplegic CP. Greater understanding of performance variability as compared to typically developing (TD) peers during motor learning in VEs may inform clinical decisions about practice dose and challenge progression. Purpose: (1) To quantify within-child (i.e., across different timepoints) and between-child (i.e., between children at the same timepoint) variability in motor skill acquisition, retention and transfer in a non-immersive VE in children with CP as compared to TD children; and (2) To explore the relationship between the amount of within-child variability during skill acquisition and learning outcomes. Methods: Secondary data analysis of 2 studies in which 13 children with hemiplegic CP and 67 TD children aged 7â€“14 years undertook repeated trials of a novel standing postural control task in acquisition, retention and transfer sessions. Changes in performance across trials and sessions in children with CP as compared to TD children and between younger (7â€“10 years) and older (11â€“14 years) children were assessed using mixed effects models. Raw scores were converted to z-scores to meet model distributional assumptions. Performance variability was quantified as the standard deviation of z-scores. Results: TD children outperformed children with CP and older children outperformed younger children at each session. Older children with CP had the least between-child variability in acquisition and the most in retention, while older TD children demonstrated the opposite pattern. Younger children with CP had consistently high between-child variability, with no difference between sessions. Within-child variability was highest in younger children, regardless of group. Within-child variability was more pronounced in TD children as compared to children with CP. The relationship between the amount of within-child variability in performance and performance outcome at acquisition, retention and transfer sessions was task-specific, with a positive correlation for 1 study and a negative correlation in the other. Conclusions: Findings, though preliminary and limited by small sample size, can inform subsequent research to explore VE-specific causes of performance variability, including differing movement execution requirements and individual characteristics such as motivation, attention and visuospatial abilities. Â© Copyright Â© 2021 Cheng, Anderson and Levac."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6488916","Playful Interactive Environment forÂ Learning to Spell atÂ ElementaryÂ School",2021,null,null,"Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",null,12917,null,"277-290","Medjram, S. and Eglin, V. and Bres, S. and Piffaretti, A. and TimothÃ©e, J.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115300137&doi=10.1007%2f978-3-030-86159-9_19&partnerID=40&md5=ab3e529f40df92a36fa8c5583c9796a4",{"$nulls":3},"This paper proposes a new playful approach to improve childrenâ€™s writing skills in primary school. This approach is currently being developed in the Study project (1 Study Project, French Region Auvergne-RhÃ´ne-Alpes R&D Booster Program, 2020-2022), that proposes a global learning solution through the use of an innovative interactive device, combining advanced technologies for the writing acquisition (Advanced Magnetic Interaction tech from AMI/ISKN 2 (ISKN Repaper Tablet, https://www.iskn.co/fr ), and the conception of a gamified environment for children (Super Extra Lab 3 (SuperExtraLab, https://www.superextralab.com/ ) distributed by Extrapage, publisher of the solution) 4 (Extrapage, https://www.extrapage.io/fr/pages/index.html ) The proposition associates traditional school materials (textbook, paper, pencil..) with very recent technologies and didactic innovations. While the state-of-art is usually satisfied with solutions strictly focusing on lexical spelling, the Study project aims to contribute to a broader control of handwriting skills, i.e., the acquisition of efficient handwriting micro-motor skills and also strong grammatical skills. To achieve this, the approach relies on a personalized, regular and enriched copy and dictation training program. It establishes conditions that encourage children to be involved in an activity that is often unpleasant, and is inspired by the mechanics of video games. In the paper, we present an overview of the project, the construction of the general framework in relation with the design of a game interface for learning and the first recognition results based on a dedicated MDSLTM-CTC trained on a GAN-generated dataset that cover different writing styles. Â© 2021, Springer Nature Switzerland AG."]
["review article",null,"excl",{"$nulls":4},"rayyan-6488927","Electronic Media and Early Childhood: A Review",2021,null,null,"Klinische Padiatrie",null,233,4,"157-172","Paulus, F.W. and MÃ¶hler, E. and Recktenwald, F. and Albert, A. and Mall, V.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102193262&doi=10.1055%2fa-1335-4936&partnerID=40&md5=b3cfed58f53aba3ff4148d591894e79c",{"$nulls":3},"Background This review summarizes the state of knowledge of use of new media on the development in early childhood in 6 sections: descriptive utilization data, psychosocial and emotional development, cognition and language, motor development, nutrition and sleep, and influence of parental media consumption. Methods The review is based on a literature search of this topic in peer-reviewed journals. We included 87 articles, books, and book chapters. The used literature data bases were ERIC, PsycARTICLES, PsycINFO and PSYNDEX. Results Manifold studies describe in young children's utilization data the pervasive nature of digital exposure and impressive usage times and availability. They confirm adverse influences of electronic media use (television, video games) on children's emotional and behavioral problems and well-being, e. g. on physical activity, sleep and obesity. In general a positive effect in sense of knowledge transfer of age could be found for high quality educational media, however predominantly the impact of media use at younger age was negative. Conclusions High frequent media use in early childhood is likely to have a negative impact on psychosocial development, positive effects such as knowledge transfer may be seen beyond the age of 18 months. As parental media use is a strong predictor of child media habits, reducing parental media use and enhancing parent-child interactions might be important areas to address when trying to change the media behavior of young children. In view of the scarcity of studies for early childhood, it is advisable to use digital play and communication devices cautiously and restrictively in this vulnerable development phase. Â© 2021 American Society of Civil Engineers (ASCE). All rights reserved."]
[null,"Could not be combined no other papers look at duration as a variable","review →","→","chk design →","excl",null,"rayyan-6488942","Additional Exergames to Regular Tennis Training Improves Cognitive-Motor Functions of Children but May Temporarily Affect Tennis Technique: A Single-Blind Randomized Controlled Trial",2021,null,null,"Frontiers in Psychology",null,12,null,null,"Slosar, L. and de Bruin, E.D. and Fontes, E.B. and Plevnik, M. and Pisot, R. and Simunic, B. and Marusic, U.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103338229&doi=10.3389%2ffpsyg.2021.611382&partnerID=40&md5=f9fc1b54df37dfa6b1c3b750b265c9ee",{"$nulls":3},"This study evaluated the effects of an exergame program (TennisVirtua-4, Playstation Kinect) combined with traditional tennis training on autonomic regulation, tennis technique, gross motor skills, clinical reaction time, and cognitive inhibitory control in children. Sixty-three children were randomized into four groups (1st â€“ two exergame and two regular trainings sessions/week, 2nd â€“ one exergame and one regular training sessions/week, 3rd â€“ two regular trainings sessions/week, and 4th â€“ one regular training session/week) and compared at baseline, 6-month immediately post intervention and at 1-year follow-up post intervention. At 6-month post intervention the combined exergame and regular training sessions revealed: higher breathing frequency, heart rate (all ps â‰¤ 0.001) and lower skin conductance levels (p = 0.001) during exergaming; additional benefits in the point of contact and kinetic chain elements of the tennis forehand and backhand technique (all ps â‰¤ 0.001); negative impact on the shot preparation and the follow-through elements (all ps â‰¤ 0.017); higher ball skills (as part of the gross motor skills) (p < 0.001); higher percentages of clinical reaction time improvement (1st âˆ’9.7% vs 3rd group âˆ’7.4% and 2nd âˆ’6.6% vs 4th group âˆ’4.4%, all ps â‰¤ 0.003) and cognitive inhibitory control improvement in both congruent (1st âˆ’20.5% vs 3rd group âˆ’18.4% and 2nd âˆ’11.5% vs 4th group âˆ’9.6%, all ps â‰¤ 0.05) and incongruent (1st group âˆ’19.1% vs 3rd group âˆ’12.5% and 2nd group âˆ’11.4% vs 4th group âˆ’6.5%, all ps â‰¤ 0.001) trials. The 1-year follow-up test showed no differences in the tennis technique, clinical reaction time and cognitive inhibitory control improvement between groups with the same number of trainings per week. The findings support exergaming as an additional training tool, aimed to improve important cognitive-motor tennis skills by adding dynamics to the standardized training process. Caution should be placed to planning this training, e.g., in a mesocycle, since exergaming might decrease the improvement of specific tennis technique parts of the trainees. (ClinicalTrials.gov; ID: NCT03946436). Â© Copyright Â© 2021 Å losar, de Bruin, Fontes, Plevnik, Pisot, Simunic and Marusic."]
["review article",null,"excl",{"$nulls":4},"rayyan-6845259","The Effects of Active Video Games on Health-Related Physical Fitness and Motor Competence in Children and Adolescents with Healthy Weight: A Systematic Review and Meta-Analysis",2021,7,null,"INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH","1660-4601     J9  - INT J ENV RES PUB HE     JI  - Int. J. Environ. Res. Public Health",18,13,null,"Comeras-Chueca, C and Marin-Puyalto, J and Matute-Llorente, A and Vicente-Rodriguez, G and Casajus, JA and Gonzalez-Aguero, A",null,"English",null,"[\"Univ Zaragoza, Dept Physiatry & Nursing, Fac Hlth Sci, Zaragoza 50009, Spain\", \"GENUD Growth Exercise Nutr & Dev Res Grp, Zaragoza 50009, Spain\", \"Red Invest Ejercicio Fis & Salud Poblac Especiale, EXERNET, Zaragoza 50009, Spain\", \"Univ Zaragoza, Fac Hlth & Sport Sci FCSD, Dept Physiatry & Nursing, Huesca 22001, Spain\", \"Univ Zaragoza, CITA, Inst Agroalimentario Aragon IA2, Zaragoza 50009, Spain\", \"Ctr Invest Biomed Red Fisiopatol Obesidad & Nutr, Zaragoza 50009, Spain\"]","(1) Background: Poor levels of physical fitness and motor skills are problems for today's children. Active video games (AVG) could be an attractive strategy to help address them. The aim was to investigate the effects of AVG on health-related physical fitness and motor competence in children and adolescents with healthy weight. (2) Methods: Randomized and non-randomized controlled trials investigating the effects of AVG programs on health-related physical fitness and motor competence were included. Two different quality assessment tools were used to measure the risk of bias. Twenty articles met the inclusion criteria and the variables of interest were body mass index (BMI), body fat, cardiorespiratory fitness (CRF), muscular fitness and motor competence. (3) Results: AVG interventions seem to have benefits in BMI when lasting longer than 18 weeks (SMD, -0.590; 95% IC, -1.071, -0.108) and in CRF (SMD, 0.438; 95% IC, 0.022, 0.855). AVG seems to be a promising tool to improve muscular fitness and motor competence but the effects are still unclear due to the lack of evidence. (4) Conclusions: AVG seem to be an effective tool for improving some components of health-related physical fitness and motor competence in healthy-weight children and adolescents, but the effect on some fitness components needs further research. Therefore, AVG may be included as a strategy to improve health."]
["review article",null,"excl",{"$nulls":4},"rayyan-6845279","Effects of Active Video Games on Health-Related Physical Fitness and Motor Competence in Children and Adolescents With Overweight or Obesity: Systematic Review and Meta-Analysis",2021,10,null,"JMIR SERIOUS GAMES","2291-9279     J9  - JMIR SERIOUS GAMES     JI  - JMIR Serious Games",9,4,null,"Comeras-Chueca, C and Marin-Puyalto, J and Matute-Llorente, A and Vicente-Rodriguez, G and Casajus, JA and Gonzalez-Aguero, A",null,"English",null,"[\"Univ Zaragoza, Fac Hlth Sci, Dept Physiatry & Nursing, Zaragoza, Spain\", \"Univ Zaragoza, GENUD Res Grp Growth Exercise NUtr & Dev, Zaragoza, Spain\", \"EXERNET, Red Invest Ejercicio Fis & Salud Poblac Especiale, Zaragoza, Spain\", \"Univ Zaragoza, Fac Hlth & Sport Sci, Dept Physiatry & Nursing, Despacho 8,Pabellon Polideport Rio Isuela, Huesca 22001, Spain\", \"Univ Zaragoza, Inst Agroalimentario Aragon IA2, CITA, Zaragoza, Spain\", \"Ctr Invest Biomed Red Fisiopatol Obesidad & Nutr, Madrid, Spain\"]","Background: Childhood obesity is one of the most important public health problems. Active video games (AVGs) have been proposed as an attractive alternative to increase energy expenditure and are being investigated to determine their effectiveness against childhood obesity.        Objective: The aim of this study is to summarize the existing research and draw conclusions about the effects of AVGs on health-related physical fitness and motor competence in children and adolescents with overweight and obesity.        Methods: The search strategy was applied to PubMed, MEDLINE, Web of Science, and SPORTDiscus, including randomized and nonrandomized controlled trials investigating the effects of AVG programs on health-related physical fitness and motor competence in children and adolescents with overweight and obesity. To measure the risk of bias in randomized and nonrandomized controlled trials, 2 different quality assessment tools were used. In total, 15 articles met the inclusion criteria, and the variables of interest were BMI, body fat percentage, cardiorespiratory fitness (CRF), waist circumference, fat-free mass, muscular fitness, and motor competence. A meta-analysis was performed.        Results: Positive effects were found for BMI and body fat percentage, favoring the AVG group compared with a control group with no intervention (mean difference -0.209; 95% CI -0.388 to -0.031 vs mean difference -0.879; 95% CI -1.138 to -0.602). Positive effects seem to be observed for CRF. The effects of AVG interventions on muscular fitness, fat-free mass, waist circumference, and motor competence are unclear.        Conclusions: AVG programs showed positive effects on BMI, body fat percentage, and CRF. AVG could be a good strategy to combat childhood obesity."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-8363213","A Study of Children Engagement and Focus During Handwriting in VR with a Haptic Device",2021,null,null,"31st International Conference on Computer Theory and Applications, ICCTA 2021 - Proceedings",9781665478540,null,null,"66-70","Zakraoui, Jezia and Al-Maadeed, Somaya and Salah, Moutaz and Alja'am, Jihad",null,null,"Institute of Electrical and Electronics Engineers Inc.",null,"Engagement and focus of children during the handwriting process are essential factors for language learning and concepts acquisition. Handwriting for young children is challenging because it needs large motivation, great efforts and willingness to complete the task properly regardless of its difficulty. However, it is a most to learn writing by hand to capture the language structure and be able to communicate. Recently, emerged haptic guidance systems have shown to be a good approach to offer children a better sense of engagement during the writing task. In addition, handwriting in a virtual reality VR environment with the haptic device may improve the grasp of vocabulary as the learners need to spend a lot of time to form a word with deep concentration and physical efforts. In fact, the learners need to maintain the device pen by hand, follow up the letters' trajectories in a 3D space, and keep their arm up during the whole writing process. In this paper, we evaluate the effectiveness of a haptic device within a VR environment in improving the schoolchildren engagement, focus and handwriting quality of Arabic letters. We selected 15 children from the Dutch International school in Doha with ages varying from 5 to 9 years old. We run extensive experiments for a period of two weeks with the assistance of teachers and staff. The obtained results show that the proposed approach effectively increases the children motivation and improves their handwriting quality."]
["not EXG",null,"excl",{"$nulls":4},"rayyan-8487863","Taking aim at the perceptual side of motor learning: Exploring how explicit and implicit learning encode perceptual error information through depth vision",2021,7,1,"Journal of Neurophysiology",null,20,7,"413-426","Campagnoli, Carlo and Domini, Fulvio and Taylor, Jordan A.",null,null,"American Physiological Society",null,"Motor learning in visuomotor adaptation tasks results from both explicit and implicit processes, each responding differently to an error signal. Although the motor output side of these processes has been extensively studied, the visual input side is relatively unknown. We investigated if and how depth perception affects the computation of error information by explicit and implicit motor learning. Two groups of participants made reaching movements to bring a virtual cursor to a target in the frontoparallel plane. The Delayed group was allowed to reaim and their feedback was delayed to emphasize explicit learning, whereas the camped group received task-irrelevant clamped cursor feedback and continued to aim straight at the target to emphasize implicit adaptation. Both groups played this game in a highly detailed virtual environment (depth condition), leveraging a cover task of playing darts in a virtual tavern, and in an empty environment (no-depth condition). The delayed group showed an increase in error sensitivity under depth relative to no-depth. In contrast, the clamped group adapted to the same degree under both conditions. The movement kinematics of the delayed participants also changed under the depth condition, consistent with the target appearing more distant, unlike the Clamped group. A comparison of the delayed behavioral data with a perceptual task from the same individuals showed that the greater reaiming in the depth condition was consistent with an increase in the scaling of the error distance and size. These findings suggest that explicit and implicit learning processes may rely on different sources of perceptual information. NEW & NOTEWORTHY We leveraged a classic sensorimotor adaptation task to perform a first systematic assessment of the role of perceptual cues in the estimation of an error signal in the 3-D space during motor learning. We crossed two conditions presenting different amounts of depth information, with two manipulations emphasizing explicit and implicit learning processes. Explicit learning responded to the visual conditions, consistent with perceptual reports, whereas implicit learning appeared to be independent of them."]
["not POP",null,"excl",{"$nulls":4},"rayyan-8487924","Move&Learn: An adaptive exergame to support visual-motor skills of children with neurodevelopmental disorders",2021,9,1,"GoodIT 2021 - Proceedings of the 2021 Conference on Information Technology for Social Good",9781450384780,null,null,"169-174","Raygoza-Romero, Joan and Gonzalez-Hernandez, Ariana and Bermudez, Karina and Martinez-Garcia, Ana I. and Caro, Karina",null,null,"Association for Computing Machinery, Inc",null,"Several neurodevelopmental disorders, such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and intellectual developmental disorders (including Down syndrome), are characterized by deficits in motor coordination, including visual-motor coordination. Deficits in visual-motor coordination can hinder an individual's ability to perform academic activities and activities of daily living hindering their independence. Exergames are a potential tool for supporting the cognitive and motor skills of children with neurodevelopmental disorders. This work presents the design and implementation of Move&Learn, and adaptive exergame to support cognitive and motor coordination skills of children with neurodevelopmental disorders. Move&Learn helps children with neurodevelopmental disorders by executing visual-motor coordination exercises using the players' upper limbs. The exergame can adapt the gameplay according to the players' performance. We validated Move&Learn through a focus group with nine participants, including psychotherapists, parents, a neuropsychologist, and an applied behavior analyst. The results indicate that Move&Learn was perceived as useful and easy to use by the participants. A set of improvements are discussed as future work resulting from the design validation."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-16025205","Playing Edcraft at Home: Gamified Online Learning for Recycling Intention during Lockdown",2021,null,null,"F1000Research",null,10,null,null,"Cheng, K.M. and Koo, A.C. and Mohd Nasir, J.S. and Wong, S.Y.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122015738&doi=10.12688%2ff1000research.72761.2&partnerID=40&md5=89593f24e0d02caefdf23b2a40ee7d67",{"$nulls":3},"Background: Gamification is an innovative approach to engaging in activities that people believe as less interesting. Recycling has been an issue not taken aware by the people in environmental sustainability. There are substantial studies on recycling intention due to the continual growth of unethical and unsustainable waste disposal. Creative approaches to recycling awareness activities should be made to fulfil youths' increasing interest in and demand for recycling. The main objective of this study is to explore the factors related to youths' recycling intentions after experiencing a gamified online recycling learning activity, Edcraft Gamified Learning (EGL). Gamified recycling education is believed to be a practical and engaging approach for youths. Methods: 100 students participated in EGL, consisting of two levels of plastic crafting and recycling activities. They experienced online EGL at home between May and September in 2020, during the COVID-19 pandemic total lockdown in Malaysia, namely, Movement Control Order (MCO). 29 participants were selected to participate in five focus group discussions (FGDs) with five to eight participants per session to explore their opinions towards gamified learning, motivation and recycling intention. Results: This paper reports the findings of the FGDs. A codebook was developed based on the codes from the FGD feedback. The codes were rated by two raters, followed by an assessment of inter-rater reliability and thematic analysis. The findings emerged and were confirmed with four themes as factors that influence recycling intention. They are gameful experience, social influence, intrinsic motivation, and extrinsic motivation. Conclusion: The dependent variable, recycling intention, was connected to the four themes to verify the conceptual framework. One limitation of the study was the design of the EGL activity, which was only carried out over two days with two levels of gamified recycling education, as students had concurrent academic online classes during that period. Â© 2021 Cheng KM et al."]
