HLPE 2530 – PHYSICAL ACTIVITY AND HEALTH

PRACTICAL ASSIGNMENT TWO - PRACTICAL REPORT

MARLEY FAIRCLOUGH – STUDENT ID: 2151189
‘Are we really “stuck in the mud? Are common playground games really providing inclusive and active
physical activity opportunities for all participants?’
ABSTRACT
This study involved 26 2nd year Physical Education students of Flinders University. Participants included 13
males and 13 females, with a mean age of 20 years. Polar Heart Rate Monitors and Pedometers were used to
gain necessary data for the evaluation of the activeness and inclusiveness of the six selected common
playground games. A great significance can be drawn from this study, with rising obesity levels and low
percentage of school aged children meeting recommended physical activity guidelines. This study’s overall
findings suggest that many common playground do not provide the necessary activeness and inclusiveness for
all participants.

INTRODUCTION
According to the Australian Physical Activity and Sedentary Behavior guidelines (2014), Children and
adolescents between the ages of five to seventeen should accumulate at least sixty minutes of moderate to
vigorous intensity physical activity daily, in order to meet the physical activity guidelines for a healthy lifestyle.
Theses guidelines recommend a variety of aerobic activities, with incorporation of vigorous intensity activities
and strength training being incorporated into adolescents daily lifestyle (Australian Government Department of
Health, 2014). Guidelines further state that children should be limited to no more than two hours of ‘screen
time per day, including computers, television and other electronic devices (Australian Government Department
of Health, 2014). Evidence suggests that adhering to these guidelines has the ability to enhance health related
fitness and wellbeing (Cale, 2000; Cale & Harris, 2013). Improvements to health related fitness can be seen
within both the short and long term, with benefits including, improved cardiorespiratory endurance, muscular
strength, muscular endurance, flexibility, skeletal health, cardiovascular health, metabolic health, healthy body
composition, and the promotion of healthy growth and development (Shepherd & Trudeau, 2000; Cale & Harris,
2013; Thompson, 2015). Further analysis of the Australian Bureau of Statics Health Survey (2012), revealed
that only one in five (19%) of Australian children and adolescents aged between five to seventeen completed the
recommended sixty minutes of physical activity across a seven-day period (ABS Health Survey, 2012). This
alarming static draws attention to World Health Organisation (2012) claims that Childhood Obesity is one of the
most serious public health challenges of the twenty first century, due to habitual physical activity decreasing as
various technological and sociological changes have occurred (Cale & Harris, 2013). This evidence linking a lack
of physical activity to obesity in youth demonstrates the importance of this health issue and draws attention the
need for regular physical activity to confer positive health outcomes at a young age (Cale, 2000). This can be
best accomplished through promoting life long physical activity and health enhancing lifestyles within
educational settings (Biddle, Gorely & Stensel, 2007; Fairclough, Stratton & Baldwin, 2002; Kohl & Murray,
2012). Behavioral epidemiological framework further provides insight into the psychological benefits to school
ages students mental health, self-esteem and self-concept, as well as reduced symptoms of anxiety and
depression when participating in moderate to vigorous activity in a school environment (Cale & Harris, 2013).
With theses factors of participation leading to increased perceived competence, stronger intention & attitudes,
educational progress and personal development and growth (Shephard & Trudeau, 2000; Cale & Harris, 2013;
Biddle, Gorely & Stensel, 2007). These improvements make evident the increase in academic success seen from
participation in physical activity, as it demonstrates increases in the cognitive development of a student (Trost,
2005). School settings provide a highly influential platform for promoting participation in physical activity
(Kohl & Murray, 2012). Thus, this study will analyze factors associated with play ground games in order to draw
conclusions as to if these games help or hinder inclusiveness and activity levels within physical activity, with
emphasis towards physical education environments.

METHOD
PARTICIPANTS AND SETTINGS
This study consisted of 26 second year Flinders University Bachelor of Education students, undertaking Physical
Education and Health topic HLPE 2530. Of the 25 participants, the average mean age was 20 with ages ranging
from 18 to 24. 13 males and 13 females participated in the study, over the three week period during May 2016.
The Playground game activities were conducted in the Alan Mitchell Sports Centre at the Flinders University of
South Australia between 9-11am on Tuesday the 17th 24th, 31st of May.

INSTRUMENTATION
Playground games were evaluated and measured by equipment and variables including ACHPER pedometers
used to calculate steps of participants, a stopwatch to time the games length and resting periods, and Polar H7
Heart Rate Monitors, which were used to calculate and upload heart rate data, including time spent at Moderate
(70-80% HRM) to Vigorous (80-100% HRM) physical activity. Specific Technology was used to collate data,
including the Polar Team Software Ipad Application that synchronized heart rate monitor data to Ipad’s and a
communal desktop computer, used to upload and record results to a Microsoft Excel spread sheet, which was
further used to create graphs and tables.

