Playing AVI During Tennis Training Process

Study Overview
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Brief Summary
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Developing movement capabilities and efficiently acquiring and assimilating movement information and knowledge in middle childhood stages is of great importance for performing complex movement structures in later stages of life. Our study is directed to researching the influence of active video games (AVG) on assessment of tennis motor skills and visual capabilities in middle childhood, as a part of two separate sub-researches.

Detailed Description
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In the first sub-research, which included a sample of 55 children aged between 7 and 9, the investigators measured the physiological responses of bodies after acute and chronic exposure to playing AVG. The investigators established a significant difference in skin conductance before beginning the intervention between the virtual and actual game. After the intervention, the experimental group had a significantly higher average value of heart rate frequency and breathing frequency while playing AVG in comparison to the control group. In the second sub-research the investigators measured progress in tennis technique (TRSC test), development of gross motor skills and change in reaction time on the same group of children. In the TRSC test, the control group improved in all sub-groups with both strokes. The experimental group made no improvements in sub-group 3d with the ''forehand'', 1d and 3d with the ''backhand''. In the gross motor skill development test the investigators have not established a significant interaction effect. In the analogue reaction time measurement test, the investigators recorded a significant interaction between time x group. The same goes for Simon's test with incongruent stimuli, with congruent the interaction was of no relevance. The investigators established that the use of AVG can represent a new strategy for combining movement/sports activities and cognitively directed tasks aiming at effective assessment of tennis skills.

Official Title
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Impact of Active Video Games on Motor- and Visual Spatial-learning Capabilities During the Process of Tennis Training in Young Children

Conditions
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Learning, Spatial, Cognitive Change

Intervention / Treatment
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* Device: Active video games
* Other: tennis training process


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Age limit Exclusion Criteria: excluded were players with injuries or long-term body impairments that prevented them from performing shots as they are usually instructed.

Ages Eligible for Study
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Minimum Age: 7 Years
Maximum Age: 9 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Treatment
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Double


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: I-AVI<br>The I-AVI group were involved in a regular tennis training process, two times a week for one hour. Additionally right after the tennis lessons they played a Virtua Tennis 4 active video game for 20 minutes per participant. They use the playstation kinect console. The intervention lasted 6 months. | Device: Active video games<br>* Participants played the active video game Virtua tennis 4 on a playstation kinect device<br>Other: tennis training process<br>* Participants were involved in a regular tennis training process, performed two times a week for one hour per lesson.<br>|
| Active Comparator: NO-AVI<br>The NO_AVI group were involved in a regular tennis training process, two times a week for one hour. The training process lasted 6 months. | Other: tennis training process<br>* Participants were involved in a regular tennis training process, performed two times a week for one hour per lesson.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Psychophysiological body responses 1: skin conductance | Skin conductance measured in micro siemens | change from baseline to 3-months intervention | 
| Psychophysiological body responses 2: skin temperature | Skin temperature measured in Celsius | change from baseline to 3-months intervention | 
| Psychophysiological body responses 3: heart rate frequency | hear rate measured in beats per minute | change from baseline to 3-months intervention | 
| Psychophysiological body responses 4: breathing frequency | breathing frequency measured in breaths per minute | change from baseline to 3-months intervention | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| TGMD-3 scale (Test of Gross Motor Development-Third Edition) | The TGMD-3 has two subtests. The first subtest, Locomotor, measures the gross motor skills that require fluid coordinated movements of the body as the child moves in one direction or another. The second subtest, Ball Skills, measure the gross motor skills that demonstrate efficient throwing, striking, and catching movements. The TGMD-3 provides an overall composite score (Gross Motor). The two subtest scaled scores are combined to form the Gross Motor composite. The Examiner's Manual discusses the test's theoretical and research-based foundation, item development, standardization, administration and scoring procedures, normative tables, and guidelines for using and interpreting the test's results. The TGMD-3 scale is used to measure the fundamental motor skills in 3-10 year-old children with typical development. The raw score for locomotor subtest is between 0 and 46, while the raw score for ball skills is between 0 and 54. The overall raw score for the test is between 0 and 100. | change from baseline to 3-months intervention | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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stroke technique, psychophysiological body responses, visual perceptual skills, reaction time.