["not EXG",null,"excl",{"$nulls":4},"rayyan-6488855","Visuomotor Adaptation of Lower Extremity Movements During Virtual Ball-Kicking Task",2022,null,null,"Frontiers in Sports and Active Living",null,4,null,null,"Moriyama, M. and Kouzaki, M. and Hagio, S.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133818850&doi=10.3389%2ffspor.2022.883656&partnerID=40&md5=36725dc7369cf4397c555858d9ed7877",{"$nulls":3},"Sophisticated soccer players can skillfully manipulate a ball with their feet depending on the external environment. This ability of goal-directed control in the lower limbs has not been fully elucidated, although upper limb movements have been studied extensively using motor adaptation tasks. The purpose of this study was to clarify how the goal-directed movements of the lower limbs is acquired by conducting an experiment of visuomotor adaptation in ball-kicking movements. In this study, healthy young participants with and without experience playing soccer or futsal performed ball-kicking movements. They were instructed to move a cursor representing the right foot position and shoot a virtual ball to a target on a display in front of them. During the learning trials, the trajectories of the virtual ball were rotated by 15Â° either clockwise or counterclockwise relative to the actual ball direction. As a result, participants adapted their lower limb movements to novel visuomotor perturbation regardless of the soccer playing experience, and changed their whole trajectories not just the kicking position during adaptation. These results indicate that the goal-directed lower limb movements can be adapted to the novel environment. Moreover, it was suggested that fundamental structure of visuomotor adaptation is common between goal-directed movements in the upper and lower limbs. Copyright Â© 2022 Moriyama, Kouzaki and Hagio."]
[null,"Nothing to connect gamified exercise with","review →","→","chk design →","excl",null,"rayyan-6488871","Non-linear didactic technology-based intervention to enhance basic motor competencies with MOBAK-5: a pilot study in primary school",2022,null,null,"Physical Activity Review",null,10,1,"22-30","Monacis, D. and Colella, D. and Limone, P.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124983980&doi=10.16926%2fPAR.2022.10.03&partnerID=40&md5=970bc386c0f509f6be9a94e37f0fcfa5",{"$nulls":3},"Introduction: Technologies in physical education, as Exergames (EXGs) or Active Videogames (AVGs), represent a useful tool to increase levels of physical activity and reduce sedentary behavior, but their effectiveness on motor competence development is still unclear. The aim of the study is to gain new knowledge about the development of motor competences, assessed under two different experimental conditions: (a) technology-based intervention protocol without teacher mediation, and (b) technologybased intervention with teacher mediation, based on the variation of teaching styles in a non-linear didactic approach. Material and methods: The sample consisted of 120 primary school children, ranged from 10 to 11 years, divided in Normal weight (Nw) and Overweight-Obese (Ow-Ob), according to BMI, and assigned to Experimental Group (EG) and Control Group (CG). EG followed a non-linear didactic approach, based on the use of different teaching styles, proposing different variants of motor tasks, and soliciting various learning methods, while in CG teachers explained and demonstrated only one variant of the proposed task, with children practicing and performing sequentially what was proposed. Motor competencies development was assessed with MOBAK-5, pre- and after one week at the end of intervention. Results: Evidenced positive effects on both Nw and Ow-Ob groups in EG, and on total sample, improving scores in all MOBAK subtest and total motor qualifications, while less positive effects can be observed in Control group for Normal-weight sample. Discussion: The integration of technology into physical education lessons, combined with non-linear didactics approaches represents an innovative and effective way to develop motor competencies in primary school. However, further studies are needed to confirm the results of this study. Â© 2022. All Rights Reserved."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6488872","Haptic Technology in Digital Music Learning Context: A State-of-the-Art Analysis",2022,null,null,"Proceedings of the European Conference on e-Learning, ECEL",null,2022,null,"87-94","DÃ¶rr, B. and Norouzinia, F. and Altmeyer, K. and Werth, D.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172361652&partnerID=40&md5=497f6d8365715761a92bf6dc88535035",{"$nulls":3},"Digital media have become increasingly established in learning contexts in recent decades, and it seems impossible to imagine education without them, especially in recent years. Various technological advances can be observed, such as developments in virtual reality and augmented reality. To give learners a realistic impression of the virtual world, as many sensory impressions as possible should be addressed. However, current developments have mainly addressed the visual and auditory modalities, which make up two of the five human senses. Research and developments for the use of the other senses are being made but at this stage they are not yet ready for mass use. Especially the sense of touch based on skin as the largest human sensory organ or tactile and haptic perception seem to be of interest. Particularly in manual or medical areas where motor skills are required, haptic technologies are declared to be supportive and beneficial. One area that has hardly focused on digital learning so far is the music sector. Learning a musical instrument in this context seems to be an interesting field of research, as it not only promotes motor skills, but also cognitive development in both children and adults. To give an update on the technical developments in the field of digital teaching and learning in music, and especially to highlight the use of haptic technologies, we will briefly review the state of the art in this paper. It begins with a brief overview of the basics of digital learning and haptics, as well as previous work in this field. Using the method of a scoping review, the topic of haptic technologies in the field of music education will be researched, analysed, and summarised according to defined criteria to give a condensed overview of it. The selected database and appropriate search strings will be used to achieve the aim of the paper. The results help to shed light on current research gaps and give indications for future developments of haptic technology in the music learning context. Â© 2021 Academic Conferences Limited. All rights reserved."]
["review article",null,"excl",{"$nulls":4},"rayyan-6488887","Motor Performance Improvement in a Technological Age: A Literature Review",2022,null,null,"IFMBE Proceedings",null,83,null,"401-404","Vilela, J.F. and Basso, L. and MagalhÃ£es, D.S.F. and Frade-Barros, A.F.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128888171&doi=10.1007%2f978-3-030-70601-2_62&partnerID=40&md5=73d0654a18b98ece2e2989b24cab0d28",{"$nulls":3},"The access to new technologies is growing worldwide. Nowadays, children under two years old already have some type of digital device, which can decrease hinder your time in gross motor experience, then limiting development of basic motor skills and gross motor coordination during childhood. Since the sedentary lifestyle in children has been increasing more and more, it is important to introduce technological resources associated with traditional physical activity programs. The use of active games or the so-called exergames together with traditional physical exercises can contribute to the development of motor skills and coordination in children. Motor development is the continuous change in motor behavior throughout the life cycle caused by the interaction between the demands of the motor task, the biology of the individual and the conditions of the environment. The environment can be then seen as a great ally of motor development and can help determine the future conditions of a child. We revised the studies about the exergames effects on motor development in childhood. From the analysis of several scientific studies, it was possible to conclude that virtual games combined with physical education classes contribute to the improvement of motor skills and gross motor coordination in children. Â© 2022, Springer Nature Switzerland AG."]
["review article",null,"excl",{"$nulls":4},"rayyan-6488889","Comparative Effectiveness of Physical Activity Intervention Programs on Motor Skills in Children and Adolescents: A Systematic Review and Network Meta-Analysis",2022,null,null,"International Journal of Environmental Research and Public Health",null,19,19,null,"Hassan, M.A. and Liu, W. and McDonough, D.J. and Su, X. and Gao, Z.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139922510&doi=10.3390%2fijerph191911914&partnerID=40&md5=4980d37f92acb397cc15db345357e330",{"$nulls":3},"Objective: To evaluate how different physical activity (PA) interventions (traditional, exergaming, and teacher/parent education) impacted childrenâ€™s motor skills (object control, locomotor, and gross motor). Design: Systematic review and network meta-analysis. Data sources: PubMed, Medline, Scopus, Web of Science, EMBASE, and PsycINFO. Eligibility criteria: (1) Participants comprised 1708 children 3â€“12 years; (2) PA or exercise-based interventions were investigated; (3) only studies using a Test of Gross Motor Skills assessment were included; (4) RCT were chosen as the study design to assess the impact of PA interventions on childrenâ€™s motor skills; and (5) culture-based PA studies with English language only were included. Data were analyzed using a Bayesian network meta-analysis. Results: The results were reported as standardized mean differences (SMDs) with associated 95% credible intervals (CrIs). For object control, aerobic intervention (SMD 6.90, 95% Crl 1.39 to 13.50); for locomotor, exergaming intervention (SMD 12.50, 95% Crl 0.28 to 24.50); and for gross motor, aerobic intervention (SMD 7.49, 95% Crl 0.11 to 15.70) were the most effective treatments. Conclusion: Childrenâ€™s FMSs have been improved through different PA interventions. Among them, aerobic interventions seem to be the most effective intervention in enhancing object control skills and overall gross motor skills. Â© 2022 by the authors."]
["not EXG",null,"excl",{"$nulls":4},"rayyan-6488899","QUANTITATIVE MEASUREMENT OF HARMONIOUS DEVELOPMENT IN PRESCHOOL CHILDREN BASED ON THE RELATIONSHIP BETWEEN COGNITIVE AND MOTOR SKILLS",2022,null,null,"Human Sport Medicine",null,22,null,"41-45","Barbashov, S.V. and Batantsev, N.I.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132994317&doi=10.14529%2fhsm22s107&partnerID=40&md5=e7c7fd48b41183e789da62818e5b38d7",{"$nulls":3},"Aim. The paper aims to justify the use of special quantitative indicators and the integral index of harmonious development in preschool children. Materials and methods. The study involved 50 preschool children aged 5-6 years (Khanty-Mansiysk, Russia). In all children, motor and cognitive skills were measured. Motor skills were measured with the corresponding conditioning and coordination tests. Cognitive skills were presented in the form of verbal-logical and visual thinking skills. Results. Our study did not show any significant correlations between the parameters of cognitive and motor development and was consistent with previous studies. The data obtained were modified into the indices of cognitive and motor development (ICD and IMD, respectively). In the final part of the study, the index of harmonious development was proposed (HI) to assess the relationship between cognitive and motor skills in quantitative and qualitative terms. These indices were used to justify the program of physical development in preschool children with the use of game elements. Conclusion. The study showed both a significant increase (Ñ€ â‰¤ 0.05) of cognitive and motor levels and a significant improvement in the relationship provided by the index of harmonious development. In the experimental group, baseline data changed from 5.7 Â± 0.7 to 7.5 Â± 0.7 by the end of the study compared to 5.3 Â± 0.8 and 5.6 Â± 0.8 in the control group. Â© 2022 South Ural State University - Institute of Sport, Tourism and Service. All rights reserved."]
["not FMS",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488902","Gamification In E-Learning For Playgroup",2022,null,null,"Proceedings - International Conference on Informatics and Computational Sciences",null,2022,null,"146-151","Triatmaja, Y.K. and Aryotejo, G. and Nugraheni, D.M.K. and Noranita, B.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146200236&doi=10.1109%2fICICoS56336.2022.9930568&partnerID=40&md5=5715b5a64a6054eff84c644127276d32",{"$nulls":3},"E-learning is an electronic learning system that includes various types of media that can provide and display text, audio, images, animation, and video streaming, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, whether using an intranet, extranet or website-based. Early childhood education, especially pre-school playgroup in the age range up to the age of 6 years is a very important education in providing the basis for knowledge, attitudes and skills so that E-Learning is one of the efforts to improve the abilities of pre-school playgroup children. Therefore, gamification in E-Learning as a game application is needed to teach knowledge, attitudes and skills towards Pre-school playgroup children by playing which can train the cognitive and motor skills of the child. Game application development from ELearning will be developed using the Game Development Life Cycle (GDLC) method with Construct 3 development software. Testing will be carried out using Alpha Test and Beta Test. The results of the Alpha Test and Beta Test tests carried out by end-users stated that the system was appropriate and the features were running well. This application is expected to help Preschool playgroup students in improving their learning abilities. The results of the Alpha Test and Beta Test tests carried out by end-users stated that the system was appropriate and the features were running well. This application is expected to help Pre-school playgroup students in improving their learning abilities. The results of the Alpha Test and Beta Test tests carried out by end-users stated that the system was appropriate and the features were running well. This application is expected to help Pre-school playgroup students in improving their learning abilities.  Â© 2022 IEEE."]
["review article",null,"excl",{"$nulls":4},"rayyan-6488912","Are active video games useful in the development of gross motor skills among non-typically developing children? A meta-analysis",2022,null,null,"BMC Sports Science, Medicine and Rehabilitation",null,14,1,null,"Li, S. and Song, Y. and Cai, Z. and Zhang, Q.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135018331&doi=10.1186%2fs13102-022-00532-z&partnerID=40&md5=0404be9cf27c1dd3f90f630af38b4577",{"$nulls":3},"Background: Proficiency in gross motor skills (GMS) lays the foundation for developing more complex motor skills. Improving these motor skills may provide enhanced opportunities for the development of a variety of perceptual, social, and cognitive skills. However, GMS development and intervention effects are not ideal for many non-typically developing children. Objective: To systematically evaluate the effect of active video games on the development of gross motor skills in non-typically developing children and adolescents. Methods: Seven Chinese and English databases were searched for randomized controlled trials, and the risk of bias in included studies were qualitative evaluation according to the revised Cochrane risk of bias tool for randomised trials (RoB 2). Then a meta-analysis was conducted to estimate the overall effect of active video games on the development of gross motor skills in non-typically developing children. Results: Twenty papers were included. In the three subordinate concepts of gross motor skills, active video games significantly improved locomotor skills [SMD = 0.59, 95% CI (0.40, 0.77)] and non-locomotor skills [SMD = 0.51, 95% CI (0.20, 0.81)] in non-typically developing children. However, there was no significant difference compared with the control group [SMD = 0.32, 95% CI (âˆ’Â 0.17, 0.82)] in object control skills. Conclusions: The study shows that active video games can improve locomotor skill and stability skill in non-typically developing children, but the effect on object control skill is uncertain, and more high-quality literature needs to be included in the future. Trial registration The meta-analysis was registered on INPLASY (202,250,124) and is available in full on inplasy.com (https://inplasy.com/inplasy-2022-5-0124/). Â© 2022, The Author(s)."]
["no FULLTEXT",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488924","Virtual Learning Environment to Strengthen STEM Competencies in Preschool Children",2022,null,null,"Lecture Notes in Educational Technology",{"$nulls":3},"181-200","Soberanes-MartÃ­n, A.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128923642&doi=10.1007%2f978-981-19-0568-1_10&partnerID=40&md5=6c3c2ad7ca24e9900fbc0930bf5a5f73",{"$nulls":3},"Intervention programs in early childhood education are aimed at cognitive, physical, linguistic, and socioemotional development, which can be strengthened with the incorporation of technological resources, so the objective was to develop a virtual learning environment; the first stage includes aspects that strengthen the areas of Science, Technology, Engineering, and Mathematics (STEM) and present the information of reinforcement and integration of exercises to identify the elements they observe in nature, strengthen their fine and gross motor skills, design things with different materials and solve problems through counting. Three stages are identified (i) General aspects, the study participants were selected, the competencies and cognitive process, topics to be addressed, the materials to be developed, the instruments to be applied were selected to determine the quality of the application, (ii) The virtual learning environment is composed of four sections: tutors, students, teachers, and an application for mobile devices that includes augmented reality resources, (iii) Functionality and usability testing. The results are encouraging to verify the premise of contributing to the education of children from 3 to 6Â years of age in the eastern zone of Mexico. Â© 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd."]
["review article",null,"excl",{"$nulls":4},"rayyan-6488929","Raising the Childâ€”Do Screen Media Help or Hinder? The Quality over Quantity Hypothesis",2022,null,null,"International Journal of Environmental Research and Public Health",null,19,16,null,"Puzio, D. and Makowska, I. and Rymarczyk, K.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136545514&doi=10.3390%2fijerph19169880&partnerID=40&md5=6078fe5fb201adca81dca84b4dce7586",{"$nulls":3},"Screen media are ubiquitous in human life across all age, cultural and socioeconomic groups. The ceaseless and dynamic growth of technological possibilities has given rise to questions regarding their effect on the well-being of children. Research in this area largely consists of cross-sectional studies; experimental and randomized studies are rare, which makes drawing causative conclusions difficult. However, the prevailing approach towards the use of screen media by children has focused on time limitations. The emerging evidence supports a more nuanced perspective. It appears that the older the child, the more important how the screen media are used becomes. Concentrating on the quality of the screen, time has become increasingly relevant in the recent COVID-19 pandemic, which necessitated a transfer of educational and social functioning from real-life to the digital world. With this review, we aimed at gathering current knowledge on the correlations of different screen media use and development outcomes, as well as providing an overview of potential benefits that new technologies may provide to the pediatric population. To summarize, if one cannot evade screen time in children, how can we use it for childrenâ€™s maximum advantage? Â© 2022 by the authors."]
["not POP",null,"review →","→","excl",null,null,"rayyan-6488931","DO FUNDAMENTAL MOVEMENT SKILLS, PHYSICAL ACTIVITY AND ENJOYMENT AMONG INACTIVE STUDENT DURING THE COVID-19 ERA IMPROVE AFTER EXERGAME?",2022,null,null,"Journal of Physical Education (Maringa)",null,33,1,null,"Juliantine, T. and Setiawan, E. and Jumareng, H. and Gani, R.A. and Asnaldi, A.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130320055&doi=10.4025%2fjphyseduc.v33i1.3327&partnerID=40&md5=01ed228632a4703879dbc486623b09df",{"$nulls":3},"The low fundamental movement skills, physical activity and enjoyment students in the COVID-19 era are gaps in this study. This study aims to examine the effects of exergame on fundamental movement skills, physical activity and enjoyment in among inactive students during the COVID-19 era. Quantitative research with experimental methods was used in this study. There were 26 children allocated to the exergame group (n=13; age: 7.20Â±1.30 years; height: 1.38Â±2.38 cm; weight: 31.60Â±4.50 kg and a control group n=13; age: 7.40Â±1.14 years; height: 1.36Â±3.08 cm; weight: 28.40Â±3.43 kg). The intervention program was conducted for nine weeks. Fundamental movement skills children were assessed using the Test of Gross Motor Development-Third Edition and physical activity was measured using the ActiGraph GT9X Link accelerometer, while enjoyment was assessed using the physical education curriculum enjoyment scale. The results showed that the implementation of exergame was proven to improve fundamental movement skills, physical activity and enjoyment significantly, however there was no increase in the control group. This research is evidence that exergame is an effective tool to improve fundamental movement skills, physical activity and enjoyment in students during the COVID-19 era. Â© 2022 Universidade Estadual de Maringa. All rights reserved."]
