Transcript ACSM Abstract (FINAL 21-5-15)

Development and Validation of a Physical Activity Games Playability Scale (PAGPS)
Eng Wah, Teo¹ ² & Weimo, Zhu² (FACSM)
¹ University of Malaya, Malaysia; ² University of Champaign, Urbana- Champaign, IL
Introduction
Method (continue)
Procedure:
Children’s interest and participation rates in daily
physical education (PE) declines with age (CDC,
2008). In contrast, engagement time on
sedentary activities e.g., watching television and
computer gaming is on the rise (CDC, 2009;
Hancox & Poulton, 2006). In line with goal to
reduce childhood obesity and promotion of
active lifestyle; the reintroduction of fun physical
activity (PA) games could hold the key to
achieving this goal. Caillois (1961) suggested that
PA games could lead to better health, fun,
enjoyment, relaxation and a chance to develop
skills. Even though children’s PA games (e.g.,
playground games, street games, party games, or
traditional games) have long been incorporated
into PE classes and other recreational settings,
little work has focused on how to select fun and
interesting PA games.
Purpose
1. Define major elements and factors of PA
games;
2. Develop the Physical Activity Game
Playability Scale (PAGPS) based upon the
heuristics evaluation playability approach;
3. Evaluate and validate the proposed PAGPS
on existing PA games in Malaysia
Method
Participants
Four groups of samples namely PA panel
experts (n=5), PE teachers (n=200), school
children (n=60), and raters (n=10) plus 10 PA
children games were used to develop and later
validate the PAGPS scale. Informed consent
were collected and ethics approval was
obtained from the ethics boards of University of
Illinois (UIUC) and further approval was also
garner from the Prime Minister Department of
Malaysia.
Results
Table 1: Summary of PCA analysis
Internal consistency (Cronbach alpha) from .60.83, correlation between reduced version and
original version is 0.98, inter-rater reliability
ranges from .71 to .91, P-coefficient ranges from
.15 to 1.00 and K-co-efficient ranges from -. 70 to
1.00. Good content validity, internal structure
reliability, interater reliability showed a valid and
reliable tool for rating PA games. Data collected
will be useful to evaluate and understand
traditional and PA games still commonly played
during recess or playtime.
1. PAGPS Development Stage
• Five panel experts were recruited to draft
and develop the content of PAGPS. Ten
component were identified with a total of
116 questions.
• Two hundred PE teachers answered all
116 questions online via SurveyGizmo
and provided feedback on the suitability
of each item.
Data Analyses
• PCA analysis was used to reduced the
items to 10 subscales (Table 1).
• Item Reduction method i.e., RASCH
analysis was used to reduce the items to 4
versions. 51-item, 36-item, 28-item, and
20-item versions (Table 2).
• Correlation between 4 different version of
PAGPS (i.e., 51, 36, 28, & 21-item) were
computed.
• Descriptive statistics (μ ± SD) of PE
teachers 33.61 ± 6.75 years and teaching
experience 8.30 ± 5.63 years.
2. PAGPS Validation Stage
• Sixty children played 10 games, namely
One-Leg, Kali-Tui, Blind man’s Bluff, Eagle
and Hen, Hopscotch, Simon Says, Duck
Duck Goose, Hide-and-Seek, Monkey in
the Middle, and Mr. Wolf. Their “playing
experience” were video recorded.
• Ten raters were recruited from the earlier
200 PE teachers rated the videos.
Data Analyses
• Descriptive statistics of raters (μ ± SD)
were computed 35.60 ± 8.07 years and
rating experience 4.2 ± 5.07 years.
• Interater reliability evidence were
collected from the 10 raters who each
rated all the videos (Table 3).
• Discriminant evidence (P and K
coefficient) were collected.
Discussion & Conclusions
Table 2: Summary of RASCH analysis
The future plan for this study is to develop a
website for PAGPS so that data can be collected
online. The PAGPS website will stored useful
information e.g., skills, level of difficulty of each
game and made available to PE teachers and
school administrators. The creation of PAGPS
website will hopefully assist PE teachers in
choosing fun and interesting PA games in
accordance to one’s weekly or monthly PA skills
adoption and in the process foster a more active
lifestyle among school children.
References
Table 3: Inter-rater reliability
Caillois, R. (1961). Man, play, and games. New York, NY: Free Press.
Centers for Disease Control and Prevention (2008). Make a difference at
your school. Retrieved on Jan 11, 2011,
http://www.cdc.gov/healthyyouth/keystrategies/pdf/make-a-difference.pdf.
Centers for Disease Control and Prevention (2009). Obesity prevalence
among low- income, preschool-aged children-United States, 1998-2008.
Morbidity & Mortality Weekly Report, 58(28), 769-773. Retrieved on Feb
13, 2011, http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5828a1.htm
Hancox, R. J. & Poulton, R. (2006). Watching television is associated with
childhood obesity: But is it clinically important? International Journal of
Obesity, 30, 171-175.
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Acknowledgements