東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Effects of the Step It UP! Game ...

Arvizu Medina, Alexa,

FindBook

Google Book

Amazon

博客來

The Effects of the Step It UP! Game With Performance Criteria on Students' Physical Activity /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of the Step It UP! Game With Performance Criteria on Students' Physical Activity // Alexa Arvizu Medina.
作者:	Arvizu Medina, Alexa,
面頁冊數:	1 electronic resource (41 pages)
附註:	Source: Masters Abstracts International, Volume: 85-12.
Contained By:	Masters Abstracts International85-12.
標題:	Behavioral sciences. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31329078
ISBN:	9798382825328

The Effects of the Step It UP! Game With Performance Criteria on Students' Physical Activity /
Arvizu Medina, Alexa,

The Effects of the Step It UP! Game With Performance Criteria on Students' Physical Activity /Alexa Arvizu Medina. - 1 electronic resource (41 pages)

Source: Masters Abstracts International, Volume: 85-12.

The Step it UP! Game is a multicomponent intervention designed to increase physical activity levels. Previous research has demonstrated the effectiveness of the Step it UP! Game to increase step counts compared to baseline (Galbraith & Normand, 2017, and modifications to the game such as contingent adult attention produced higher step counts than the game alone (Nieto & Wiskow, 2020); however, the rate of steps has not met the criteria for moderate to vigorous physical activity. The purpose of the present study further extends research on the Step it UP! Game by evaluating the effects of the Step it UP! Game and Step it UP! Game with the addition of performance criteria compared to no game on the number of steps taken by students from a 3rd grade class using an ABCAC reversal design. During the Step it UP! Game students were assigned to teams, provided instructions on how to win the game, wore pedometers during recess, and the team with the most steps at the end of recess earned a reward. During the Step it UP! Game with performance criterion students were required to take a minimum number of steps, averaged across team members, to win the game, and the criterion increased across sessions. Following intervention, we assessed student preference for the game variations compared to no game.

English

ISBN: 9798382825328Subjects--Topical Terms:

529833
Behavioral sciences.
Subjects--Index Terms:

School demographics

The Effects of the Step It UP! Game With Performance Criteria on Students' Physical Activity /
LDR:02733nmm a22004333i 4500 001 2431597
005 20250616055536.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798382825328
035 $a (MiAaPQD)AAI31329078
035 $a AAI31329078
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Arvizu Medina, Alexa, $e author. $3 3820486
245 1 0 $a The Effects of the Step It UP! Game With Performance Criteria on Students' Physical Activity / $c Alexa Arvizu Medina.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (41 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 85-12.
500 $a Advisors: Wiskow, Katie Committee members: Subramaniam, Shrinidhi; Cotter, Kelly.
502 $b M.A. $c California State University, Stanislaus $d 2024.
520 $a The Step it UP! Game is a multicomponent intervention designed to increase physical activity levels. Previous research has demonstrated the effectiveness of the Step it UP! Game to increase step counts compared to baseline (Galbraith & Normand, 2017, and modifications to the game such as contingent adult attention produced higher step counts than the game alone (Nieto & Wiskow, 2020); however, the rate of steps has not met the criteria for moderate to vigorous physical activity. The purpose of the present study further extends research on the Step it UP! Game by evaluating the effects of the Step it UP! Game and Step it UP! Game with the addition of performance criteria compared to no game on the number of steps taken by students from a 3rd grade class using an ABCAC reversal design. During the Step it UP! Game students were assigned to teams, provided instructions on how to win the game, wore pedometers during recess, and the team with the most steps at the end of recess earned a reward. During the Step it UP! Game with performance criterion students were required to take a minimum number of steps, averaged across team members, to win the game, and the criterion increased across sessions. Following intervention, we assessed student preference for the game variations compared to no game.
546 $a English
590 $a School code: 6040
650 4 $a Behavioral sciences. $3 529833
650 4 $a Public health. $3 534748
650 4 $a Psychology. $3 519075
650 4 $a Kinesiology. $3 517627
653 $a School demographics
653 $a Games
653 $a Performance criteria
653 $a Physical activity
690 $a 0602
690 $a 0573
690 $a 0621
690 $a 0575
710 2 $a California State University, Stanislaus. $b Psychology and Child Development. $e degree granting institution. $3 3816692
720 1 $a Wiskow, Katie $e degree supervisor.
773 0 $t Masters Abstracts International $g 85-12.
790 $a 6040
791 $a M.A.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31329078