["review article",null,"excl",{"$nulls":4},"rayyan-6488936","A Skill Acquisition Perspective on the Impact of Exergaming Technology on Foundational Movement Skill Development in Children 3â€“12 Years: A Systematic Review and Meta-analysis",2022,null,null,"Sports Medicine - Open",null,8,1,null,"Oppici, L. and Stell, F.M. and Utesch, T. and Woods, C.T. and Foweather, L. and Rudd, J.R.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144125756&doi=10.1186%2fs40798-022-00534-8&partnerID=40&md5=eb450c3e78b0b242eab4bc0305e32490",{"$nulls":3},"Background: Sedentary, digital screen time in children represents a major concern due to its detrimental effect on childrenâ€™s development. Nowadays, however, advances in technology allow children to actively interact with a digital screen using their whole body (e.g., exergaming), providing potential for movement learning. Exergaming technology may prove valuable in supporting childrenâ€™s development of foundational movement skills (FMS). Objective: To examine the impact of exergaming technology on the development of FMS in children 3â€“12Â years through a skill acquisition lens. Methods: Systematic review and meta-analysis were conducted following the PRISMA guidelines. Web of Science, PubMed, PsycINFO and SPORTDiscus databases were searched between 2007 and 2022. Studies were eligible if they conducted an exergaming intervention to improve FMS in typically developing children aged three to twelve with a control group, using a baseline and post-intervention assessment design. FMS outcomes were pooled with a random effects model. Results: Nine trials (4 RCTs, 2 cluster RCTs and 3 non-randomized trials) of varying methodological quality (2 had low, 6 had some concerns, and 1 had a high risk of bias) were included, with a total of 783 participants. FMS outcome measures across studies comprised object control skills, locomotor skills, coordination, agility, balance and balance-related skills. The meta-analysis included showed a small positive effect in favor of the exergaming intervention (r = 0.24 [95% confidence interval: 0.11â€“0.36]). Conclusion: Our results indicate that screen-based technology that requires an active engagement of the child can promote the development of FMS. Considering that FMS are the foundation of a childâ€™s physical, mental, health and academic development, this finding could lead to a reshaping of the perception of digital screen-based technology and the role this should play in childrenâ€™s lives. We speculate that the observed benefits most likely depend upon the quality of informationâ€“movement coupling specificity and the motor learning strategies built into the exergame and/or the intervention design. We do not believe this is dependent on the type of FMS being performed or the amount of practice. We recommend therefore that future research should examine how practitioners (school teachers, coaches and parents) can facilitate the interaction between a child and exergaming technology. Â© 2022, The Author(s)."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488937","Development of a Novel Virtual Reality Serious Game with Age Sensitive Measurement for Spatial Orientation Training",2022,null,null,"International Conference on Electrical, Computer, and Energy Technologies, ICECET 2022",{"$nulls":4},"Chatterjee, R. and Moussavi, Z.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138947602&doi=10.1109%2fICECET55527.2022.9873489&partnerID=40&md5=420953ada621ae4518b831169014adba",{"$nulls":3},"When designing a cognitive serious game for older adult, it is also equally important to design a cognitive sensitive measurement. A significant number of previous studies in this era have formulated measurements with time and distance traversed in virtual environments. Both these parameters are susceptible to decline in motor skills that come with normal aging. Hence, they may not the best parameters for cognitive assessment among older adults. In this pilot study we developed a novel virtual environment and used the concept of error measurement from our lab's previous study to come up with a new formula specific to this game for assessing spatial orientation in young and older adults. The spatial measure formula is compared with the measure of traversed distance by its power to predict participants' age. The game and its proposed spatial measure formula was evaluated using data from 10 healthy young participants (21- 39 yr old) and 10 older healthy older adults (60-79 yr old). The participants' cognitive status was tested by the Montreal Cognitive Assessment (MoCA). The results show that our proposed spatial error measurement has a medium strength correlation with age (more than that of traversed distance), which can be attributed to normal aging. Thus, while it is age sensitive, it is not affected by experience of playing video games in general. A See Path Again help button was used in the game, usage of which showed that some paths were easier to retrace than others; that might be because no mental rotation was involved in those paths.  Â© 2022 IEEE."]
["not FMS",null,"ft screen →","excl",{"$nulls":3},"rayyan-6845261","Augmented Reality Sandbox With Play Based Learning For Preschool Children",2022,6,30,"INTERNATIONAL JOURNAL OF COMPUTER SCIENCE AND NETWORK SECURITY","1738-7906     J9  - INT J COMPUT SCI NET     JI  - Int. J. Comput. Sci. Netw. Secur.",22,6,"757-761","Vasanthi, S and Azariya, SDS and Kanish, S and Prabhu, SD",null,"English",null,"Sona Coll Technol, Dept IT, Salem, India","Augmented reality (AR) and virtual reality (VR) are the new hot trends in education. Applying the concepts of AR/VR can transform an ordinary learning environment into an engaging experience for children. AR helps children of all ages to better remember the information they have learned. This paper proposes an AR 3D learning toolkit for kindergarten children that make learning fun filled and improve their motor senses. The Kindergarten children's are made to inscribe English alphabets on the Augmented reality sandbox which is scanned using the azure Kinect depth sense camera . The alphabets impression on the sand are recognize and the proposed system will guide the children's to write the letter probably by projecting the letter impression on the sand along with the proper pronunciation . This helps the kindergarten children to learn to alphabets in the playful manner. The toolkit is a combination of a few hardware components - a 3D camera, a short throw projector and a box of sand and employs a sophisticated learning algorithm which helps in recognizing the letters engraved in the sand, displays them with color effect to make it interesting for the children and pronounces the English alphabet for them to improve their speaking skills. This prototype of the AR application provides a natural way of experiential learning with interactive feedback by enabling the children to get familiar with the recognition of letters, pronunciation of letters and enhances their motor skills."]
["not POP",null,"dbl chk →",{"$nulls":4},"rayyan-6845277","Gamification in Physical Education: Evaluation of impact on motivation and motor learning",2022,null,null,"RETOS-NUEVAS TENDENCIAS EN EDUCACION FISICA DEPORTE Y RECREACION","[\"1579-1726\", \"1988-2041     J9  - RETOS-NUEV TEND EDUC     JI  - Retos\"]",null,47,"87-95     WE  - Emerging Sources Citation Index (ESCI)","Sevilla-Sanchez, M and Calvo, XD and Morales, J and Iglesias-Soler, E and FariÃ±as, J and Carballeira, E",null,"Spanish",null,"[\"Univ A Coruna, La Coruna, Spain\", \"Univ Ramon Llull, Barcelona, Spain\"]","Purpose: This study aimed to evaluate the impact of a gamified didactic unit (UD) compared to a traditional methodology UD on motivation and motor learning in physical education students. Methods: 42 students (15 & PLUSMN; 0.4 years) distributed in two classes in the 3rd year of the high school performed six judo sessions. Randomly, an innovative methodology based on gamification was applied in one class and a traditional methodology based on direct command and task assignment in the other. We evaluated the students' motivation before and after the intervention. And at the end of the UD, we assessed the students' motor learning and attitu-dinal and social aspects with a rubric. Results: gamification increased student learning compared to the traditional teaching group without modifying motivation levels. Conclusion: the results obtained show the great potential of gamification as a tool for physical education teachers to achieve more improvement in motor learning in their sports initiation students."]
["review article",null,"excl",{"$nulls":4},"rayyan-6845293","Exergame in physical education: mapping the research",2022,null,null,"RETOS-NUEVAS TENDENCIAS EN EDUCACION FISICA DEPORTE Y RECREACION","[\"1579-1726\", \"1988-2041     J9  - RETOS-NUEV TEND EDUC     JI  - Retos\"]",null,44,"64-76     WE  - Emerging Sources Citation Index (ESCI)","Marin-Suelves, D and GuzmÃ¡n, JF and Ramon-Llin, J",null,"Spanish",null,"Univ Valencia, Valencia, Spain","This article aims to analyze the effects of the use of exergame in schools. To approach the object of study, the analysis of scientific production from a scientometric perspective is combined with content analysis. Scopus and WOS, have been used to identify the documents to be analyzed. A total of 92 articles have been analyzed in the bibliometric study, and the content of 43 of them, available in open acces, was also analyzed. The results are compliant with scientometric laws. It is noteworthy that most studies were carried out with an educational objective, during school hours, and at the Primary Education stage. The use of exergames related to dance or sports predominated, with up to 5 intervention sessions between 15 and 45 minutes. Most studies reported psychological and physical benefits. The use of video games had positive effects on the participants that go beyond the development of basic motor skills."]
["not EXG",null,"excl",{"$nulls":4},"rayyan-6845297","Study of the Reliability of Field Test Methods for Physical Fitness in Children Aged 2-3 Years",2022,6,null,"INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH","1660-4601     J9  - INT J ENV RES PUB HE     JI  - Int. J. Environ. Res. Public Health",19,12,null,"Ke, DD and Wang, DN and Huang, H and Hu, XY and Sasaki, J and Liu, HZ and Wang, XF and Lu, DJ and Wang, J and He, GS",null,"English",null,"[\"Fudan Univ, Sch Publ Hlth, Shanghai 200032, Peoples R China\", \"Juntendo Univ, Grad Sch Hlth & Sports Sci, Chiba 2701695, Japan\", \"Tongji Univ, Int Coll Football, Shanghai 200092, Peoples R China\", \"Shanghai Jingan Ctr Women & Childrens Hlth, Shanghai 200062, Peoples R China\", \"Kao China Res & Dev Ctr Co Ltd, Shanghai 200241, Peoples R China\", \"Shanghai Univ Sport, Sch Kinesiol, Shanghai 200438, Peoples R China\"]","Physical fitness measures overall physical health. It is the ability of the body to work effectively and stay healthy during leisure and emergencies. Given the progressive integration of 2-3-year-olds into preschool, physical fitness testing of these children has become increasingly important. We aimed to develop and test the reliability of an appropriate field test method for physical fitness in 2-3-year-olds children. One hundred and three children (44 boys and 59 girls) volunteered for this study. Their height and weight were tested, and the same tester conducted the test twice for handgrip strength, 3 m balance walking, stair climbing, 5 m run, and kicking a ball at one-minute intervals. Pearson correlation coefficient and intraclass correlation coefficient (ICC) were used for reliability testing. The reliability of this field test method for physical fitness was high in the repetitive tests of Chinese 2-3-year-olds for the four items of handgrip strength, 3 m balance walking, stair climbing and 5 m run, and the reliability was moderate for the kicking the ball item. This study indicates that these field-based physical fitness test methods have good reliability and are simple, feasible, safe, and easy to be accepted and understood by 2-3-year-old children; thus, it may be used as a reference for professionals in China and abroad."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6845313","Improved Walking Through an Aperture in a Virtual Environment Transfers to a Real Environment: Introduction of Enriched Feedback and Gradual Increase in Task Difficulty",2022,3,4,"FRONTIERS IN SPORTS AND ACTIVE LIVING","2624-9367     J9  - FRONT SPORTS ACT LIV     JI  - Front. Sports Act. Living",4,null,null,"Suda, Y and Fukuhara, K and Sato, K and Higuchi, T",null,"English",null,"Tokyo Metropolitan Univ, Dept Hlth Promot Sci, Tokyo, Japan","Virtual reality (VR) could be used to set up a training protocol to improve one's collision-avoidance behavior. In our previous study, we developed a VR system for training older individuals to walk through an aperture in a manner that is both safe (i.e., no collision) and efficient (i.e., no exaggerated behavior to ensure collision avoidance). In the present study, we made several modifications to the VR system in terms of enriched feedback (vibratory stimulation for virtual collisions and the addition of positive feedback for successful trials) and gradual increase in task difficulty during training to strengthen the skill transfer. Nineteen older adults (74.4 +/- 5.3 years of age) and 21 younger adults (25.1 +/- 5.0 years of age) participated. They were randomly assigned to one of two training groups: the intervention group (older: n = 10; younger: n = 10) or the control group (older: n = 11; younger: n = 9). The experiment consisted of pre- and post-training tests in a real environment and training in a VR environment. During training, participants held a horizontal bar while stepping in place as if a VR image on the screen were moving in response to their stepping. Participants in the intervention group tried to pass a narrow aperture without collision while attempting to minimize their body rotation to avoid collision as much as possible. The criterion upon which the collision-avoidance behavior was regarded as successful became incrementally more demanding as participants successfully met the previous criterion. Participants in the control group passed through a very wide aperture, so that collision-avoidance behavior was unnecessary. A comparison between pre- and post-training test performances showed that, for both older and younger adults in the intervention group, the spatial margins became significantly smaller, while the success rate remained unchanged. For those in the control group, neither the spatial margin nor the success rate was improved. These results suggest that the three modifications made for the VR system contributed to improvement of the system and helped participants transfer the behavior learned from the VR environment to real walking."]
["review article",null,"excl",{"$nulls":4},"rayyan-6845315","Effects of cognitive-motor dual task training on cognitive and physical performance in healthy children and adolescents: A scoping review",2022,4,null,"ACTA PSYCHOLOGICA","[\"0001-6918\", \"1873-6297     J9  - ACTA PSYCHOL     JI  - Acta Psychol.\"]",224,null,null,"Wollesen, B and Janssen, TI and MÃ¼ller, H and Voelcker-Rehage, C",null,"English",null,"[\"Univ Hamburg, Dept Human Movement Sci, Mollerstr 10, D-20148 Hamburg, Germany\", \"Univ Munster, Dept Sport & Exercise Sci, Neuromotor Behav & Exercise, Wilhelm Schickard Str 8, D-48149 Munster, Germany\", \"TU Berlin, Dept Biol Psychol & Neuroergon, Fasanenstr 1, D-10623 Berlin, Germany\", \"Justus Liebig Univ Giessen, Dept Psychol & Sport Sci, Neuromotor Behav Lab, Kugelberg 62, D-35394 Giessen, Germany\", \"Univ Giessen, Ctr Mind Brain & Behav, Giessen, Germany\", \"Univ Marburg, Marburg, Germany\", \"Justus Liebig Univ Giessen, Ludwigstr 23, D-35390 Giessen, Germany\"]","Simultaneous dual- or multitasking training has been used in manifold ways to improve cognitive-motor performance in different age groups. Dual task (DT) training is assumed to improve both, single task (ST) motor and cognitive performance, but particularly, performance under dual tasking conditions. Further, DT interventions have been shown to be beneficial for motor skill learning and cognitive performance as well as academic achievements in children and adolescents. The aim of this scoping review was to summarize current evidence on different cognitive-motor interventions that practice motor and cognitive performance simultaneously in children and adolescents and to identify training regimes that are most effective to improve cognitive or motor performance in this target group.        Methods: Four electronic databases were searched (Pubmed, MEDLINE, Web of Science and APA Psycinfo) until May 2021. Following the PRISMA guidelines, title, abstract, and full-text screening as well as quality assessment was done by two independent reviewers. Studies were eligible if they (1) were published in English or German language, (2) accessible as a full-text version, (3) included at least one group of children or adolescents with a mean age of 4 to 21 years, (4) used dual-tasks as part of the intervention, (5) conducted one or more training sessions, and (6) reported at least one cognitive or motor outcome. The main outcome measures were cognitive and motor as well as cognitive-motor DT performance. Due to the heterogeneity in the characteristics of the included studies, we designed this review as a scoping review.        Results: Seven studies met the inclusion criteria (n = 543, age four to 14 years, 47.1% female). One study reported two intervention experiments. Studies differed in sample size (20-189) as well as in type of training (specific or general DT training) and dose (frequency: one session/week to 110 sessions within 22 weeks). Overall, task-specific improvements in physical and cognitive functions were found, but not consistently across all interventions. Two interventions out of five interventions that measured motor performance demonstrated improvement in that domain, especially in balance. Three out of five interventions that measured cognitive functions found improved cognition. Only one study examined DT performance post training but failed to gain significant improvements in comparison to a control group. Studies only occasionally integrated training principles like individualization or progression in the design of their intervention.        Discussion: The results indicate that DT training interventions may improve physical and/or cognitive functions in children and adolescents. Best practice recommendations for training regimes cannot be derived as outcomes differed a lot and were not systematically assessed across studies. Future studies should integrate more principles of training monitoring and aspects like individualization and progression to provide ideal training control and achieve better DT training results. Further, more high-quality trials are needed that adhere to the previous concepts.        PsycINFO classification: 2340 Cognitive Processes        2820 Cognitive & Perceptual Development.        3720 Sports"]
["not POP",null,"ft screen →","excl",{"$nulls":3},"rayyan-6845320","Intermittent Visual Occlusions Increase Balance Training Effectiveness",2022,4,25,"FRONTIERS IN HUMAN NEUROSCIENCE","1662-5161     J9  - FRONT HUM NEUROSCI     JI  - Front. Hum. Neurosci.",16,null,null,"Symeonidou, ER and Ferris, DP",null,"English",null,"[\"Univ Florida, J Crayton Pruitt Famiy Dept Biomed Engn, Gainesville, FL 32611 USA\", \"Univ Tubingen, Int Max Planck Res Sch Syst & Cognit Neurosci, Tubingen, Germany\"]","Improving dynamic balance can prevent falls in humans with neurological and mechanical deficits. Dynamic balance requires the neural integration of multisensory information to constantly assess the state of body mechanics. Prior research found that intermittent visual rotations improved balance training during walking on a narrow beam, but limitations from the immersive virtual reality headset hindered balance training effectiveness overall. We theorized that intermittent visual occlusions with electrically controlled liquid crystal glasses would overcome the previous limitations of the immersive virtual reality headset and provide a means to enhance dynamic balance training efficacy. Forty healthy young individuals walked on a treadmill-mounted balance beam for 30 min (20 subjects with intermittent visual occlusions and 20 subjects with unperturbed vision). Balance performance, in number of step-offs of the beam, improved by 78% for the visual occlusions group on the same day of the training, a near fourfold improvement compared to the 21% improvement for the unperturbed vision group (t(38) = -5.2, p < 0.001). The difference between groups was also apparent 2 weeks later testing for retention (60% improvement for the visual occlusions group, 5% for the unperturbed vision group; t(38) = -4.2, p < 0.001). Intermittent visual occlusions are likely a simple method for enhancing balance training in dynamic motor tasks."]