PROCEDURE
Initial planning involved deciding what common playground games were going to be examined throughout the
study. A brainstorming and elimination process conducted by HLPE 2530 practical students and staff was used
to evaluate appropriate games for the study. Brainstormed ideas was reduced to six playground games using the
tournament method, this six decide games included, Golden Child, Duck Duck Goose, Stuck In The Mud, Dodge
Ball, Continuous Cricket and Rob The Nest.
Once games were decided participants needed to become familiar with all instrumentation, groups ranging
between 3-6 participants were formed. In groups participants were asked to fill in personal information (height,
weight, age) and connect heart rate monitors to the provided Ipad in each group. Groups then were involved in a
15 minute basket ball run around session where heart rate equipment was tested to ensure data would be
paired and synced with Ipad’s correctly. Heart rate monitor zone were also established, with participants
becoming aware of green, red and orange zones indicated on the Polar application, which determined time
spent in moderate to vigorous activity levels.
Once all equipment was in order, the process of completing the games commenced. As this project involved
undertaking research that compares the activity levels of a number of playground games, factors needed to
remain standardized across all games to ensure the most accurate results. To maintain standardisation, a
number of behaviours were maintained throughout the testing phase of the study. This involved ensuring all
heart rate monitor subjects and all pedometer subjects started and reset and stoped their equipment at the
same time, attempted to maintain high enthusiasm and motivation at the same level during each of the games,
used stop watches to ensure all games where played for exactly 5 minutes with an adequate rest period of 5
minutes between each game in order for Heart Rate levels to return to near resting levels before
commencement of next game. Between each game data was collected and recorded on the Excel document, this
was conducted during the 5 minute rest period by one member of each group.
DATA ANALYSIS
Pedometers and heart rate monitors results was used to effectively analysis data. Pedometer data gave clear
indications of the participants number of steps during each game, which will be used to determine the games
inclusively. Heart rate data analysis, used Polar H7 Monitors and Polar Team application, to provide excellent
indicators for the time spent in Moderate (70-80% HRM) and Vigorous (80-100% HRM) physical activity zones
used. This information was then transferred onto the Microsoft Excel spread sheets, where results where
recorded and graphed and charted for each individual. Descriptive statistics, involving the median, variance in
standard deviation, minimum and maximum scores, for the age of the participants, resting heart rate, maximum
heart rate, moderate and vigorous heart rate limit, along with the number of steps and time spent in the
moderate and vigorous zones. Comparisons were made between the inclusiveness and activeness of each
common playground game when comparing the graphs formed from the analysis of the results.

RESULTS
PEDOMETRY

Figure 1: Pedometer data shows the mean number of steps and standard deviation accumulated by participants involved in
the evaluation of common playground games
Figure 1 shows the median number of steps and standard deviation, using an error bar graph, for each of the
evaluated common playground games. Stuck In The Mud recorded the highest median number of steps with 624
on average, with continuous game of Rob The Nest, recording the next highest median with 581.5. Whilst it
would be expected that common elimination based games would have similar results, this had an adverse effect
with great variability between the different game styles. Dodge Ball showed the third highest overall median
number with an average of 321 steps, which is significantly lower in comparison. This was followed by Golden
Child with an average of 63.5 steps and Continuous Cricket with an average of 75 steps. Duck Duck Goose
recorded the least median number of steps with an average of less than 10 steps. Duck Duck Goose, recorded
the lowest standard deviation of 0, with Gold Child also recorded a low standard deviation of 23.8. There was a
considerable difference between Duck Duck Goose, Golden Child and the following 4 games; with Rob The Nest
recording 125.3, Stuck In The Mud recording 131.5 and Dodge Ball recording 135.3. Continuous Cricket
recorded the highest standard deviation of 206.4, which is considerably higher in comparison to all of the other
games. These results help determine the inclusivity and effectiveness of the games and demonstrate that
elimination games have a greater spread of ranges.
HEART RATE TELMETRY

Figure 2: Percentage data shows the time spent at Moderate to Vigorous Activity of participants involved in evaluation of
common playground games
Figure 2 shows the percentage of time spent in both Moderate and Vigorous Activity, with Moderate indicated by blue and
Vigorous indicated by red. The data reveals that Stuck In The Mud and Rob The Nest spent the most percentage of time Moderate
to Vigorous Activity, with a 43% and 37% percentage of time spent in the Vigorous activity zone. This evidence indicates that
these to games were the most active during the study. Further anaylsis can be seen with the other four games inability to move past
the Moderate activity zone. With Dodgeball spending 26% of time in Moderate zone, Duck Duck Goose spending 10%, Golden
Child spending 6% and Continous Cricket spending the least with 0.5% in the Moderate Physical Activity zone.

