Using Active Video Games to Improve Physical Literacy Levels in Older Adults: A Mixed-Methods Approach

Campelo, Alexandre Monte

Using Active Video Games to Improve Physical Literacy Levels in Older Adults: A Mixed-Methods Approach

dc.contributor.advisor	Katz, Larry
dc.contributor.advisor	Sheehan, Dwayne Patrick
dc.contributor.author	Campelo, Alexandre Monte
dc.contributor.committeemember	Schneider, Kathryn J.
dc.contributor.committeemember	Parker, James R.
dc.contributor.committeemember	Hall, Nathan D.
dc.contributor.committeemember	Sieppert, Jackie D.
dc.date	2020-11
dc.date.accessioned	2020-10-08T20:36:46Z
dc.date.available	2020-10-08T20:36:46Z
dc.date.issued	2020-10-02
dc.description.abstract	The concept of physical literacy has become widely adopted in the past few decades into education, sport, and recreation to support active and healthy lifestyles. Concomitantly, the advancement of technologies, especially those in wearable activity trackers and active video games, has allowed mind-body integrated physical activity, preventing sedentary lifestyles. The implications of technologies to physical literacy seem promising, however, they have been mostly explored in children and youth populations. This thesis explores, in six chapters, the use of active video games in a structured exercise program for older adults in order to improve their physical literacy. The first chapter introduces the thesis topics, the research questions that this thesis seeks to answer. Chapter two presents the relevant literature on the benefits and challenges of using active video games for physical activity promotion, functional skills maintenance, injury, and chronic diseases prevention in the elderly. Based on the literature background, chapter three presents an ecological model to implement active video games as part of exercise programs to improve older adults’ physical literacy. In order to understand the effects of active video game training on older adults’ physical literacy, chapter four presents a randomized controlled trial conducted with community-dwelling older adults. From a total of 40 participants who completed the trial, 15 were selected to provide their perceptions of using technologies to engage in physical activity, which was addressed in chapter five. The mixed-method analysis demonstrated the feasibility of using technologies to improve older adults’ physical literacy, and chapter six summarizes the overall results, limitations, and recommendations for researchers, healthcare providers, policymakers, and technology designers.	en_US
dc.identifier.citation	Campelo, A. M. (2020). Using Active Video Games to Improve Physical Literacy Levels in Older Adults: A Mixed-Methods Approach (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.	en_US
dc.identifier.doi	http://dx.doi.org/10.11575/PRISM/38331
dc.identifier.uri	http://hdl.handle.net/1880/112676
dc.language.iso	eng	en_US
dc.publisher.faculty	Kinesiology	en_US
dc.publisher.institution	University of Calgary	en
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.	en_US
dc.subject	Physical Literacy	en_US
dc.subject	Older Adults	en_US
dc.subject	Technology	en_US
dc.subject	Exergame	en_US
dc.subject	Fitness Tracker	en_US
dc.subject	Active Video Game	en_US
dc.subject.classification	Education--Health	en_US
dc.subject.classification	Education--Technology	en_US
dc.title	Using Active Video Games to Improve Physical Literacy Levels in Older Adults: A Mixed-Methods Approach	en_US
dc.type	doctoral thesis	en_US
thesis.degree.discipline	Kinesiology	en_US
thesis.degree.grantor	University of Calgary	en_US
thesis.degree.name	Doctor of Philosophy (PhD)	en_US
ucalgary.item.requestcopy	true	en_US