["not EXG",null,"ft screen →","excl",{"$nulls":3},"rayyan-6845324","The Effects of ARCS Motivational Instruction in Physical Education on Learning Cognition and the Health-Related Physical Fitness of Students",2022,6,6,"FRONTIERS IN PSYCHOLOGY","1664-1078     J9  - FRONT PSYCHOL     JI  - Front. Psychol.",13,null,null,"Luo, X and Liu, L and Li, JJ",null,"English",null,"[\"Sichuan Univ, Sch Phys Educ, Chengdu, Peoples R China\", \"Univ Elect Sci & Technol China, Sch Gymnast, Chengdu, Peoples R China\"]","The environment in metropolitan regions along with other factors such as changes in lifestyle and academic pressure can result in students reducing the time they spend pursuing outdoor activities. An increase in sedentary lifestyles and lack of physical activity seriously threaten the health of students, due to reduced physical fitness. To solve this issue, cultivating exercise habits should commence from childhood. Physical education in schools is the best time to cultivate the development of a wholesome body and mind in students. Students need to have high flexibility, strong learning ability, and regular exercise in schools for their future physical and mental development, the establishment of an exercise regimen, and the cultivation of motor skills. For this study, university students in Sichuan Province were chosen as research samples, and 500 copies of a questionnaire were distributed among them. After removing invalid and incomplete questionnaires, 375 were deemed valid, a retrieval rate of 75%. The research results demonstrated significant positive correlations between (1) the Attention, Relevance, Confidence, and Satisfaction (ARCS) motivational instruction in physical education and learning cognition, (2) learning cognition and health-related physical fitness, and (3) ARCS motivational instruction in physical education and health-related physical fitness. The study results suggest that a good exercise regimen boosts students' self-confidence, increases their motivation to participate in physical activities, enhances their health-related physical fitness, and cultivates habits to engage in lifelong physical activity."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-8363212","Digital panels in the development of graphomotor skills in children from 3 to 5 years old. Ambato Ecuador",2022,null,null,"International Conference on Electrical, Computer, and Energy Technologies, ICECET 2022",9781665470872,{"$nulls":3},"Torres, Fernando Ibarra and Pena, Felix Fernandez and Santana, Victoria Mayorga and Atiaja, Jenny Marisol Carrion",null,null,"Institute of Electrical and Electronics Engineers Inc.",null,"The purpose of this research project is to analyze the impact of digital panels in the development of graphomotor skills in children from 3 to 5 years old. The objective is to allow children to achieve graphomotor skills in an interactive, playful, and supervised way. The researchers focused on the use of digital panels combined with the basis of gamification, as a didactic and practical alternative to develop neurocognitive aspects in children. This work also contributes to the development of proper framed graphics. Taking into consideration children's preferences, such as colors, animations and sounds, a positive impact on 3-5 years old is achieved."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-8487906","Effects of the augmented reality game PokÃ©mon GO on fitness and fatness in secondary school students",2022,2,null,"Health Education Journal",null,81,1,"54-68","MartÃ­nez-LÃ³pez, Emilio J. and LÃ³pez-Serrano, SebastiÃ¡n and De La Torre-Cruz, Manuel and Ruiz-Ariza, Alberto",null,null,"SAGE Publications Ltd",null,"Objective: The aim of this study was to analyse the effect of 8 weeks of PokÃ©mon GO on physical fitness (cardiorespiratory fitness [CRF], Speed/Agility [S/A], and muscular strength [MS]) and fatness (body mass index [BMI], percentage of body fat [%BF], and waist-hip index), as well as possible differences between weekly physical activity (PA) levels, in Spanish adolescents between 12 and 15 years of age. Design, setting and method: Comparative design, with a control group (n = 86) that did not participate in PokÃ©mon GO, and an intervention group (n = 78) which did so over an 8-week period. Age, sex, number of home computers, and maternal educational level were controlled for as possible confounding variables. Results: Results show that players walked a total of 52 km in 8 weeks. Moreover, they played the game for a mean of 40 min/day. PokÃ©mon GO players showed improvements in CRF and BMI (p <.05). Inactive young people showed a 22.2% increase in CRF and an 11.3% decrease in their %BF compared to non-players. Despite these results, less than half of the participants considered that PokÃ©mon GO had improved their overall fitness and felt more encouraged to engage in PA. Conclusion: PokÃ©mon GO increased PA and CRF levels and decreased BMI and %BF after 8 weeks of practice independently of age, sex, number of computers at home, and maternal education. The PokÃ©mon GO app could be used in school and family contexts to increase the daily amount of MVPA, improve CRF, and to take advantage of the effects of loss of body fat."]
["review article",null,"excl",{"$nulls":4},"rayyan-8487932","The Effects of Virtual Reality Training on Balance, Gross Motor Function, and Daily Living Ability in Children With Cerebral Palsy: Systematic Review and Meta-analysis",2022,12,1,"JMIR Serious Games",null,10,4,null,"Liu, Cong and Wang, Xing and Chen, Rao and Zhang, Jie",null,null,"JMIR Publications Inc.",null,"Background: The increasing number of children with cerebral palsy (CP) has a serious impact on individuals, families, and society. As a new technology, virtual reality (VR) has been used in the rehabilitation of children with CP. Objective: This study aimed to systematically evaluate the effect of VR training on balance, gross motor function, and daily living ability in children with CP. Methods: PubMed, Embase, The Cochrane Library, Web of Science, and China National Knowledge Infrastructure databases were searched by computer, with the search period being from the establishment of each database to December 25, 2021, to collect randomized controlled trials (RCTs) on the effects of VR training on balance, gross motor function, and daily living ability in children with CP. The Cochrane risk of bias assessment tool was used to conduct quality assessment on the included literature, and RevMan software (version 5.3) was used to analyze data. Results: A total of 16 articles were included, involving 513 children with CP. VR training can improve the balance function (Pediatric Balance Scale: mean difference 2.06, 95% CI 1.15-2.97; P<.001; Berg Balance Scale: mean difference 3.66, 95% CI 0.29-7.02; P=.03) and gross motor function (standardized mean difference [SMD] 0.60, 95% CI 0.34-0.87; P<.001) of children with CP. However, there is still certain disagreement on the impact on daily living ability (SMD 0.37, 95% CI â€“0.04 to 0.78; P=.08); after removing the source literature with heterogeneity, VR training can improve the daily living ability of children with CP (SMD 0.55, 95% CI 0.30-0.81; P<.001). Conclusions: VR training can significantly improve the balance function and gross motor function of children with CP, but the effect on the daily living ability of children with CP remains controversial."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-16025198","Discussion on Educational Games Based on Unity",2022,null,null,"ACM International Conference Proceeding Series",{"$nulls":3},"67-74","Hu, Z. and Xu, Q. and Huang, G.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165953049&doi=10.1145%2f3578837.3578847&partnerID=40&md5=53c10337fb62a0e7f84a4bfb884df6ce",{"$nulls":3},"At present, educational games have attracted more and more attention.Based on unity engine, an RPG puzzle game for children's education is designed and developed. On the premise of ensuring children's safety, children can explore freely in virtual reality and fully cultivate children's curiosity for knowledge.Let children acquire knowledge and achieve their own development by means of teaching in fun. The main work is as follows: 1. In the aspect of game character movement, the movement control of the character is realized by calling the relevant move function. In order to change the phenomenon that the character takes off when going downhill, the character movement vector is recalculated by ray detection to avoid this problem. 2. In the implementation of UI interaction, the interaction between players and game scenes is realized by adding callback functions. Static variables are defined between the roles of the environment, and the interaction status is determined by detecting the variables. 3. In terms of rendering methods, it imitates the non-photorealistic rendering methods in the game in recent years and replaces the default realistic rendering calculation of unity engine. Based on Phong lighting model, non-photorealistic rendering is realized by rewriting the shader. 4. In the game scene, the learning mode and breakthrough mode are constructed to achieve the effect of learning and practice. The purpose of this research paper is to improve the issue of children's education, which is not only an improvement in children's education methods, but also an improvement in the concept of children's parents, to understand education in the information age, and not limited to traditional teaching modes, and to pursue a broader world, and to view the process of the times with a development perspective. It mainly discusses the technology and concept of game scene construction, the implementation of character motion system, the establishment and discussion of UI interaction system, and the elaboration and reconstruction of rendering techniques.  Â© 2022 ACM."]
[null,null,"review →","→","chk design →","meta analysis →","Yes","rayyan-16025199","INCREASING PHYSICAL ACTIVITY AND FUNDAMENTAL MOVEMENT SKILLS OF PRIMARY SCHOOL STUDENTS DURING THE COVID-19 THROUGH EXERGAME",2022,null,null,"Physical Education Theory and Methodology",null,22,4,"459-465","Gani, R.A. and Setiawan, E. and NÃ©meth, Z. and Kardiyanto, D.W. and Winarno, M.E.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146915330&doi=10.17309%2ftmfv.2022.4.01&partnerID=40&md5=70e9adf7609506f32810dc43050d926b",{"$nulls":3},"Study purpose. The low physical activity and fundamental movement skills of students in the COVID-19 era are gaps in this study. This study aims to exam the effects of exergame on the physical activity and fundamental movement skills of students during the COVID-19 era. Materials and methods. Quantitative research with experimental methods was used in this study. The subjects of this study came from students at primary schools 1 and 2 in Karawang (n = 120). Subjects from primary school 1 Karawang entered the experimental group (n = 60), namely getting treatment in the form of exergame, and subjects from primary school 2 Karawang were included in the control group (n = 60) who did not receive any treatment and only carried out physical education learning activities. The intervention program was carried out for seven weeks. To measure the physical activity of the students, the ActiGraph GT9X Link accelerometer was used, and the fundamental movement skills of the children were assessed using the TGMD-3. Results. The results showed that the implementation of exergame was proven to significantly improve physical activity (p < 0.05) and the same results show that exergame has a significant effect on fundamental movement skills (p < 0.05). However, there was no increase in physical activity and fundamental movement skills in the control group (p > 0.05). Conclusions. This research is evidence that exergame is an effective tool to improve physical activity and fundamental movement skills students during the COVID-19 era. Â© Samsudin, Gani, R.A., Setiawan, E., NÃ©meth, Z., Kardiyanto, D.W., & Winarno, M.E., 2022."]
["not POP",null,"excl",{"$nulls":4},"rayyan-16025200","Influence of body visualization in VR during the execution of motoric tasks in different age groups",2022,null,null,"PLoS ONE",null,17,1,null,"Pastel, S. and Petri, K. and BÃ¼rger, D. and Marschal, H. and Chen, C.-H. and Witte, K.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123455167&doi=10.1371%2fjournal.pone.0263112&partnerID=40&md5=7d495a60f2d6afb55e435dc47c444947",{"$nulls":3},"Virtual reality (VR) has become a common tool and is often considered for sport-specific purposes. Despite the increased usage, the transfer of VR-adapted skills into the real-world (RW) has not yet been sufficiently studied, and it is still unknown how much of the own body must be visible to complete motoric tasks within VR. In addition, it should be clarified whether older adults also need to perceive their body within VR scenarios to the same extent as younger people extending the usability. Therefore, younger (18â€“30 years old) and elderly adults (55 years and older) were tested (n = 42) performing a balance-, grasping- and throwing task in VR (HMD based) accompanied with different body visualization types in VR and in the RW having the regular visual input of bodyâ€™s components. Comparing the performances between the age groups, the time for completion, the number of steps (balance task), the subjective estimation of difficulty, the number of errors, and a rating system revealing movementsâ€™ quality were considered as examined parameters. A one-way ANOVA/Friedmann with repeated measurements with factor [body visualization] was conducted to test the influence of varying body visualizations during task completion. Comparisons between the conditions [RW, VR] were performed using the t-Tests/Wilcoxon tests, and to compare both age groups [young, old], t-Tests for independent samples/Mann-Whitney-U-Test were used. The analyses of the effect of body visualization on performances showed a significant loss in movementâ€™s quality when no body part was visualized (p < .05). This did not occur for the elderly adults, for which no influence of the body visualization on their performance could be proven. Comparing both age groups, the elderly adults performed significantly worse than the young age group in both conditions (p < .05). In VR, both groups showed longer times for completion, a higher rating of tasksâ€™ difficulty in the balance and throwing task, and less performance quality in the grasping task. Overall, the results suggest using VR for the elderly with caution to the task demands, and the visualization of the body seemed less crucial for generating task completion. In summary, the actual task demands in VR could be successfully performed by elderly adults, even once one has to reckon with losses within movementâ€™s quality. Although more different movements should be tested, basic elements are also realizable for elderly adults expanding possible areas of VR applications. Â© 2022 Pastel et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited."]
[null,"paper is about measuring movement competence with exergames, rather than changing it","ft screen →","review →","chk design →","excl",null,"rayyan-6488859","Construct validation of a general movement competence assessment utilising active video gaming technology",2023,null,null,"Frontiers in Bioengineering and Biotechnology",null,11,null,null,"Ng, J.L. and Button, C.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159788533&doi=10.3389%2ffbioe.2023.1094469&partnerID=40&md5=a69ac1409d2c655779359fb5416f92c0",{"$nulls":3},"Introduction: The assessment of childrenâ€™s motor competence is an important concern as physical inactivity has been linked with poor movement quality and aspects of well-being such as low self-esteem. The General Movement Competence Assessment (GMCA) is a new instrument that was developed using active video gaming technology. Methods: Confirmatory factor analysis was conducted to examine the internal validity of the GMCA in a sample of 253 typically developing children (135 boys and 118 girls), aged 7â€“12Â years old (9.9 Â± 1.6Â years). Further, a second-order confirmatory factor analysis examined how the four constructs fit onto the higher-order variable of movement competence. Results: Results revealed that the first-order four-construct model of the GMCA was a good fit (CFI 0.98; TLI 0.98; RMSEA 0.05). The second-order confirmatory factor analysis revealed that the four constructs loaded directly onto movement competence. It accounted for 95.44% of the variance which is approximately 20% more than the first-order model. The internal structure of the GMCA identified four constructs of movement competence (i.e., stability, object-control, locomotion and dexterity) based on the study sample. Discussion: Performance trends in the general movement competence assessment support empirical evidence that movement competence improves as children age. Results suggest that active video games have considerable potential to help assess general motor competency in the wider population. Future work may consider the sensitivity of motion-sensing technologies in detecting developmental changes over time. Copyright Â© 2023 Ng and Button."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488898","19th EAI International Conference on Computer Science and Education in Computer Science, CSECS 2023",2023,null,null,"Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST",null,514,{"$nulls":3},"https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175861906&partnerID=40&md5=6c5f65d703f498bb7eb2d5030c9f2063",{"$nulls":3},"The proceedings contain 32 papers. The special focus in this conference is on Computer Science and Education in Computer Science. The topics include: Software Reuse Approach Based on Review and Analysis of Reuse Risks from Projects Uploaded to GitHub; AI-Enabled Infrared Thermography: Machine Learning Approaches in Detecting Peripheral Arterial Disease; the Impact of Virtual and Augmented Reality on the Development of Motor Skills and Coordination in Children with Special Educational Needs; Deep Learning Models for Vaccinology: Predicting T-cell Epitopes in C57BL/6 Mice; Changes in Patterns of Infectivity and Mortality with SARS-CoV-2 Omicron Variant in Bulgaria; data Representations and Ensemble Deep Learning Networks for Functional Neuroimaging Datasets; a Methodology for Engineering Design and Simulation of a Satellite Horn Antenna; Optimized FPGA Implementation of an Artificial Neural Network Using a Single Neuron; onÂ theÂ p-Rank ofÂ theÂ Incidence Matrix ofÂ aÂ Projective Hjelmslev Plane; an Approach to Environmental Study from Observations and Sensing Towards a Digital Twin; The Application of Data Analytics for Understanding Patterns of Mergers and Acquisitions and CEO Characteristics in and between Crisis Times; interdependencies Between Cryptocurrency Markets, Precious Metals andÂ Energy Resources; exploring Banking Stability Through Diverse Parameters and Mathematical Models; an Integrated Framework for Assessing Data and Business Analytics Skills for the Job Market; assessing the Resilience of the Banking System in the Republic of Bulgaria Using Mathematical Models; the Ecosystem of Computer Science Education in Bulgarian Primary School â€“ State of the Art; using Extract, Transform, and Load Framework and Data Visualization Tools to Enhance Career Services for Analytics Masterâ€™s Program Student."]
["not EXG",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488903","Distinct clusters of movement entropy in childrenâ€™s exploration of a virtual reality balance beam",2023,null,null,"Frontiers in Psychology",null,14,null,null,"LorÃ¥s, H. and Sandseter, E.B.H. and Sando, O.J. and Storli, L.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175574878&doi=10.3389%2ffpsyg.2023.1227469&partnerID=40&md5=23d3720b04f14b75051a6834e6d82549",{"$nulls":3},"Although assessing motor competence is vital to advancing current understandings of motor development and its significance in various fields, no consensus exists on how the construct should be operationalised and measured. Existing approaches to assessing motor competence in children typically involve applying qualitative and/or quantitative scoring procedures in which childrenâ€™s performance is evaluated according to certain levels of assessment-specific task performance dependent upon predefined sets of instructions and procedures. Building upon ecological dynamics as a framework, different levels of motor competence can be identified in childrenâ€™s attempts to coordinate their degrees of freedom while trying to complete the interactive task and environmental constraints. Given the dynamic, nonlinear features of that coordinating process, assessments need to consider the inherit structure of inter- and intra-individual variability in patterns of movement. Against that background, we investigated 7â€“10-year-old childrenâ€™s (n = 58) whole-body joint kinematics as they freely explored a balance beam in a virtual reality playground. Specifically, we used exploratory cluster analysis to examine the discriminatory capability of utilising joint-specific sample entropy as a window into individual differences in movement coordination that emerged from childrenâ€™s exploration of the constraints embedded in the virtual task. Among the results, three clusters of children with distinct profiles of movement variability emerged, all of which showed heterogeneous levels of repeatability in joint movements in combination with the level of spatiotemporal exploration on the balance beam that could not be explained by between-cluster differences in age and gender distributions. Those findings suggest that entropy from whole-body movements can be used to cluster children into distinct groups with different profiles regarding the structure of movement variability, which can inform new understandings and the development of gross motor competence assessments for children. Copyright Â© 2023 LorÃ¥s, Sandseter, Sando and Storli."]