Figure 3: Percentage data shows the Standard Deviation and mean of participants time spent at moderate to vigorous
physical activity

Figure 1 shows the median percentage of time spent in both the moderate and vigorous intensity zones over the
five-minute duration of the game. With the accumulated percentages revealing Stuck In The Mud as the most
intense game during this study, with an average of 40% spent in the Moderate and 43% of time in Vigorous
physical activity. Stuck In The Mud showed the second highest percentage with a total of 26.7% of time spent in
Moderate and 37% in Vigorous physical activity. Dodgeball was the next active, however was unable to reach
into Vigorous activity, with an average of 26% of time spent in the Moderate zone. The elimination game of
Continuous Cricket reveals the largest range of standard deviation, however only 0.5% of time was spent in the
moderate physical activity zone. The results show that Duck Duck Goose and Golden Child did not have any
participants in the vigorous physical activity zone and had low percentages of time spent in moderate physical
activity, with Duck Duck Goose spending 10% and Golden Child 6% of time in moderate physical activity.

DISSCUSSION
Stuck In The Mud and Rob The Nest can be seen as the most inclusive games out of this six evaluated, due to the
participants spending a higher percentage of time in the moderate to vigorous activity zone, whilst also
recording a considerably high median number of steps and maximum steps accumulated. When examining the
structure of these games, it is made evident the non-elimination focus these games entail shows overall
movement across the board to be quite continuous than other games evaluated, despite the aspect of
participants being expected to stop and wait to be rescued in Stuck In The Mud and wait in line when another
student is collecting been bags from the another team in Rob The Nest. The overall structure and rules of two
games create an active and inclusive setting, which enables all participants to be involved and active all at once,
with little elimination of participants. Although these games can be seen as the most active, the repetitive nature
of running games cause participants to lose interest quite quickly and therefore modifications can be made to
ensure these games remain equally appealing throughout the duration of the activity.
Surprisingly, Dodge Ball was the third most active game, considering that this game is highly elimination and
competitive based. Higher skilled participants become dominant during this game, with these players remaining
in the game for a longer period of time. What becomes evident is that ability to stay in the game for a long
period of time is depending on if a child is fit or unfit and skilled or unskilled. This elimination aspect does not
provide all participants with the opportunity to reach activity guideline recommendations. This becomes
evident when examining the large standard deviation made visual in Figure 3, drawing attention to the spread
in inclusive data of all participants and demonstrates how dominant students will achieve higher benefits than
those participants quickly eliminated. Self-esteem issues play a large factor in the effectiveness of this game, as
student are likely to become disengaged and disinterest as a result of being unsuccessful in the game (Kohl &
Murray, 2012). This can also be reflected upon when making consideration to physical activities implemented
into a school program, it is vital that activities provide an inclusive and engaging environment where all
students ranging ability are catered for (Kohl & Murray, 2012). This will ensure all students no matter their
ability are gaining the benefits of being physical activity within a schooling environment.
When comparing Golden Child and Continuous Cricket standard deviation as made evident in Figure 3, Golden
Child’s has a significantly lower standard deviation in comparison to Continuous Cricket with the highest
standard deviation of all games studied. Although this difference when examining the structure of both these
games, it becomes evident that only two participants are active at any one time during the duration of the game,
with the remaining participants engaging in sedentary behaviors until given the chance to participate. For this
reason it can be suggested that the structure of Golden Child and Continuous Crickets lack inclusion for all
participants.
Duck Duck Goose is revealed as the less active and inclusive games, due to this sedentary nature. The
procedures and setting of the game inhibit all participants from being active, with only two participants being
active at a given time. The sit down aspect of the game demonstrates the high chance of some participants not
having the chance to be active at all during the game if not becoming tagged, highlighted in Figure 1 with the
minimum step count recorded at nil steps. Elimination based games showed similar results across both the
pedometer and Heart Rate data making evident that these type of games cause a rapid decrease in heart rate
and steps accumulated when being eliminated throughout the duration of the game, and are therefore average
in terms of their inclusiveness and activeness.
Modifications are required to create more suitable games for the range in participant abilities within a schooling
environment. Improving can be made through creating more inclusive, enjoyable and active forms of playground
games. Measures can be put in place to ensure the self-esteem level of participants are dealt with and all
participants feel accepted when being physically active (Kenney & Wilmore, 2012). Lifting the heart rate and
number of steps are vital in the achievement and success of playground based games, therefore redesigning
common playground games that were involved in the study will help increase inclusiveness and activity levels.
Research provides evidence that non-elimination games offer greater intensities than elimination games, yet,
elimination based games deliver opportunities for greater enjoyment due to their competitive nature
(Bruggeman, 2008). Therefore, when designing elimination based games into physical activity settings it is
important that measures be put in place when a child becomes eliminated, to ensure physical activity guidelines
are able to be achieved. Different forms of physical activity such as motor skill development skills or physical
conditioning could be incorporated into session, to allow students to gain further skills than that of the
particular game. Making activities to be complete once a person is tagged can also be incorporated into non-
elimination games including Stuck In The Mud and Rob The Nest, with improvement being made to make the
game more enjoyable and interesting for continual participants. Enjoyment and interest are key predictors for
successfully providing continuous inclusion and activeness (Pardo et al, 2013). Therefore, potential
modification could focus on including exercises to be completed while waiting to be freed during Stuck In The
Mud and the participants turn during Rob The Nest. For example, Star jumps or other simple exercises.
Both elimination and non-elimination common playground games of Stuck In The Mud, Rob The Nest, Dodge
Ball, Golden Child, Continuous Cricket and Duck Duck Goose lead to increases in Physical Activity levels of
participants, with non-elimination games proving more successful in terms of activeness and inclusiveness. All
games examined demonstrate areas that either help or hinder the potential for improved health outcomes of
students, however modification can be made to reduced negative associations with common playground games.
This study impacts on Physical Education practices, as it provides assessment of common playground games
and measured that need to be considered when implementing these activities into physical activity programs.

