Presenter: Anni Pakarinen, Doctoral candidate and project researcher at University of Turku, Department of Nursing science, FI Event: Games for Health Europe 2015 Conference Date: 03 NOV 2015 / 14:00 - 15:30 Location: Session Room 1, Jaarbeurs Utrecht

1. DEVELOPING ENTERTAINING AND
PHYSICAL ACTIVITY PROMOTING
HEALTH GAME WITH PRE-
ADOLESCENTS

2.
BACKGROUND
• Physical activity has beneficial effects on child’s health, wellbeing and
development. However, physical inactivity increases during
adolescence and has turned into one of the most significant public
health problem globally
Age-appropriate and innovative interventions are needed
• Videogames reach children’s attraction and attention
• According to the previous research entertainment in the game
facilitates engagement and promotes behavior change
• When planning game interventions for health promotion purposes,
participatory research is essential part of the development and
design of the games
Strong et al 2005, Baranowski et al 2008, Janssen & LeBlanc 2010, WHO 2010,
Thompson et al 2012, Baranowski et al 2013, OECD 2013, Parisod et al 2014

3. The aim of this qualitative study was to describe pre-
adolescents’ perceptions on the elements of entertaining
and physical activity promoting health videogame

4. METHODS
Sampling
• Purposive sampling
• Participants: 10–13 year old pre-adolescents
• Sample size: n= 35 (girls n=18, boys n=17)
• Heterogeneous sample with regard
of age, gameplay and physical activity
in order to reach diversity of perceptions
on the explored phenomenon
0
8
7
33 3
7
4
0
3
6
9
10 11 12 13
Numberofparticipants
Age
Age distribution (n=35)
Girls
Boys
29,4
17,6
11,8 11,8
29,4
6,3
31,3
6,3
12,5
6,3
37,5
0
5
10
15
20
25
30
35
40
1 2 3 4 5 6 7
Procent%
Days/week
Gameplay
Girls
Boys
5,6
16,7 16,7
22,2
38,9
6,7 6,7 6,7 6,7 6,7
66,7
0
10
20
30
40
50
60
70
80
1 2 3 4 5 6 7
Procent%
Days/week
Moderate to vigorous physical activity ≥1 h
Girls
Boys

5. METHODS
Data collection
• 6 Focus groups were conducted
 Groups were distributed according to the age (± 1 year in between) and gender
 Focus group sessions were held during school day within the schools
 One researcher was present and the sessions lasted around 30-45 minutes
• Concept maps
 Children were asked to write and draw things that they thought or preferred to
be included in the game that promotes physical activity
 Worked also as an ice-breaker
• Interviews
 During the interviews, children were asked questions about gameplay, physical
activity and elements of the game that promotes physical activity
 Interviews were recorded

6. METHODS
Analysis
• Recordings from the interviews were transcribed verbatim and
combined with the texts from the concept maps, and analyzed
through qualitative inductive thematic analysis
• Phases of the thematic analysis (Braun & Clarke 2006):
1. Familiarizing yourself with your data
2. Generating initial codes
3. Searching for themes
4. Reviewing themes
5. Defining and naming themes
6. Producing the report

7. RESULTS
THEMES ELEMENTS
GAME IS FUN, BUT CHALLENGING
 funnes
 intellectually challenging questions and tasks
 different levels
 goal setting for physical activity
GAME SUPPORTS FEELINGS OF SUCCESS
 progression and reaching goals
 learning
 points, prizes and trophys
GAME ENABLES SOCIAL INTERACTION
 online
 playing together with others
 competeition against others
GAME ENABLES CREATIVITY AND FEELINGS OF FREEDOM
 free world
 able to choose or create the characters
 building the game world
 influencing the course of the game
GAME INCLUDES PHYSICAL ACTIVITY RELATED ACTIVITY
 versatile sports
 variety set type of exercise and sports hobbies
 variety of sports facilities
GAME INCLUDES PHYSICAL ACTIVITY RELATED INFORMATION
 information on type of exercise and sports hobbies
 information on physical activity in general
 information on the consequences of physical activity

8. CONCLUSIONS
• Versatile data collection methods were fruitful
• Pre-adolescents voices were heard and their role as an expert of
their own health and its promotion were emphasized
 Framework for age-appropriate physical activity promoting health
videogame

9. WHATS NEXT?

10. THANK YOU!
Contact: anni.pakarinen@utu.fi

11. REFERENCES
• Baranowski T, Buday R, Thompson D. & Baranowski J. 2008. Playing for real: Video games and stories
for health-related behavior change. American journal of preventive medicine 34(1), 74–82.
• Baranowski T, Richard Buday R, Thompson D, Lyons E, Shirong Lu A & Baranowski J. 2013.
Developing Games for Health Behavior Change: Getting Started. Games for Health journal: Research,
Development, and Clinical Applications 2(4), 183-190.
• Braun, V. & Clarke, V. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology
3(2), 77-101.
• Janssen I. & LeBlanc A. 2010. Systematic review of the health benefits of physical activity and fitness in
school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity 7(40).
doi: 10.1186/1479-5868-7-40.
• OECD 2013. Health at a Glance 2013: OECD Indicators. http://www.oecd.org/els/health-systems/Health-
at-a-Glance-2013.pdf. Accessed 12.1.2015.
• Strong WB, Malina RM, Blimkie C, Daniels SR, Dishman RK, Gutin B, Hergenroeder AC, Must A, Nixon
PA, Pivarnik JM, Rowland T, Trost S & Trudeau F. 2005. Evidence based hysical activity for school-
aged youth. Journal of Pediaticsr 146, 732–737.
• Thompson D, Cullen KW, Boushey C. 2012. Design of a website on nutrition and physical activity for
adolescents: Results from formative research. Journal of Medical Internet Research 14(2), e59.
doi: 10.2196/jmir.1889
• Parisod H, Pakarinen A, Kauhanen L, Aromaa M, Leppänen V, Liukkonen T, Smed J, Salanterä S. 2014.
Promoting children’s health with digital games: A review of reviews. Games for Health Journal 3(3), 145-
156.
• WHO. 2010. Global recommendations on physical activity for health.
http://whqlibdoc.who.int/publications/2010/9789241599979_eng.pdf. Accessed 12.1.2015.