["no FULLTEXT",null,"review →","→","excl",null,null,"rayyan-6488904","Kinect-Enabled Electronic Game forÂ Developing Cognitive andÂ Gross Motor Skills inÂ 4-5-Year-Old Children",2023,null,null,"Lecture Notes in Networks and Systems",null,678,null,"138-149","NÃºÃ±ez, C. and LÃ³pez, E. and NuÃ±ez, J.-P. and GonzÃ¡lez, D.-S.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161460019&doi=10.1007%2f978-3-031-30592-4_11&partnerID=40&md5=13cbf61325e687add707d1d8b66d053c",{"$nulls":3},"This paper presents the results of a Kinect enabled electronic game implemented for stimulating the development of cognitive and gross motor skills in 4â€“5-year-old children. The game consists of catching as many moving objects as possible within a virtual environment using all different parts of the body (torso, head, legs, and arms). A study was carried out with the participation of children of an Ambato school, in the Tungurahua province. After four attempts of using the game, the children participating in the experiment showed satisfactory results. Concerning the actions related to gross motor skills, an increase of 70% on the success level was attained while the cognitive skills showed a 35% increase on the level of success. These positive results corroborate that the proposed study is an efficient tool for improving the cognitive and gross motor skills in 4â€“5-year-old children. Â© 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6488922","User Experience Evaluation for Pre-primary Children Using an Augmented Reality Animal-Themed Phonics System",2023,null,null,"Lecture Notes in Networks and Systems",null,754,null,"227-236","Sumithra, T.V. and Ragha, L.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174446809&doi=10.1007%2f978-981-99-4932-8_22&partnerID=40&md5=0fada47e8592e2edcda0e70a01d5a465",{"$nulls":3},"With smart phones being ubiquitous in every household, people are increasingly relying on educational applications to simplify the learning process of children. This research is focused on creating a child-friendly framework to evaluate the user experience of preschool children aged between three to five years through an augmented reality (AR) application. Despite the rapid growth and importance of AR applications in various fields, providing a positive user experience for pre-primary students has proven to be a challenge. AR applications have yet to be fully implemented for academic purposes. The aim of our work is to introduce an application that enhances phonics teaching methods and encourages students to engage actively in learning activities. Creating effective AR experiences for children between the ages of three to five can be a difficult task. Designers must take into account the cognitive and motor skill limitations of children in this age group. Understanding the target audience is crucial to developing an educational application that is both entertaining and appealing to students and teachers alike. To address this challenge, we established an evaluation framework for testing AR applications focused on phonics, using animal-themed content. This framework was developed using various techniques such as interviews, literature research, and persona creation. As a result of this process, we formulated and also evaluated the effectiveness of the theoretical framework for assessing the user experience of young learners. Â© The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd 2023."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-6488933","Virtual Risk Management-Exploring Effects of Childhood Risk Experiences through Innovative Methods (ViRMa) for Primary School Children in Norway: Study Protocol for the ViRMa Project",2023,null,null,"JMIR Research Protocols",null,12,null,null,"Sandseter, E.B.H. and Sando, O.J. and LorÃ¥s, H. and Kleppe, R. and Storli, L. and Brussoni, M. and Bundy, A. and Schwebel, D.C. and Ball, D.J. and Haga, M. and Little, H.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161915871&doi=10.2196%2f45857&partnerID=40&md5=e19873bfa170b5fc1bc94325e72b160e",{"$nulls":3},"Background: Research indicates that risky play benefits children's risk assessment and risk management skills and offers several positive health effects such as resilience, social skills, physical activity, well-being, and involvement. There are also indications that the lack of risky play and autonomy increases the likelihood of anxiety. Despite its well-documented importance, and the willingness of children to engage in risky play, this type of play is increasingly restricted. Assessing long-term effects of risky play has been problematic because of ethical issues with conducting studies designed to allow or encourage children to take physical risks with the potential of injury. Objective: The Virtual Risk Management project aims to examine children's development of risk management skills through risky play. To accomplish this, the project aims to use and validate newly developed and ethically appropriate data collection tools such as virtual reality, eye tracking, and motion capturing, and to provide insight into how children assess and handle risk situations and how children's past risky play experiences are associated with their risk management. Methods: We will recruit 500 children aged 7-10 years and their parents from primary schools in Norway. Children's risk management will be measured through data concerning their risk assessment, risk willingness, and risk handling when completing a number of tasks in 3 categories of virtual reality scenarios: street crossing, river crossing, and playing on playground equipment. The children will move around physically in a large space while conducting the tasks and wear 17 motion-capturing sensors that will measure their movements to analyze motor skills. We will also collect data on children's perceived motor competence and their sensation-seeking personality. To obtain data on children's risk experiences, parents will complete questionnaires on their parental style and risk tolerance, as well as information about the child's practical risk experience. Results: Four schools have been recruited to participate in data collection. The recruitment of children and parents for this study started in December 2022, and as of April 2023, a total of 433 parents have consented for their children to participate. Conclusions: The Virtual Risk Management project will increase our understanding of how children's characteristics, upbringing, and previous experiences influence their learning and ability to handle challenges. Through development and use of cutting-edge technology and previously developed measures to describe aspects of the children's past experiences, this project addresses crucial topics related to children's health and development. Such knowledge may guide pedagogical questions and the development of educational, injury prevention, and other health-related interventions, and reveal essential areas for focus in future studies. It may also impact how risk is addressed in crucial societal institutions such as the family, early childhood education, and schools. Â© Ellen Beate Hansen Sandseter, Ole Johan Sando, HÃ¥vard LorÃ¥s, Rasmus Kleppe, Lise Storli, Mariana Brussoni, Anita Bundy, David C Schwebel, David J Ball, Monika Haga, Helen Little. Originally published in JMIR Research Protocols (https://www.researchprotocols.org), 07.06.2023. This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Research Protocols, is properly cited. The complete bibliographic information, a link to the original publication on https://www.researchprotocols.org, as well as this copyright and license information must be included."]
["no FULLTEXT",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488940","Development of a virtual reality application to support psychomotor skills in children",2023,null,null,"RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao",null,2023,null,"397-408","Criollo-C, S. and YÃ¡nez, A. and Solano, S.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165717095&partnerID=40&md5=50db03513edb792bd8b65c25d492edb5",{"$nulls":3},"This paper seeks to explore the possibilities offered by virtual reality devices to support the motor skills of children from four to six years of age, based on previous works that report interesting findings regarding the use of technology. Currently, digital technologies are widely used in early, middle, and higher education environments. It is for this reason that the use of a teaching methodology based on virtual reality technology can bring great benefits to teachers and students. This work presents the use of an Oculus Quest viewer and a virtual environment designed and created by a group of professionals to develop childrenâ€™s psychomotor skills. The result of the designed environment has been very interesting and the results in practice are expected to be encouraging. Â© 2023, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6488941","The Impact of Virtual and Augmented Reality on the Development of Motor Skills and Coordination in Children with Special Educational Needs",2023,null,null,"Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST",null,514,null,"171-181","Kolev, M. and Trenchev, I. and Traykov, M. and Mavreski, R. and Ivanov, I.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175791936&doi=10.1007%2f978-3-031-44668-9_13&partnerID=40&md5=4978d32e1d494b6722ffaed0b5299316",{"$nulls":3},"This study investigates the impact of virtual reality (VR) and augmented reality (AR) interventions on the development of motor skills and coordination in children with special educational needs (SEN). Utilizing a mixed-methods approach, we employed customized VR/AR activities developed in Unreal Engine and integrated motion tracking technology to create an immersive and engaging environment tailored to the unique needs of the participants. In this study, we present a methodology for supporting the education of children with SEN using Unreal Engine and NVIDIA VR Funhouse. Our approach focuses on designing immersive and engaging virtual reality (VR) and augmented reality (AR) interventions that target the development of motor skills and coordination in this population. By leveraging the advanced capabilities of Unreal Engine and NVIDIA VR Funhouse, we aim to create customized learning experiences tailored to the unique needs and abilities of children with SEN. It is important to note that the practical implementation of the research, including participant recruitment, data collection, and analysis, will be conducted in a later stage of the study. The current focus is on developing and refining the methodology and the design of the VR/AR intervention. This groundwork will lay the foundation for future research endeavors, with the ultimate goal of enhancing educational outcomes and the overall well-being of children with SEN. Â© ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2023."]
["no FULLTEXT",null,"ft screen →","excl",{"$nulls":3},"rayyan-6845250","Effects of gamified didactic with exergames on the psychological variables associated with promoting physical exercise: results of a natural experiment run in primary schools",2023,9,3,"PHYSICAL EDUCATION AND SPORT PEDAGOGY","[\"1740-8989\", \"1742-5786     J9  - PHYS EDUC SPORT PEDA     JI  - Phys. Educ. Sport Pedag.\"]",28,5,"467-481","Quintas, A and Bustamante, JC",null,"English",null,"[\"Univ Zaragoza, Fac Ciencias Humanas & Educ, Huesca, Spain\", \"Univ Zaragoza, Fac Educ, Calle Pedro Cerbuna 12, Zaragoza 50009, Spain\"]","Background Exergames are a new socio-technological phenomenon consisting of digital motor games that aim to stimulate players' motor skills. The physical-motor component of exergames has been well studied, but knowing more about their possible psychological effects in the school context is interesting to promote physical exercise practice. Gamification refers to the use of game-based elements in non-game contexts, whose aim is to motivate action by making activities more game-like. Gamification seems an innovative strategy to promote physical exercise habits at schools whose real effects are still poorly unknown. Physical education has significant direct and indirect influences on students' physical exercise. Exergames and gamification are associated with psychological benefits related to physically active behaviour. Purpose The aim of this study was to analyse the effects of a gamified exergaming school intervention on the psychological variables associated with physical exercise (PEx) promotion. We hypothesised that the gamified exergaming school intervention will produce more achievement motivation, more enjoyment, a more positive attitude towards exergames, and more exergame and PEx intention in students. Participants and setting A natural experiment with a non-randomised controlled design. The participants were 417 Primary Education students (53.2% girls, n = 222; 46.8% boys, n = 195) recruited from two public and two non-public schools (control group, n = 191; experimental group, n = 226). Their mean age was 11.1 (SD = 1.7), and 50.4% of the sample studied Primary Education Year 6 (aged 10-11 years; n = 210) and 49.6% studied Primary Education Year 7 (11-12 years; n = 207). The control treatment (traditional didactic intervention) was designed based on usual didactic dance teaching in Spain. Another similar experimental treatment was designed as the control treatment, but with a gamified climate and an exergame (gamified exergaming intervention). The Just Dance Now exergame was used. The Mechanics-Dynamics-Aesthetics framework was applied to achieve mastery-oriented motivational climates and an inclusive gamified atmosphere for all student-player types. Moreover, to gamify each class the ClassDojo application was used. Data collection The students completed: the Achievement Motivation in Physical Education Test (AMPET); the Sport Satisfaction Instrument (SSI); the 'Attitudes Toward Exergames' scale; the 'Exergame intention' scale; the 'Exercise Intention' scale. Statistical analyses In order to test the research hypotheses, both study groups were compared using factorial ANOVAs 2 (time; pre-treatment condition vs. post-treatment condition) x 2 (treatment; traditional didactic intervention vs. gamified exergaming intervention). Findings As the analysis threshold was set at <= 0.0125 with Bonferroni adjustment, the results showed better positive gamified exergaming effects on enjoyment and attitude towards exergames. No interaction effects on achievement motivation, exergame intention or PEx intention were found. Conclusions This is the first study to examine an intervention combining Mechanics-Dynamics-Aesthetics (MDA) gamification framework as a didactic method and exergame as an educational resource, adopted as a strategy to promote the variables associated with encouraging PEx in primary schools.        A gamified exergaming educational intervention might have some positive effects on variables associated with physical exercise promotion but its ability as an exercise promotion strategy is still unclear and future research should be conducted."]
[null,null,"review →","→","chk design →","meta analysis →","Yes","rayyan-6845253","Improvement of real soccer motor skills using virtual reality",2023,7,8,"INTERACTIVE LEARNING ENVIRONMENTS","[\"1049-4820\", \"1744-5191     J9  - INTERACT LEARN ENVIR     JI  - Interact. Learn. Environ.\"]",{"$nulls":3},"Lozano-Tarazona, AM and PinzÃ³n, DMR",null,"English",null,"Natl Pedag Univ, Dept Technol, Bogota, Colombia     FU  - Research Center CIUP (Centro de Investigaciones de la Universidad Pedagogica) [DTE-562-21]; Department of Technology at the National Pedagogical University of Colombia (Universidad Pedagogica Nacional, UPN)     FX  - This Project was developed with the support of the Research Center CIUP (Centro de Investigaciones de la Universidad Pedagogica) as part of the Project DTE-562-21 and the Department of Technology at the National Pedagogical University of Colombia (Universidad Pedagogica Nacional, UPN).     PU  - ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD     PI  - ABINGDON     PA  - 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND","This study is related to the transfer of the header motor skill in soccer from a virtual reality (VR) sport's training to the real world. A total of 61 children (37 females) between 9 and 11 years of age were distributed into three groups: a control group without training; a second group that was trained in an original VR environment developed by the authors, and a group that was trained in a VR environment created by a third party. Considering the available evidence, some principles of design were implemented in the authors' virtual environment to reach a higher transfer effectiveness. After the pre-test and post-test, results showed that the trained groups increased their header skills in a significant level in relation to the control group. In addition, the group trained in the original environment showed a higher performance than that of the group trained in the third-party's environment. This result is attributed to the element of design of pedagogical progression developed. In general, this study provides evidence in relation to the transfer of sports' motor skills using training environments with a virtual reality headset, making emphasis on the elements of design that can better contribute to obtaining a positive transfer."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6845300","Effectiveness of Customized Exergames to Improve Postural Control in High School Physical Education",2023,10,null,"IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES","1939-1382     J9  - IEEE T LEARN TECHNOL     JI  - IEEE Trans. Learn. Technol.",16,5,"759-768","GarcÃ­a-MassÃ³, X and Salvador-Fuertes, A and SÃ¡nchez-Santacreu, M and Borrego, A and Llorens, R",null,"English",null,"[\"Univ Valencia, Human Anal Grp HuMAG, Valencia 46022, Spain\", \"Univ Valencia, Dept Phys Educ Arts & Mus, Valencia 46022, Spain\", \"Univ Politecn Valencia, Neurorehabil & Brain Res Grp, Valencia 46022, Spain\"]","This study aimed to determine the effectiveness of customized exergames, with different cognitive loads, on static and dynamic postural control compared with traditional exercises in a group of adolescents. The participants in this study were 30 healthy adolescents, aged 12-14 years, divided into three groups. Each group trained for two weeks (2 sessions/week) using traditional physical education exercises, exergames with low cognitive loads, or exergames with high cognitive load. Participants' quiet standing, forward limit of stability, and pattern tracking were measured before and after the intervention. Neither traditional exercises nor exergames improved the postural control during quiet standing tasks. Interactions with customized exergames, with both high and low cognitive loads, provided increased improvements in the forward limit of stability and improved dynamic weight shifts after the intervention compared with traditional exercises. No differences in the effects were observed between exergames with different cognitive loads. Exergames were more effective than traditional exercises for improving the dynamic aspects of postural control and stability in adolescents. The cognitive requirements for the concurrent cognitive task associated with exergames could not be sufficiently demanding to affect postural control learning."]
["review article",null,"excl",{"$nulls":4},"rayyan-6845311","Leveraging Sensorimotor Realities for Assistive Technology Design Bridging Smart Environments and Virtual Worlds",2023,null,null,"PROCEEDINGS OF THE 16TH ACM INTERNATIONAL CONFERENCE ON PERVASIVE TECHNOLOGIES RELATED TO ASSISTIVE ENVIRONMENTS, PETRA 2023","979-8-4007-0069-9",null,null,"247-253","Vatavu, RD and ACM",null,"English",null,"Stefan Cel Mare Univ Suceava, MANSiD Res Ctr, MintViz Lab, Suceava, Romania","Sensorimotor Realities are a newly introduced concept of a computer-based physical-virtual reality with distinctive quality dimensions with respect to virtual, augmented, mixed, and extended reality environments. In this landscape of computer-based environments, Sensorimotor Realities center on the user's sensorimotor abilities that undergo mediation in the conjunction of ambient intelligence and physical-virtual worlds. In this work, we explore the application of Sensorimotor Realities to assistive technology and accessible computing research and practice. To this end, we conduct a targeted literature review of scientific contributions published at CHI, UIST, ASSETS, and VRST-four venues where assistive technology and accessibility research for smart environments and virtual worlds has been traditionally disseminated,-and show how they can be characterized from the distinct perspective offered by the conceptual space of Sensorimotor Realities. Moreover, we present design opportunities for assistive technology enabled by the dimensions of the Sensorimotor Realities conceptual space, accompanied by examples from the scientific literature."]
["not POP",null,"ft screen →","excl",{"$nulls":3},"rayyan-6845319","VR as an Innovative Learning Tool in Sports Education",2023,2,null,"APPLIED SCIENCES-BASEL","2076-3417     J9  - APPL SCI-BASEL     JI  - Appl. Sci.-Basel",13,4,null,"Geisen, M and Fox, A and Klatt, S",null,"English",null,"[\"German Sport Univ Cologne, Inst Exercise Training & Sport Informat, D-50933 Cologne, Germany\", \"Univ Duisburg Essen, Inst Educ, Fac Educ Sci, D-45141 Essen, Germany\", \"Univ Brighton, Sch Sport & Hlth Sci, Brighton BN2 0JY, England\"]","Featured Application This article examines a VR-based rotation task in an extracurricular dance class with a focus on the crucial didactic, collaborative, and perceptual components of dance training. Testing and application of suitable learning tools and methods can facilitate learning environments conducive to skill acquisition for the target group. This also applies to sports education at school level, including extracurricular activities. On the one hand, traditional learning methods are still effective in sports education; on the other hand, keeping up with societal and technological developments, new learning strategies are continuously being researched to complement existing pedagogical tools. An innovative tool that has been increasingly used in various fields of application in recent years is Virtual Reality (VR) as part of the Extended Reality (XR) domain. It enables learning in immersive and specifically designed learning environments and is particularly suitable for learning in (sports-)motor contexts due to its flexible use. In our study, we test a VR-based rotation task in an extracurricular dance class with the objective of supporting the crucial didactic, collaborative, and perceptual components of dance training in educational contexts. We conducted feedback sessions with the students and used direct observation to examine their behavioural actions. Based on the qualitative content analysis of the written feedback and the overview from the observations, we can identify integrative potentials of this innovative tool in sports education, especially extracurricular dance classes."]
["not POP",null,"excl",{"$nulls":4},"rayyan-6845398","Computer-Assisted Gamification as an Approach to Support Movement Skills Development in Children with Autism Spectrum Disorder",2023,null,null,"Journal of Physical Education, Recreation & Dance","0730-3084, 0730-3084",94,3,"35-40","Lee, Jihyun and Gutierrez, Julissa","https://www.proquest.com/scholarly-journals/computer-assisted-gamification-as-approach/docview/2890043963/se-2?accountid=12507","English","Routledge",null,"This article introduces the rationale behind utilizing computer-assisted gamification for the development of movement skills for children with ASD. This article also provides a brief review of several studies that have utilized computer-assisted gamification approaches in motor skill interventions, in order to show the applications and implications of the research. Lastly, applications of computer-assisted gamification are provided using some examples to show readers how this approach can support children with ASD when learning motor skills."]
["review article",null,"excl",{"$nulls":4},"rayyan-6845399","Use of Virtual Reality-Based Games to Improve Balance and Gait of Children and Adolescents with Sensorineural Hearing Loss: A Systematic Review and Meta-Analysis",2023,null,null,"Sensors",null,23,14,6601,"Melo, Renato S and Lemos, Andrea and Delgado, Alexandre and FalcÃ£o Raposo, Maria Cristina and Ferraz, Karla MÃ´nica and Rosalie Barreto Belian","https://www.proquest.com/scholarly-journals/use-virtual-reality-based-games-improve-balance/docview/2843124867/se-2?accountid=12507","English","MDPI AG     PP  - Basel","Post-Graduate Program on Child and Adolescent Health, Universidade Federal de Pernambuco (UFPE), Recife 50670-901, PE, Brazil; Laboratory of Informatics in Health, LaboratÃ³rio de Imunopatologia Keizo Asami (LIKA), Recife 50670-901, PE, Brazil; Department of Physical Therapy, Universidade Federal de Pernambuco (UFPE), Recife 50740-560, PE, Brazil; Laboratory of Pediatric Studies (LEPed), Universidade Federal de Pernambuco (UFPE), Recife 50740-560, PE, Brazil ; Post-Graduate Program on Child and Adolescent Health, Universidade Federal de Pernambuco (UFPE), Recife 50670-901, PE, Brazil; Department of Physical Therapy, Universidade Federal de Pernambuco (UFPE), Recife 50740-560, PE, Brazil ; Instituto de Medicina Integral Professor Fernando Figueira (IMIP), Recife 50070-550, PE, Brazil ; Department of Statistics, Universidade Federal de Pernambuco (UFPE), Recife 50740-540, PE, Brazil ; Department of Physical Therapy, Universidade Federal de Pernambuco (UFPE), Recife 50740-560, PE, Brazil; Laboratory of Pediatric Studies (LEPed), Universidade Federal de Pernambuco (UFPE), Recife 50740-560, PE, Brazil ; Post-Graduate Program on Child and Adolescent Health, Universidade Federal de Pernambuco (UFPE), Recife 50670-901, PE, Brazil; Laboratory of Informatics in Health, LaboratÃ³rio de Imunopatologia Keizo Asami (LIKA), Recife 50670-901, PE, Brazil; Department of Medicine, Universidade Federal de Pernambuco (UFPE), Recife 50670-901, PE, Brazil ; Post-Graduate Program on Child and Adolescent Health, Universidade Federal de Pernambuco (UFPE), Recife 50670-901, PE, Brazil; Laboratory of Informatics in Health, LaboratÃ³rio de Imunopatologia Keizo Asami (LIKA), Recife 50670-901, PE, Brazil; Department of Physical Therapy, Universidade Federal de Pernambuco (UFPE), Recife 50740-560, PE, Brazil; Laboratory of Pediatric Studies (LEPed), Universidade Federal de Pernambuco (UFPE), Recife 50740-560, PE, Brazil Basel","Background: Children and adolescents with sensorineural hearing loss (SNHL) often experience motor skill disturbances, particularly in balance and gait, due to potential vestibular dysfunctions resulting from inner ear damage. Consequently, several studies have proposed the use of virtual reality-based games as a technological resource for therapeutic purposes, aiming to improve the balance and gait of this population. Objective: The objective of this systematic review is to evaluate the quality of evidence derived from randomized or quasi-randomized controlled trials that employed virtual reality-based games to enhance the balance and/or gait of children and adolescents with SNHL. Methods: A comprehensive search was conducted across nine databases, encompassing articles published in any language until 1 July 2023. The following inclusion criteria were applied: randomized or quasi-randomized controlled trials involving volunteers from both groups with a clinical diagnosis of bilateral SNHL, aged 6â€“19 years, devoid of physical, cognitive, or neurological deficits other than vestibular dysfunction, and utilizing virtual reality-based games as an intervention to improve balance and/or gait outcomes. Results: Initially, a total of 5984 articles were identified through the searches. Following the removal of duplicates and screening of titles and abstracts, eight studies remained for full reading, out of which three trials met the eligibility criteria for this systematic review. The included trials exhibited a very low quality of evidence concerning the balance outcome, and none of the trials evaluated gait. The meta-analysis did not reveal significant differences in balance improvement between the use of traditional balance exercises and virtual reality-based games for adolescents with SNHL (effect size: âˆ’0.48; [CI: âˆ’1.54 to 0.57]; p = 0.37; I2 = 0%). Conclusion: Virtual reality-based games show promise as a potential technology to be included among the therapeutic options for rehabilitating the balance of children and adolescents with SNHL. However, given the methodological limitations of the trials and the overall low quality of evidence currently available on this topic, caution should be exercised when interpreting the results of the trials analyzed in this systematic review."]