LIMITATIONS
Although this study has provided a variety of valuable information, limitations can be seen in regards to the
method of research. Effectiveness of the equipment was often inaccurate and inconsistent causing the data
obtained to become slightly impacted as a result. Participants Heart Rate Monitors and Pedometers often failed
throughout testing, with issues in terms of Pedometers falling off the participants and failing to measure step
count and Heart Rate Monitors often losing connection with software program. Further, the small sample size of
26 causes limitations to the data analysis with a increase in participants needed to gain a greater
representations of the activeness and inclusiveness. It should also be noted that adult university students were
the subjects for this study, and therefore if this study were to be aimed at children and adolescents results
would show a more accurate examination. Another limitation can be seen when analysing the length of time
spent participating in games, by extending the time of the game to at lest ten minutes it would have increased
the validity of the results and could have had the potential to provide improved results, as inclusion would likely
to be made higher. Resting time between each game often did not give participants sufficient time to recover,
causing heart rate to remain elevated into the following game. Participants injuries resulted in the inability to
participate efficiently, therefore causing the data range to be inaccurate. One major limitation can be made
evident through analysing combined gender data, research shows that female physical activity participation
rates during adolescence are significantly lower that males, thus emphasising that by evaluating data according
to gender would have added another variable to the research (Eime et al., 2013).
CONCLUSION
To conclude, this study examined and evaluated six common playground games using pedometers and heart
rate monitor technology to determine their inclusiveness and activeness. It has been made visible the variations
in each games inclusiveness and activeness, shown by data collated and analysed throughout this study. The
main findings indicate that four of the six games where very limited in regards to activeness and inclusiveness,
however the remaining two games where very effective in these factors. Accordingly, Stuck In The Mud and Rob
The Nest can be determined as the greatest games for inclusion and activeness, however analysis of these games
show a lack of enjoyment factor from participants. Elimination based games including the Duck Duck Goose,
Dodge Ball, Continuous Cricket and Gold Child show minimal benefits to participants physical activity levels,
due to the reduced time spent at moderate to vigorous activity when being caught, tagged or eliminated during
the game. Thus, if inclusive and engaging modifications were made to both non-elimination and elimination
based games, the chance of physical activity guidelines being met will increase. This would result in an overall
increase in children’s activity levels, as by addressing the limitations of the games it will increase inclusiveness
and fun (Dobbins, 2013). Modifications would further assist physical educators to increase the percentage of
children adhering the Physical Activity Guidelines during educational time, which can promote prevention
(Dobbins, 2013; Cale & Harris, 2013). Ultimately, it can be seen that overall common playground games provide
reasonably inclusive and activity opportunities for participants. With non-elimination based games proving the
most effective for inclusiveness and activeness, when compared to elimination based.
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