EXAMINATION OF EXERGAMING ON STUDENT BEHAVIOR AND PHYSICAL FITNESS

Students with behavior challenges are at-risk for poorer academic skills and are more likely to be placed in restricted environments. In addition, students with disabilities are at higher risk for obesity. Effective, positive school-based interventions are needed to decrease behavior problems while increasing academic engagement, mood, and physical activity. This project aims to implement and evaluate a 10-week exergaming program for students receiving special education services with behavior concerns. We hypothesized students with behavior challenges would improve classroom functioning (I.e., time out of class, on-task behavior) and have improved health outcomes (I.e., mood, walk test) following stationary cycling with integrated gaming. Six students with behavior goals on their Individualized Education Program (IEP), ages 9-19 years, at one elementary, one middle school, and one high school participated in 15 min of cycling five times per week for ten weeks. Fifty-seven percent of student rides were over 10 minutes. During the study, teachers reported an increase in on-task behaviors and a decrease in disruptive behaviors. Generally, students reported positive mood before and after riding, with some increases reported. Teachers reported positive changes in classroom behaviors. All students were below their age expected walking distances on the 2MWT, suggesting the need for increased physical activity in this student population. Students receiving special education services often present behavioral challenges that warrant intervention. In addition, this population is at risk for poor health outcomes. This study explores an option for physical activity within the classroom. Exergaming may increase engagement in exercise and improve classroom functioning.