["not POP",null,"excl",{"$nulls":4},"rayyan-8487917","Effect of virtual reality combined with repetitive transcranial magnetic stimulation on musculoskeletal pain and motor development in children with spastic cerebral palsy: a protocol for a randomized controlled clinical trial",2023,12,1,"BMC Neurology",null,23,1,null,"Li, Xin and Huang, Zefan and Lu, Tijiang and Liang, Juping and Guo, Haibin and Wang, Lixia and Chen, Zhengquan and Zhou, Xuan and Du, Qing",null,null,"BioMed Central Ltd",null,"Purpose: This trial aims to investigate the efficacy and safety of virtual reality (VR) combined with repetitive transcranial magnetic stimulation (rTMS) for improving musculoskeletal pain and motor development in children with unilateral spastic cerebral palsy (CP). Methods: This study protocol is for a randomized controlled trial consisting of 2 treatment sessions (3 days/week for 4 weeks in each session, with a 1-week interval between sessions). We will recruit children aged 3â€“10 years with unilateral spastic CP (Gross Motor Function Classification System level I or II). Participants will be randomly divided into 3 groups: the VR + rTMS group (immersive VR intervention, rTMS and routine rehabilitation therapy), rTMS group (rTMS and routine rehabilitation therapy), and control group (sham rTMS and routine rehabilitation therapy). VR therapy will involve a daily 40-minute movement training session in a fully immersive environment. rTMS will be applied at 1Â Hz over the primary motor cortex for 20Â min on the contralateral side. The stimulation intensity will be set at 90% of the resting motor threshold, with 1200 pulses applied. A daily 60-minute routine rehabilitation therapy session including motor training and training in activities of daily living will be administered to all participants. The primary outcome will be pain intensity, assessed by the Revised Face, Legs, Activity, Cry, and Consolability Scale (R-FLACC). The secondary outcomes will include motor development, evaluated by the 66-item version of the Gross Motor Function Measure (GMFM-66) and Fine Motor Function Measure (FMFM); balance capacity, measured by the interactive balance system; activities of daily living; and quality of life, measured by the Barthel index and the Chinese version of the Cerebral Palsy Quality of Life scale for Children (C-CP QOL-Child). Safety will be monitored, and adverse events will be recorded during and after treatment. Discussion: Combined application of VR therapy and rTMS may reveal additive effects on pain management and motor development in children with spastic CP, but further high-quality research is needed. The results of this trial may indicate whether VR therapy combined with rTMS achieves a better analgesic effect and improves the motor development of children with spastic CP. Trial registration: Registration number: ChiCTR230069853. Trial registration date: 28 March 2023. Prospectively registered."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-8487923","Development of Fine Motor Skills for Early Childhood Based on Augmented Reality",2023,{"$nulls":6},"67-77","Khasanah, Uswatun and Chusna, Nuke L. and Fatonah, Umi",{"$nulls":4},"Movement is the most important element in childrenâ€™s motor development. Fine motor skills are body movements that use small muscles and require concentration between the eyes and hands, such as folding, cutting, and knitting. Positive social skills in children the impact of good motor development. The prob- lem that arose so that this research was carried out was the lack of learning media to develop ï¬\u0081ne motor skills in early childhood education. The use of augmented reality media that is designed attractively can provide opportunities for children to explore their knowledge, and their ability to develop their potential. The potential that can be developed is not only physical development but also language and social interaction with the surrounding environment so that they become indi- viduals with strong character into adulthood. The purpose of this research is to develop childrenâ€™s ï¬\u0081ne motor skills by using Augmented Reality-based learn- ing media. This study used a mixed qualitative and quantitative method, with a research and development (R n D) approach using the Lee and Owen model. Data collection techniques by observation, interviews, literature document review, and documentation. The ï¬\u0081ndings of this study provide results stating that Augmented Reality media has a very positive inï¬‚uence on ï¬\u0081ne motor development in early childhood. The results of the one-on-one trial resulted in a score of 3.75%, the results of the small group test obtained a score of 3.82%, while the results of the ï¬\u0081eld trial on 20 PAUD children scored 4.23%. There are 6 motor learning developed in this study, including the following: 1) holding writing instruments correctly; 2) imitating making vertical, ï¬‚at, and oblique lines; 3) tearing the paper into shape; 4) cutting to form a straight pattern; 5) folding shapes from paper, leaves, and patchwork; 6) coloring according to the theme of the picture. Thus, augmented reality media has proven to be effective in improving ï¬\u0081ne motor skills in early childhood."]
["not POP",null,"excl",{"$nulls":4},"rayyan-8487927","Effects of a multi-component virtual reality program on motor skills and functional postural control in children with hemiplegic cerebral palsy",2023,9,null,"Heliyon",null,9,9,null,"Roostaei, Meysam and Babaee, Marzieh and Alavian, Seyedmostafa and Jafari, Narjes and Rayegani, Seyed Mansoor and Behzadipour, Saeed",null,null,"Elsevier Ltd",null,"Background: Pediatric neurorehabilitation has recently employed virtual reality (VR) technologies as a platform to design and implement novel modalities. Aims: To evaluate the feasibility of a multi-component VR-based program on motor skills and functional postural control for children with hemiplegic cerebral palsy (HCP). Methods: A single-case-experimental design was conducted on eight children with HCP (12.33 Â± 4.71 years and GMFCS= II, I). The VR-based program consisted of 3 sessions per week for four weeks. Timed Up and Go (TUG) test, Functional Reach Test (FRT), Pediatric Balance Scale (PBS), Activities Scale for Kids (ASK), ABILHAND-Kids, and Box and Block Test (BBT) were used to evaluate functional changes. Outcomes and results: Statistical analysis showed that improvements in functional postural control were significant on at least one balance measure for seven out of eight participants during the intervention phase. For all participants, a significant increase was observed in the BBT scores. Before-after intervention analysis revealed statistically significant improvements in PBS (z = âˆ’2.52, p â‰¤ 0.01), ABILHAND-Kids (z = âˆ’2.25, p â‰¤ 0.01), and ASK (z = âˆ’2.38, p â‰¤ 0.01). Conclusions and implications: This study provided early evidence of the effectiveness of the multi-component VR-based program in children with HCP. However, future studies with randomized controlled trial design are needed to evaluate the long-term effects and compare them with conventional rehabilitation practice."]
["review article",null,"excl",{"$nulls":4},"rayyan-8487930","Short- to Long-Term Effects of Virtual Reality on Motor Skill Learning in Children With Cerebral Palsy: Systematic Review and Meta-Analysis",2023,1,1,"JMIR Serious Games",null,11,1,null,"Kilcioglu, Seyma and Schiltz, BenoÃ®t and Araneda, Rodrigo and Bleyenheuft, Yannick",null,null,"JMIR Publications Inc.",null,"Background: Many studies have started integrating virtual reality (VR) into neurorehabilitation for children with cerebral palsy (CP). The results of the effects of VR on motor skill learning, including the short- to long-term results of relevant studies, must be pooled in a generic framework. Objective: This systematic review and meta-analysis aimed to investigate the short- to long-term effects of therapies including VR on motor skill learning in children with CP. Methods: Two examiners followed the inclusion and exclusion criteria of the â€œParticipant, Intervention, Control, and Outcomeâ€\u009d framework. Randomized controlled trials (RCTs) and non-RCTs were considered if they compared VR-included interventions with control groups on motor functions and daily life activities in children with CP. PubMed, ScienceDirect, Embase, and IEEE Xplore databases were searched. The modified Downs and Black assessment was used to assess the methodological quality of the included studies. Meta-analyses and subgroup analyses for RCTs were conducted whenever possible. Results: A total of 7 RCTs, 2 non-RCTs, and 258 children with CP were included. The priority focus of 78% (7/9) of the studies was upper limb functions. There was a significant short-term effect of adding VR to conventional therapies on upper limb functions when compared with conventional therapies (P=.04; standardized mean difference [SMD]=0.39, 95% CI 0.01-0.76). The overall medium- to long-term effects showed a trend toward favoring the VR group, although the difference was not statistically significant (P=.06; SMD=0.37, 95% CI âˆ’0.02 to 0.77). For balance (P=.06; SMD=1.04, 95% CI âˆ’0.04 to 2.12), gross motor functions (P=.30; SMD=2.85, 95% CI âˆ’2.57 to 8.28), and daily life activities outcomes (P=.21; SMD=0.29, 95% CI âˆ’0.16 to 0.74), the overall effect in the short term also showed a trend toward favoring the VR group, but these results were not statistically significant. Conclusions: VR seems to have additional benefits for motor skill learning in children with CP. Studies with follow-up outcomes of VR training focusing on balance and gross motor functions in patients with CP were quite limited. Future research on balance and gross motor function outcomes should target particularly long-term results of therapies including VR on motor skill learning. Trial Registration: PROSPERO International Prospective Register of Systematic Reviews CRD42021227734; https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021227734"]
["review article",null,"excl",{"$nulls":4},"rayyan-16025196","The Effects of Active Video Games on Childrenâ€™s Fundamental Movement Skills: A Systematic Review and Meta-Analysis",2023,null,null,"Lecture Notes in Bioengineering",{"$nulls":3},"245-261","Su, Z. and Li, X.-X. and Hu, C.-P. and Diao, Y.-C.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164905117&doi=10.1007%2f978-981-19-8159-3_23&partnerID=40&md5=afd3c1cc4bc331906477ec1390be3f30",{"$nulls":3},"Available evidence suggests that different types of active video games (AVGs) and interventions may have different effects on children's fundamental movement skills (FMS). Therefore, a systematic review and meta-analysis of randomized controlled trials (RCTs) using AVGs is necessary to explore the effects of different types and doses of AVGs on FMS in healthy children. The purpose of this work is to update the current evidence on the effects of AVGs on FMS in healthy children aged 3â€“12Â years. RCTs studies up to June 2021 were retrieved from Chinese and English databases (CNKI, Wanfang database, Cochrane Library, Web of Science, Science Direct, PubMed, etc.), and the included studies were tested for bias using the Cochrane Risk Bias Assessment Tool. Review Manager 5.3 software was used to conduct meta-analysis. The study type was an RCT trial, the subjects were healthy children aged 3â€“12Â years, and the study topic was a comparison of AVGs with other interventions and the outcome indicator was FMS. There were few high quality experimental studies, with only four of the seven included literature reaching moderate to high quality; (2) AVGs had a moderate effect on overall FMS (SMD = 0.41, 95% CI (0.15, 0.67), p = 0.002), where the effect on object control skills (SMD = 0.41, 95% CI (0.07, 0.75), P = 0.02) was slightly better than locomotor skills (SMD = 0.39, 95% CI (0.02, 0.75), P = 0.04); (3) For FMS, using Xbox Kinect (SMD = 0.55, 95% CI, âˆ’0.14â€“0.99, P = 0.05) in schools (SMD = 0.40, 95% CI, âˆ’0.02â€“0.93, P = 0.05) for at least 12Â weeks (SMD = 0.43, 95% CI, 0.08â€“0.79, P = 0.02), 5 times/week (SMD = 0.51, 95% CI, 0.13â€“1.02, P = 0.0001), and 30Â min/time (SMD = 0.49, 95% CI, 0.20â€“0.79, P = 0.0009) were more effective. For OCS, using Xbox Kinect (SMD = 0.41, 95% CI, 0.05â€“1.06, P = 0.04) at home (SMD = 0.51, 95% CI, 0.02â€“1.03, P = 0.01) for at least 12Â weeks (SMD = 0.51, 95% CI, âˆ’0.00â€“1.15, P = 0.01), 5 times/week (SMD = 0.42, 95% CI, 0.05â€“1.09, P = 0.05), and 45â€“60Â min/time (SMD = 0.47, 95% CI, âˆ’0.10â€“1.07, P = 0.04) had a more significant effect. For LOC, using Xbox Kinect (SMD = 0.47, 95% CI, âˆ’0.09â€“1.27, P = 0.01) in the home (SMD = 0.55, 95% CI, 0.04â€“1.25, P = 0.05) for at least 10Â weeks (SMD = 0.48, 95% CI, 0.16â€“1.19, P = 0.001), 5â€“7 times/week (SMD = 0.53, 95% CI, âˆ’0.17â€“1.14, P = 0.007), and 45â€“60Â min/time (SMD = 0.46, 95% CI, 0.07â€“1.04, P = 0.002) had a more significant effect. Only seven studies were included, the sample size was not large enough and was not comprehensive enough for possible publication bias. AVGs had a moderate facilitative effect on children's total FMS and a slightly better facilitative effect on OCS than LOC. Â© 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-16025197","Future Public Parks: Integrating Facilities for Locative Augmented Reality Games",2023,null,null,"Journal of Advanced Research in Applied Sciences and Engineering Technology",null,33,1,"197-207","Abdullah, F. and Noor, M.F.M. and Razak, M.R.A.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175431822&doi=10.37934%2faraset.33.1.197207&partnerID=40&md5=8af24ae1b55d5951754181b6e8a4c703",{"$nulls":3},"Contemporary youth culture has caused public parks to be used as locations for them to play Locative Augmented Reality Games (LARG). Nevertheless, the existing public parks were not designed for LARG, which requires wide space for youth to have rigorous physical activities and movement. Therefore, there is a need to integrate facilities for players of LARG in the development of future public parks. This research aims to evaluate the characteristics and components of public parks often chosen by youngsters to play locative augmented reality games and to recommend additional facilities to be integrated into future public parks for all-inclusiveness. This research uses Vlog and On-site observation to evaluate components of public parks. It also employs an open-ended questionnaire survey for collecting primary data on needed additional facilities for future public parks. For reason of Movement Control Order (MCO) during the Covid19 pandemic, the research could evaluate only three (3) public parks that are located in Kuala Lumpur, Malaysia. The finding shows that public parks need design improvement to integrate spaces and facilities for Locative Augmented Reality games players (LARG). The research implies that the function of public parks evolves based on demands from visitors. This research indicates that public parks should be designed to cater for digital recreational activities, triggered by contemporary youth culture and relevant to the digital future. Â© 2023, Penerbit Akademia Baru. All rights reserved."]
["not EXG",null,"excl",{"$nulls":4},"rayyan-16025203","Piloting the Virtual PLAYshop Program: A Parent-Focused Physical Literacy Intervention for Early Childhood",2023,null,null,"Children",null,10,4,null,"Hwang, Y. and Boyd, M. and Naylor, P.-J. and Rhodes, R.E. and Liu, S. and Moldenhauer, R. and Li, J. and Wright, C. and Buckler, E.J. and Carson, V.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153734617&doi=10.3390%2fchildren10040720&partnerID=40&md5=2601f792bc2b8e212ea5823bb99391a3",{"$nulls":3},"The PLAYshop program is a parent-focused physical literacy intervention for early childhood. This single-group mixed-methods pilot study aimed to explore the feasibility of virtually delivering and assessing the PLAYshop program. The virtual PLAYshop program included a virtual workshop, resources/basic equipment, and two booster emails (3-week and 6-week follow-up). Data on 34 preschool-aged children (3â€“5 years) and their parents from Edmonton and Victoria, Canada, were collected via an online questionnaire, virtual assessment session, and interview at single or multiple time points (baseline, post-workshop, 2-month follow-up). Intraclass correlation coefficients (ICCs), paired t-tests, repeated measures ANOVAs, and thematic analyses were conducted. Regarding feasibility, most parents (â‰¥94%) were satisfied/extremely satisfied with the virtual workshop and planned to continue physical literacy activities post-workshop. The virtual assessment protocol for childrenâ€™s fundamental movement skills (FMS; overhand throw, underhand throw, horizontal jump, hop, one-leg balance) was feasible, with high completion rates (>90%) and reliable scoring (ICC = 0.79â€“0.99). For positive changes in potential outcomes, a medium effect size was observed for childrenâ€™s hopping skills (d = 0.54), and large effect sizes were observed for several parental outcomes (partial Î·2 = 0.20â€“0.54). The findings support the feasibility and potential positive outcomes of the virtual PLAYshop program. A larger randomized controlled efficacy trial is recommended. Â© 2023 by the authors."]
["review article",null,"excl",{"$nulls":4},"rayyan-16025207","9th Asian South Pacific Association of Sport Psychology International Congress, ASPASP 2022",2023,null,null,"Lecture Notes in Bioengineering",{"$nulls":5},"https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164976637&partnerID=40&md5=ef0c722a4e1fe449022aeb3ae6dcbaa1",{"$nulls":3},"The proceedings contain 48 papers. The special focus in this conference is on Asian South Pacific Association of Sport Psychology. The topics include: An Experimental Study on the Effect of Blended Learning on the Learning Effectiveness and Learning Motivation of Secondary School Students in Macao; an Experimental Study on the Effect of Blended Teaching Method on Learning Basketball Skills and Learning Motivation for College Students; The Effects of PETTLEP Imagery Intervention on Learning of Badminton Skill for Beginners; validity, Reliability and Development of Soccer-Specific Battery Test; the Relationship Between the Female Athlete Triad and Dependence on Sports Coaches and Stress Responses; application of the Health Action Process Approach to Abnormal Eating Behavior Among Female Athletes; common Sports Injury in Karate Practitioner: A Bibliometric Analysis and Mini-Review (1992â€“2021); directing External Focus Instruction to Improve Overhand Volleyball Serve; effects of Physical Exercise on Post-traumatic Growth of Adolescents After Disaster Stress Events: A Conditional Process Model; effectiveness of Brain BreaksÂ® for Students: A Systematic Review and Meta-Analysis; effect of Music and Exercise Improve Quality of Life Among Post-Stroke Patients: A Review; management of Physical Characteristics on Badminton Performance with Psychological Skills; experienced Players and Novices in Kendo Can Discriminate a Good Preparatory Posture from Worse Ones; the Effects of Active Video Games on Childrenâ€™s Fundamental Movement Skills: A Systematic Review and Meta-Analysis; the Effect of Taijiquan on Working Memory of College Students with High Obsessiveâ€“Compulsive Symptoms; validity and Reliability of a Pictorial Instrument for Assessing Movement Skill Perceived Competence in Chinese Children."]
