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Volume 20, Issue 107 (1-2022)                   علوم روانشناختی 2022, 20(107): 2077-2093 | Back to browse issues page


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Taheri Nasab M, balali M, nasri S. The Compare the effect of action video games and fundamental sports games on the Enjoyment of physical activity in Fourth grade elementary students. علوم روانشناختی. 2022; 20 (107) :2077-2093
URL: http://psychologicalscience.ir/article-1-1429-en.html
Department of Sports Management, Faculty of Physical Education and Sport Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Abstract:   (541 Views)
Background: Studies have shown that games based on fundamental motor skills and action video are effective in acquiring motor skills. However, studies on the Enjoyment factor of physical activity as an important psychological factor are rare.
Aims: The aim of this study was to compare the effectiveness of active video games and fundamental sports games on the enjoyment of physical activity in fourth grade elementary school male students.
Methods: The research was quasi-experimental with pre-test and post-test design. The statistical population included all 10 years Children in Ahvaz. 60 Children were selected by available sampling method and randomly divided into 3 groups of 30 individual. The research instruments included the Xbox 360 Kinect and Moore enjoyment questionnaire (2009). Analysis of covariance with bonferroni were used to analyze the data.
Results: fundamental sports and action video games had a significant effect (p <.05) on children's enjoyment of physical activity. Also, there was no difference between the fundamental sports and action video in the factor of enjoyment of physical activity. So that the larger perceived group was more associated with alpha wave reduction.
Conclusion: Based on the findings of this study, it is possible to use both fundamental sports and Action video methods, or a combination of both methods in the absence of suitable environmental conditions for increase enjoyment.
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Type of Study: Research | Subject: Special
Received: 2021/09/30 | Accepted: 2022/07/1 | Published: 2022/01/21

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