["not EXG",null,"review →","→","excl",null,null,"rayyan-6488857","Individual differences in children's movement variability in a virtual reality playground task",2024,null,null,"Human Movement Science",null,93,null,null,"Storli, L. and Sandseter, E.B.H. and LorÃ¥s, H.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181970063&doi=10.1016%2fj.humov.2023.103171&partnerID=40&md5=b055cf070cd80e3aa9397e83469ac668",{"$nulls":3},"Children's movements are highly complex, and thus require measurements that capture various gross motor strategies. This study examined whether aspects of individual differences in children's gross motor movement patterns could be captured in virtual reality (VR) and how motor movements could be conceptualized through freezing-freeing patterns of degrees of freedom. To this end, a three-minute VR scenario was developed for children to freely explore, play, and move around without further instructions, and their movement strategies were simultaneously captured by a non-invasive inertial motion capture system. Sixty-four children aged 7â€“10 (boys: n = 37, girls: n = 27) participated. The results of correlational and principal component analysis (PCA) on measures of variability of upper extremities indicated significant relationships between nearly all measures (r = 0.31â€“0.69, p < 0.05). Similarly, a PCA on variability from joint movements in the lower extremities indicated relatively high intercorrelations (r = 0.31â€“0.71, p < 0.01). A pattern of four different variability profiles was indicated in the interrelationship between the upper and lower body. These findings emphasize the value of using innovative measurements and whole-body motion capture to disentangle individual differences in children's movement variability in product- and process-oriented assessments of gross motor competence. Â© 2023 The Authors"]
["not EXG",null,"ft screen →","review →","excl",null,null,"rayyan-6488858","An Effective and Playful Way of Practicing Online Motor Proficiency in Preschool Children",2024,null,null,"Children",null,11,1,null,"Adamopoulou, E. and Karatrantou, K. and Kaloudis, I. and Krommidas, C. and Gerodimos, V.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182984548&doi=10.3390%2fchildren11010130&partnerID=40&md5=5ee6237aabe23324aaa369c62bf5a5bf",{"$nulls":3},"The childrenâ€™s fairytale is a playful educational tool that can be modified in such a way to enhance motor proficiency. This study investigated the effect of an online exercise program with modified fairytales on childrenâ€™s motor proficiency during the kindergarten curriculum. Forty preschool children (20 girls and 20 boys; 5.13 Â± 0.24 years old) were divided into two equal groups: an intervention (IG) group and a control group (CG). The IG followed a 3-month (3 times/week) online exercise intervention program (supervised by the classâ€™s kindergarten teacher) with modified childrenâ€™s fairytales, during the COVID-19 pandemic, with an aim to improve their motor proficiency. The CG did not attend any exercise intervention program. The Democritos Movement Screening Tool for Preschool Children (DEMOST-PRE), consisting of ten tests, was used to assess the childrenâ€™s motor proficiency. Î¤he IG, after the end of the intervention program, significantly improved in the DEMOST-PRE total score (p < 0.001; mean change: 40.7%), while the CG did not significantly improve in the total score (p > 0.05). Furthermore, in the IG, a significant negative correlation between the pre-training DEMOST-PRE total score and the percentage change following the intervention (r = âˆ’0.64; p = 0.002) was observed. A modified exercise program using childrenâ€™s fairytales may be incorporated into the kindergarten curriculum as an effective educational tool for the improvement of motor proficiency. Â© 2024 by the authors."]
["not POP",null,"review →","→","excl",null,null,"rayyan-6488905","Influence of Virtual Reality and Gamification Combined with Practice Teaching Style in Physical Education on Motor Skills and Studentsâ€™ Perceived Effort: A Mixed-Method Intervention Study",2024,null,null,"Sustainability (Switzerland)",null,16,4,null,"FernÃ¡ndez-VÃ¡zquez, D. and Navarro-LÃ³pez, V. and Cano-de-la-Cuerda, R. and Palacios-CeÃ±a, D. and Espada, M. and Bores-GarcÃ­a, D. and Delfa-de-la-Morena, J.M. and Romero-Parra, N.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85185904687&doi=10.3390%2fsu16041584&partnerID=40&md5=779e7642ca3c84402f762795fd8b7682",{"$nulls":3},"This mixed-method study examined the impact of combining virtual reality (VR) and gamification (GAM) with the practice teaching style (PTS) on studentsâ€™ motor skills and perceived effort in physical education. Participants (n = 75) were divided into three groups: PTS (control), PTS + GAM and PTS + GAM + VR. Each group had two one-hour sessions per week for six weeks. Participantsâ€™ motor skills and perceived effort were evaluated quantitatively and qualitatively using tests such as the SportComp Motor, flamingo and plate-tapping tests, as well as the handgrip strength test and the Pictorical Childrenâ€™s Effort Rating Table. The results indicate that the PTS group reported a higher perceived effort compared to the other groups (p < 0.001). All study groups exhibited improvements in the handgrip strength (p < 0.001) and flamingo (p < 0.05) tests, while lateral jump test improvements were observed only in the two GAM groups (p < 0.001). The VR group showed an improvement in the plate-tapping tests (p < 0.001), while the PTS group exhibited a decline in the displacement with support test (p < 0.05). Participant perceptions suggest that the activity nature, motivation from competition and rewards influenced the perceived effort and motor skills. In conclusion, GAM techniques are effective in reducing perceived effort in physical education programs, and combining GAM with VR enhances improvements in motor skills. Â© 2024 by the authors."]
["not EXG",null,"ft screen →","excl",{"$nulls":3},"rayyan-6488914","The effect of a home-based, gamified stability skills intervention on 4-5-year-old children's physical and cognitive outcomes: A pilot study",2024,null,null,"Psychology of Sport and Exercise",null,73,null,null,"Fitton Davies, K. and Clarke, S. and Martins, R. and Rudd, J.R. and Duncan, M.","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85189648174&doi=10.1016%2fj.psychsport.2024.102636&partnerID=40&md5=cd3ad4193b1e8efd767fe3bd99e1c78a",{"$nulls":3},"Background: Stability skills (e.g., static/dynamic balance) are a precursor for other movement skill development (e.g., jumping, catching). However, young children consistently demonstrate low stability and movement skill ability. There is therefore a need to develop effective strategies to improve stability skills in early childhood. Aim: To pilot the effect of a home-based gamified stability skills intervention on 4-5-year-old children's physical skills, self-perceptions and cognitions. Methods: One-hundred-and-eleven 4-5-year-old children participated from three schools. Two schools were allocated into the intervention group (n = 66 children, 33 boys) and one to the control group (n = 45 children, 25 boys). Stability, fundamental movement skills, perceived motor competence, and cognition were assessed at baseline and at post-intervention. The intervention group was given a booklet detailing the 12-week gamified stability skill intervention. The control group participated in their usual weekly activities. Results: A series of ANCOVAs controlling for baseline values demonstrated significantly higher stability skills (F(1,93) = 24.79, p < 0.001, partial Î·2 = 0.212), fundamental movement skills (F(1,94) = 15.5, p = < 0.001, partial Î·2 = 0.139), perceived motor competence (F(1,96) = 5.48, p = 0.021, partial Î·2 = 0.054) and cognition (F(1,96) = 15.5, p = < 0.001, partial Î·2 = 0.139) at post-test for the intervention versus control groups. Discussion: This study demonstrates that a home-based, gamified, stability skills intervention enhances stability skills, fundamental movement skills, perceived motor competence and cognition in children aged 4-5-years old. Â© 2024"]
[null,"measured percieved competence","review →","→","chk design →","excl",null,"rayyan-6845275","Exploring the Use of a Learning-Based Exergame to Enhance Physical Literacy, Soft Skills, and Academic Learning in School-Age Children: Pilot Interventional Study",2024,null,null,"JMIR SERIOUS GAMES","2291-9279     J9  - JMIR SERIOUS GAMES     JI  - JMIR Serious Games",12,null,null,"Goncalves, A and Lespiau, F and Briet, G and Vaillant-Coindard, E and Palermo, A and Decobert, E and Allegret-Bourdon, N and Charbonnier, E",null,"English",null,"[\"Univ Nimes, APSY V, Nimes, France\", \"Univ Nimes, APSY V, Rue Docteur Georges Salan,CS13019, F-30021 Nimes, France\"]","Background: There is ample evidence that most children do not perform enough physical activity (PA). To address this major public health problem, the French government implemented 30 minutes of daily PA (DPA) at schools but did not provide any supplemental resources or concrete guidance. Considering both children's interest in video games and the need for teachers to complete their curriculum, the use of a learning-based exergame that combines PA and learning appears particularly relevant. Objective: The first objective of this study was to evaluate the feasibility of implementing 30 minutes of DPA through exergaming among school-age children. The second objective was to examine the effects of an exergaming program on physical literacy, academic learning, and soft skills (motivation, self-efficacy, and concentration). Methods: This interventional study had a pre-post design and used the Play Lu exergame platform. The study included 79 children with a mean age of 8.9 (SD 1.2) years from grade 2 (7 years old) to grade 5 (11 years old). Play Lu requires players to throw balls against a wall to reach a target or to activate an object and provides an interactive game area for educational activities linked to specific learning themes. After a 4-session familiarization phase during which the teachers chose to prioritize mathematics learning in 30-minute DPA sessions, students took part in DPA sessions over a period of 3 weeks with Play Lu and a motor skills circuit behind the Lu setup to keep them continuously active. All sessions were carried out by PA specialists. Each session started with a warm-up using the Groove application, continued with main activities promoting mathematics learning adapted to each grade level, and ended with a 3-minute meditation for returning to a calm and serene state using the Gala application. Before (T0) and after (T1) the program, students completed a self-evaluation booklet to assess their levels of physical literacy, academic performance, and soft skills. Results: The implementation of this exergaming program was welcomed by the school's administration, teaching staff, and parents. After the program, we observed increased scores for physical literacy (difference +2.6, percentage change +3.6%; W=933.0; P=.002; rrb=-0.39, 95% CI -0.58 to -0.16) and motivation in mathematics (+0.7, +9.8%; W=381.5; P=.005; rrb=-0.44, 95% CI -0.66 to -0.16). In addition, it is important to note that some measures progressed differently across learning levels and age groups. Conclusions: The study results indicate positive impacts of learning-based exergaming on physical literacy and motivation in mathematics among school-age children."]
["review article",null,"excl",{"$nulls":4},"rayyan-6845281","Using Gamification in Teaching Physical Education: A survey review",2024,3,null,"MONTENEGRIN JOURNAL OF SPORTS SCIENCE AND MEDICINE","[\"1800-8755\", \"1800-8763     J9  - MONTENEGRIN J SPORT     JI  - Montenegrin J. Sports Sci. Med.\"]",13,1,"31-44","Ferraz, R and Ribeiro, D and Alves, AR and Teixeira, JE and Forte, P and Branquinho, L",null,"English",null,"[\"Univ Beira Interior, Dept Sport Sci, P-6201001 Covilha, Portugal\", \"Higher Inst Educ Sci Douro, Dept Sports, P-4560708 Penafiel, Portugal\", \"Inst Politecn Braganca, Dept Sports Sci, P-5300253 Braganca, Portugal\", \"Polytech Inst Guarda, Guarda, Portugal\", \"Res Ctr Sports Sci, Hlth Sci & Human Dev, P-5001801 Covilha, Portugal\", \"Polytech Inst Portalegre, Agrarian Sch Elvas, P-7350092 Elvas, Portugal\", \"Higher Inst Educ Sci Douro, CI ISCE, P-4560708 Penafiel, Portugal\"]","Nowadays, the determining role that Physical Education (PE) assumes for cognitive, psychomotor and affective development is widely accepted. Even so, several investigations continue to report the difficulty in motivating children to be involved and participate in PE classes through traditional teaching methods. Thus, to combat this scourge, gamification has been suggested as a useful tool to increase students' motivation to practice PE. Based on these considerations, the main objective of this survey review was to critically analyze the potential impact of using gamification in PE classes. The Preferred Reporting Items for Systematic reviews and Meta-Analyses literature search extension (PRISMA-S) guidelines were advised for this survey review. After searching procedures, 68 articles remained for analysis. Traditional teaching models can be applied by using the direct instruction model, and teaching dominated approaches. By contrast, nowadays physical education and sports education have been based on game-based models. From this, gamification strategies seem to be valid and efficient as a contribute to the previous ones, applying game elements, mechanics, and principles to non-game contexts to enhance engagement and intrinsic motivation. Thus, gamification models extend to as fundamental element the theory of self-determination expressed by theory of gamified learning, dynamical model for gamification of learning, goal-access-feedback-challenge-collaboration, gamification, and virtual gamification. This investigation allows us to conclude that the inclusion of gamification in PE classes seems to translate into an increase in motivation in children and youth. For this reason the introduction of technology in classes seems to be a key factor to increase sports participation, regular physical activity and improve motor learning and control."]
["review article",null,"excl",{"$nulls":4},"rayyan-6845317","A Systematic Review of the Effects of Practice, Exercise, and Sport Experience on Gap Interception Behavior",2024,2,3,"QUEST","[\"0033-6297\", \"1543-2750     J9  - QUEST     JI  - Quest\"]",{"$nulls":3},"Azam, M and Gong, ZW and Ali, A and Chung, HC",null,"English",null,"[\"Govt Coll Univ, Dept Phys Educ & Sports Sci, Lahore, Pakistan\", \"Ludong Univ, Sch Phys Educ, Yantai, Peoples R China\", \"Kunsan Natl Univ, Dept Sport & Exercise Sci, Kunsan, South Korea\", \"Govt Coll Univ, Dept Phys Educ & Sports Sci, New Campus,Near Kala Shah Kaku Motorway Interchang, Lahore 54000, Punjab, Pakistan\"]","Researchers have studied human perception-action systems during interceptive tasks in real or virtual situations. Training and practice may enhance perception and action in dynamic gap interception tasks like crossing a road. For relevant studies, we thoroughly searched PubMed, PsycINFO, ScienceDirect, ResearchGate, and SPORTDiscus. We reviewed and summarized research to determine how task-specific practice, exercise, and sports experience affect perception-action capacities when intercepting a moving gap. Specifically, we examined how sports experience influences perception-action coupling in street crossing. Task-specific and sports skills may improve perception-action in everyday activities. Hence, task-specific practice and perception-action coupling in sports may increase perceptual-motor skills for dynamic gap interception tasks."]
["not POP",null,"excl",{"$nulls":4},"rayyan-8487876","Either Autonomy Support or Enhanced Expectancies Delivered Via Virtual-Reality Benefits Frontal-Plane Single-Leg Squatting Kinematics",2024,null,null,"Perceptual and Motor Skills",{"$nulls":4},"Hogg, Jennifer A. and Wilkerson, Gary B. and Acocello, Shellie N. and Schlink, Bryan R. and Liang, Yu and Wu, Dalei and Myer, Gregory D. and Diekfuss, Jed A.",null,null,"SAGE Publications Inc.",null,"Our purpose in this study was to determine the effects of a virtual reality intervention delivering specific motivational motor learning manipulations of either autonomy support (AS) or enhanced expectancies (EE) on frontal plane single-leg squatting kinematics. We allocated 45 participants (21 male, 24 female) demonstrating knee, hip, and trunk frontal plane mechanics associated with elevated anterior cruciate ligament injury risk to one of three groups (control, AS, or EE). Participants mimicked an avatar performing five sets of eight repetitions of exemplary single-leg squats. AS participants were given the added option of choosing the color of their avatar. EE participants received real-time biofeedback in the form of green highlights on the avatar that remained on as long as the participant maintained pre-determined â€˜safeâ€™ frontal plane mechanics. We measured peak frontal plane knee, hip, and trunk angles before (baseline) and immediately following (post) the intervention. The control group demonstrated greater increases in knee abduction angle (Î” = +2.3Â°) than did the AS (Î” = +0.1Â°) and EE groups (Î” = âˆ’0.4Â°) (p =.003; Î·2p =.28). All groups demonstrated increased peak hip adduction (p =.01, Î·p2 =.18) (control Î” = +1.5Â°; AS Î” = +3.2Â°; EE Î” = +0.7Â°). Hip adduction worsened in all groups. AS and EE motivation strategies appeared to mitigate maladaptive frontal plane knee mechanics."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-8363214","Collaboration and Social Interaction in Physical Education classes: experience with the use of exergames",{"$nulls":8},"David Finco, Mateus and Zotti Bittencourt, Marlom and Berni Reategui, Eliseo and Antonio Zaro, Milton",{"$nulls":4},"Gaming is already a widespread activity in the world nowadays. With the novelty of Exergames, an alternative form of entertainment and exercise, new educational resources emerged especially for Physical Education classes. Within this perspective, in this study we present an experiment with the use of exergames in Physical Education classes in which we observed how organized practices with small groups of students can generate collaboration and companionship. The study considered mainly students who were not keen in taking part of the regular Physical Education classes, children and adolescents from eight to fourteen years old. Our research methodology followed a non-participant and participant observation approach. Students were observed for a period of five months in an Exergames Lab at the Brazilian-Israeli School located in Porto Alegre, Brazil. A total of 24 students, of both genders, participated in the experiment. Results showed that students were collaborative and helpful in the group work as well as more confident to practice sports and other physical activities with the exergames in small groups."]
["not EXG",null,"ft screen →","excl",{"$nulls":3},"rayyan-8363216","Collaboration and co-location: making sense of digital design for early childhood games.",{"$nulls":4},9781538604878,{"$nulls":3},"Cunningham, Paul (Paul M.) and Cunningham, Miriam and Institute of Electrical and Electronics Engineers",{"$nulls":4},"The relationship between physical activity and educational and health outcomes is well known. As the significance of digital devices continues to increase, along with societal reliance on them, the provision of programs that draw technology and physical activity together is increasingly important. The recent Pokemon phenomenon is an example of a digitally-driven physical activity that appealed to both adults and children alike. This paper reports on the proof of concept phase of a development that brings to digital life a physical activity program designed specifically for preschoolers. The aim of the JumpStart project was to find a way to engage more parents with their children in a physical activity. The brief from the customer was to ensure that the app was appealing to both parent and child with the view to creating a double motivation (push from the child and the parent). It was found through the design process that it was important for the application to appeal to both the child and their significant adult who would be an active participant in explaining and teaching the various skills. The proof of concept phase was introduced to a small group of child users. Informal feedback was collected to inform the completion of the proof of concept. Through the feedback, refinement of the design characteristics was uncovered which allowed a more comprehensive specification to be developed. Based on this proof of concept, the full application is now in development, continuing to explore the connection between co-location and collaboration in digital game design for preschoolers in a more comprehensive research study."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-8363217","Encouraging organized active game play in primary school children",{"$nulls":4},9781479975464,{"$nulls":3},"IEEE Consumer Electronics Society and Annual IEEE Computer Conference and IEEE Games, Media and IEEE Consumer Electronics Society Games, Entertainment and Media Conference 6 2014.10.22-24 Toronto and IEEE GEM 6 2014.10.22-24 Toronto",{"$nulls":4},"A mobile video game designed to encourage physical activity in children in an organized outdoor setting is presented. Game elements of narrative based treasure hunt game: Pirate Adventure are designed by a team of IT and Health profes- sionals to encourage primary school aged children to engage in physical activity. The mobile phone platform uses several sensor technologies; accelerometers, camera and Wi-Fi to integrate gameplay with the physical environment. Key game locations in the real world environment are tracked using 2-dimensional codes (QR codes) and activity is tracked using accelerometers. The design is evaluated during several organized play session. Telemetry collected demonstrates that the treasure hunt mechanic encourages players to be physically active during each game, and validates that player actions are consistent with the game design elements. QR code scanning is effective as a location tracking mechanism. Additional insight is provided into the issue of sensor suitability and mobile device reliability when used in games for this age group. The results of this study can inform other mobile active games for children."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-8363218","Game based learning: a case study on designing an educational game for children in developing countries",{"$nulls":4},9781509027224,{"$nulls":3},"Institute of Electrical and Electronics Engineers",{"$nulls":4},"Despite the efforts and global policies to achieve universal primary education, there are still 58 million children, roughly between the ages of 6 and 11, out of school globally. Although previous studies showed the value of serious games for learning, not enough efforts were made to apply serious games to reduce children illiteracy. Understanding the complexity of this problem, we put together a multidisciplinary research team, and an industrial partner, to work on the design of a serious game for children without access to school. In this paper, we present the preliminary results of our case study, showing the main design challenges faced to develop such tool and proposing solution to overcome those issues. We aim to call the attention of the research community about the urgent need of more studies in this field and we argue that our results could be used as starting point for taking forward future work in this direction."]
["not POP",null,"dbl chk →",{"$nulls":4},"rayyan-8363219","Exergames as a New Support Tool for Physical Education Classes",{"$nulls":4},9781467364041,{"$nulls":3},"Smari, Waleed W. and Annual IEEE Computer Conference and International Conference on Collaboration Technologies and Systems (CTS) 14 2013.05.20-24 San Die... and International Symposium on Big Data and Data Analytics in Collaboration (BDDAC) 1 2013.05.21 San ... and International Workshop on Collaborative Mobile Systems and Sensors Networks (CMSSN) 3 2013.05.21 ... and International Workshop on E-Transactions Systems (ETS) 6 2013.05.21 San Diego, Calif. and International Symposium on Collaboration, Social Computing and International Symposium on Security in Collaboration Technologies and Systems (SECOTS) 3 2013.05.... and International Workshop on Collaborative Robots and Human Robot Interaction (CR-HRI) 4 2013.05.22 ... and International Workshop on Collaborations in Emergency Response and Disaster Management (ERDM) 1 2... and International Workshop on Collaboration and Gaming (CoGames) 1 2013.05.22 San Diego, Calif. and International Workshop on Collaboration Technologies and Systems in Healthcare and Biomedical Fie...",{"$nulls":4},"Exergames can be used as a resource to support learning of movements, sports moves or simply as a tool to increase caloric expenditure. Its use is also related to alternative forms of entertainment and exercise. Within this perspective, this study aims to analyze the motivational level and willingness of children and adolescents from eight to fourteen years-old to practice physical activities with exergames in Physical Education classes. Our research methodology followed a non-participant observation approach. Students were observed for a period of 3 months in an exergame lab at the Israeli School located in Porto Alegre, Brazil. A total of 24 students, of both genders, participated in the experiment. Results showed that students joined the activities with motivation and interest, presenting also gains in their practice of physical activity and development of social skills among the classmates during the meetings at school."]
["not POP",null,"excl",{"$nulls":4},"rayyan-8363220","An Inertial Sensor-based System to Develop Motor Capacity in Children with Cerebral Palsy",{"$nulls":4},9781457702167,{"$nulls":3},"IEEE Engineering in Medicine and Biology Society and Annual International Conference of the IEEE Engineering in Medicine and Biology Society 35 2013.0... and EMBC 35 2013.07.03-07 Osaka and EMBS Annual Conference 35 2013.07.03-07 Osaka",{"$nulls":4},"Learning to communicate with alternative augmen- tative communication devices can be difï¬\u0081cult because of the difï¬\u0081culty of achieving controlled interaction while simultaneously learning to communicate. What is needed is a device that harnesses a childâ€™s natural motor capabilities and provides the means to reinforce them. We present a kinematic sensor-based system that learns a childâ€™s natural gestural capability and allows him/her to practice those capabilities in the context of a game. Movement is captured with a single kinematic sensor that can be worn anywhere on the body. A gesture recognition algorithm interactively learns gesture models using kinematic data with the help of a nearby teacher. Learned gesture models are applied in the context of a game to help the child practice gestures to gain better consistency. The system was successfully tested with a child over two sessions. The system learned four candidate gestures: lift hand, sweep right, twist right and punch forward. These were then used in a game. The child showed better consistency in performing the gestures as each session progressed. We aim to expand on this work by developing qualitative scores of movement quality and quantifying algorithm accuracy on a larger population over long periods of time."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-8363223","Introducing Digital Storytelling into Educational Videogames: \"Ato's Adventure\"",{"$nulls":8},"Padilla-Zea, Natalia and GutiÃ©rrez, Francisco L and Rafael LÃ³pez-Arcos, JosÃ© and Abad-Arranz, Ana","http://www.eightydays.eu/",{"$nulls":3},"In recent years, introducing video games in classrooms has emerged as a motivational element which encourages learning processes. Several studies have identified some significant elements that should be considered in order to maintain the effectiveness of these games. In this paper, we focus on the incorporation of digital storytelling as one of the main elements to maintain the students' motivation and to facilitate meaning and learning processes on the basis of properties such as curiosity, attention or fun. In particular, this paper presents some considerations for students of 3 to 5 years. It also presents, as an example, the most significant elements of the process followed to incorporate digital storytelling into the educational videogame \"Ato's Adventure\", whose educational goal is to train grapho-motor skills."]
["not EXG",null,"excl",{"$nulls":4},"rayyan-8363224","Bio-Inspired Animated Characters: A Mechanistic & Cognitive View",{"$nulls":4},9781509041718,{"$nulls":3},"Science and Information Organization and HPCC Systems and Institute of Electrical and Electronics Engineers and Institute of Electrical and Electronics Engineers. San Francisco Section. PES Chapter",{"$nulls":4},"Unlike traditional animation techniques, which at- tempt to copy human movement, â€˜cognitiveâ€™ animation solutions mimic the brainâ€™s approach to problem solving, i.e., a logical (in- telligent) thinking structure. This procedural animation solution uses bio-inspired insights (modelling nature and the workings of the brain) to unveil a new generation of intelligent agents. As with any promising new approach, it raises hopes and questions; an extremely challenging task that offers a revolutionary solution, not just in animation but to a variety of ï¬\u0081elds, from intelligent robotics and physics to nanotechnology and electrical engineering. Questions, such as, how does the brain coordinate muscle signals? How does the brain know which body parts to move? With all these activities happening in our brain, we examine how our brain â€˜seesâ€™ our body and how it can affect our movements. Through this understanding of the human brain and the cognitive process, models can be created to mimic our abilities, such as, synthesizing actions that solve and react to unforeseen problems in a humanistic manner. We present an introduction to the concept of cognitive skills, as an aid in ï¬\u0081nding and designing a viable solution. This helps us address principal challenges, such as: How do characters perceive the outside world (input) and how does this input inï¬‚uence their motions? What is required to emulate adaptive learning skills as seen in higher life-forms (e.g., a childâ€™s cognitive learning process)? How can we control and â€˜directâ€™ these autonomous procedural character motions? Finally, drawing from experimentation and literature, we suggest hypotheses for solving these questions and more. In summary, this article analyses the biological and cognitive workings of the human mind, speciï¬\u0081cally motor skills. Reviewing cognitive psychology research related to movement in an attempt to produce more attentive behavioural characteristics. We conclude with a discussion on the signiï¬\u0081cance of cognitive methods for creating virtual character animations, limitations and future applications."]
["not EXG",null,"excl",{"$nulls":4},"rayyan-8487882","Decreased interlimb differences in female basketball players",{"$nulls":13},"BACKGROUND: Hand preference can be influenced by some factors like sensory information and sports participation. In many sports, it is always desirable to have the similar performance of both hands to adapt to the fast changes of the game. Elite basketball players use their left non-dominant hand more accurately and more frequently during the game compared to amateurs. However, there is no quantitative data to explain this phenomenon. The aim of the study was to test whether participation of long-term basketball training influences interlimb differ- ence and also observed more accurate and more frequent usage of the non-dominant hand in basketball players that can be explained by some kinematic variables during an aiming task. METHODS: Professional right-handed female basketball players and age-matched non-athletes were asked to reach one of three targets in a virtual reality environment setup with either their non-dominant or dominant hand. Two kinematic parameters depicting motor performance asymmetries were measured: accuracy and hand path deviation from linearity (HPDL). RESULTS: No interlimb differences for basketball players but significant asymmetrical performance for non-athletes were observed. Although the aiming task used in this study is not a basketball specific task, basketball players still displayed better performance compared to non-athletes in both accuracy and HPDL. CONCLUSIONS: The current study implies that not only sensorimotor information but also participation of long-term sports activity can modify interlimb difference. Moreover, basketball players having symmetrical motor performance of both hands, which was found in this study, can indirectly explain the more frequent usage of the non-dominant left hand in basketball players. (Cite this article as: Akpinar S. Decreased interlimb differences in female basketball players. J Sports Med Phys Fitness 2016;56:1448-54)"]
["not EXG",null,"excl",{"$nulls":4},"rayyan-8487905","Towards Achieving the Millennium Development Goals Report from the United Nations Inter-Agency Task Force on Sport for Development and Peace iii",{"$nulls":13},"Executive summary This report analyses in detail the potential contribution that sport can make towards achieving the United Nations Millennium Development Goals (MDGs). It provides an overview of the growing role that sports activities are playing in many United Nations programmes and crystallizes the lessons learned. It also includes recommendations aimed at maximizing and mainstreaming the use of sport. United Nations efforts to assist countries to achieve the MDGs include various actors working in partnership for sustainable development and peace. In particular, the eighth MDG calls for concerted action to cultivate â€œa global partnership for developmentâ€\u009d. This is an essential step towards realizing the objectives of the United Nations, and it can only be achieved if civil society, as well as Governments and international agencies, is fully engaged. The world of sport presents a natural partnership for the United Nations system. By its very nature sport is about participation. It is about inclusion and citizenship. Sport brings individuals and com- munities together, highlighting commonalties and bridging cultural or ethnic divides. Sport provides a forum to learn skills such as discipline, confidence and leadership and it teaches core principles such as tolerance, cooperation and respect. Sport teaches the value of effort and how to manage victory, as well as defeat. When these positive aspects of sport are emphasized, sport becomes a powerful vehicle through which the United Nations can work towards achieving its goals. This report views sport in a broad sense. Incorporated into the definition of â€œsportâ€\u009d are all forms of physical activity that contribute to physical fitness, mental well-being and social interaction. These include play; recreation; organized, casual or competitive sport; and indigenous sports or games. The fundamental elements of sport make it a viable and practical tool to support the achievement of the MDGs. Sport has an impact on health and reduces the likelihood of many diseases. Sports programmes serve as an effective tool for social mobilization, supporting health activities such as HIV/AIDS education and immunization campaigns. Sport can be a significant economic force, providing employment and contributing to local development. It is also a key site and natural draw for volunteer involvement. Furthermore, participation in sport supports the preservation of a clean and healthy environment. The practice of sport is vital to the holistic development of young people, fostering their physical and emotional health and building valuable social connections. It offers opportunities for play and self- expression, beneficial especially for those young people with few other opportunities in their lives. Sport also provides healthy alternatives to harmful actions, such as drug abuse and involvement in crime. Within schools, physical education is an essential component of quality education. Not only do physical education programmes promote physical activity; there is evidence that such programmes correlate to improved academic performance. Sport can cut across barriers that divide societies, making it a powerful tool to support conflict prevention and peace-building efforts, both symbolically on the global level and very practically within communities. When applied effectively, sports programmes promote social integration and foster tolerance, helping to reduce tension and generate dialogue. The convening power of sport makes it additionally compelling as a tool for advocacy and communications. The chief finding of the United Nations Inter-Agency Task Force on Sport for Development and Peace is that well-designed sport-based initiatives are practical and cost-effective tools to achieve objectives in development and peace. Sport is a powerful vehicle that should be increasingly considered by the United Nations as complementary to existing activities."]
["not EXG",null,"excl",{"$nulls":4},"rayyan-8487908","Kids in Kilts: Using Highland Dance to Develop Fundamental Movement skills",{"$nulls":13},"not available"]
["not POP",null,"excl",{"$nulls":4},"rayyan-8487918","The Effect of Exergaming Interventions (Xbox Kinect) on Gross Motor Skills of Children with Developmental Motor Delay: Emphasis on Modern Training",{"$nulls":8},"Rostami Pour, Mohammad and Zareian, Ehsan and Aslankhani, Mohammad Ali",{"$nulls":4},"Background&Purpose: The aim of this study was to investigate the effect of Exergaming intervention (Xbox Kinect) on gross motor skills in children with developmental motor delay. Methodology: The present research is semi-experimental and also according to the type of research in the category of applied researches. Participants were included all preschool and elementary students in years 95-94. Due to the large volume of the community, Available Sample method was used. Finally, 30 patients were selected that were commensurate whit the research objectives. After pretest based on Ulrich gross motor development tests (2000), they were divided randomly into two groups of 15(experience and control). The experimental group performed Xbox kinect games for three months, while the control group did not have a standardized workout. Results: First to analysis of normal and homogeneity of data, we used k-s and levene tests. And the analysis of covariance was used to compare groups. The analysis of covariance results showed that there is a significant difference between subject's average of gross motor skills scores (movement and manipulation), (P <0/01). Conclusion: Thus, We can provide the opportunity of basic movements development, which is the foundation of sports skill development in children with motor delay, by designing developmentally appropriate programs (i.e. Xbox kinect) and enrich the educational environment."]
["not FMS",null,"ft screen →","excl",{"$nulls":3},"rayyan-8487919","REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY (ROMEO) Volume 1 ISSUE 1 (2021) REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY | ROMEO DEVELOPMENT OF AUGMENTED REALITY (AR) INTERACTIVE STORYBOOK \"BERSIH DIRI BERSAMA MARE\" BASED ON ANDROID TO STIMULATE MOTOR DEVELOPMENT OF...",{"$nulls":8},"Putri, Irmala and Mawardani, Eka and Sutama, Wayan and Astuti, Wuri","https://ojs.transpublika.com/index.php/ROMEO/",{"$nulls":3},"Media storybooks based on Augmented Reality can be used by teachers to stimulate motor development about personal hygiene in children aged 4-5 years. The purpose of this research is to produce Augmented Reality interactive storybook media products that are validly tested by media and material experts with categories, effective, efficient and interesting in their use. The type of research used in this research is the type of Research & Development (R and D) research. The assessment criteria are aspects of efficiency, effectiveness and attractiveness. The instrument of quantitative data analysis technique was obtained from the validity of media experts and material experts. The results of accumulated validity from several experts yield a percentage of 97.75% which means it is very feasible to use. The trial used small groups and large group tests with the criteria for assessing effectiveness, efficiency and attractiveness with the results of 87.7%. The accumulation of data from the results of expert validation and group trials was 91.5%, which means that the media is feasible to use. Quantitative data was obtained from the results of interviews with kindergartens in Blitar. The researcher found that the interactive augmented reality storybook about self-cleaning with mare had three eligibility criteria, namely being effective, efficient and attractive to stimulate motor development about personal hygiene in children aged 4-5 years."]
["not POP",null,"excl",{"$nulls":4},"rayyan-8487920","FingersExergamestoImproveFineMotorSkillinAutisticChildren",{"$nulls":8},"Zulhisyam Salleh and Fizatul Aini Patakor and Rosilah Wahab and Awangku Khairul Ridzwan Awangku Jaya",{"$nulls":4},"Autism is a lifelong developmental disability that affects how people perceive the world and interact with others. Most of these children have difficulty with fine motor skills which typically struggle with handwriting and fine activities in their routine life such as getting dressed and controlled use of the everyday tool. Because fine motor activities encompass so many routine functions, a fine motor delay can have a measurable negative impact on a person's ability to handle daily practical tasks. This project proposed a simple fine motor exercise aid plus the game (exergame) for autistic children who discover from fine motor difficulties. The proposed exergame will be blinking randomly and user needs to bend their finger accordingly. It will notify the user, whether they bend the right finger or not. The system is realized using Arduino, which is programmed to control all the operated circuit. The feasibility studies with six autistic children were conducted and found the child interested in using exergame and could quickly get used to it. This study provides important guidance for future investigations of the exergame potential for accessing and improving fine motor skill among autistic children."]
["not POP",null,"excl",{"$nulls":4},"rayyan-8487922","The Effect of Exergame and Traditional Games on the Development of Fundamental Movement Skills in Children with Developmental Motor Delay of 7-9 Years Old",{"$nulls":8},"Soltani, Hamideh and Sadeghian, Mohammad Reza and Samadi, Hossein",{"$nulls":4},"Introduction & Purpose: The aim of this study was to investigate the effect of exergame and traditional games on the development of fundamental movement skills in 7-9 year old children with developmental motor delay in Yazd. Methodology: The experimental design of this study was pretest-posttest with control group. The study population consisted of all children aged 7-9 years of primary school in Yazd in the school year 97-98 who were randomly selected and participated in this study voluntarily. Finally, 60 individuals were selected that fit the research objectives. After that the pre-test was performed using TGMD-2 and based on the scores obtained in these two tests, the volunteers were randomly divided into 3 equal groups (n = 20). The first group performed the Exergame program (athletics, bowling, and wrestling) for 8 weeks (2 sessions per week). The second group performed the traditional training program (sensory-motor training) in 8 weeks (2 sessions per week). The third group was the control group where the volunteers were organized without activity. Results: The results of the analysis of covariance showed that exergame and traditional exercises had a positive effect on fundamental movement skills of 7-9 years old children and there was a significant difference between traditional and exergame exercises in motor skills discussion of 7-9 years old children. Does not exist. These two types of training programs were more effective than the control group (P <0.05). Conclusion: by designing traditional and exergame games in the educational environment, it is possible to develop the fundamental movement skills."]
["not FMS",null,"excl",{"$nulls":4},"rayyan-8487929","POLITEKNIK SULTAN SALAHUDDIN ABDUL AZIZ SHAH DESIGN A FINGERS EXERGAME TO IMPROVE FINE MOTOR SKILL FOR AUTISTIC CHILDREN USING ARDUINO",{"$nulls":13},"not available"]

{"sheet":"key","index":1,"n_rows":4,"n_cols":2,"rows_kept":4}
["not EXG","not involving an exergame as a variable i.e. did not use an exergame or digital tool used in a way that did not aim to produce insights about exergames e.g. psychology experiment tool"]
["not FMS","outcomes did not measure FMS or provide insight to FMS"]
["not POP","wrong age range, or a specialised population"]
["no FULLTEXT","full text not available, or not available in english"]