Utilizing Active Video Games for Accurate Energy Expenditure Assessment in Physically Active Adults

2026-06-11T13:20:18+00:00

This study validated the energy expenditure (EE) reported by the active video game (AVG) Fitness Boxing 2: Rhythm & Exercise by comparing it with indirect calorimetry (MC) in 50 university students (21.2 ± 2.0 years). Participants attended the laboratory on two occasions. During the first session, height (165.6 ± 9.1 cm), body weight (68.5 ± 15.6 kg), and maximal oxygen consumption (42.2 ± 8.2 mL/kg/min) were assessed using a progressive treadmill test. In the second session, participants completed 15 minutes of free-mode exercise on the AVG while connected to the metabolic cart, allowing for simultaneous collection of EE from both the game and indirect calorimetry. Heart rate (162.0 ± 20.5 bpm), perceived exertion (11.5 ± 2.5), and enjoyment (73.3 ± 7.3) were also measured. The results showed significant gender differences in EE (p = 0.049). Specifically, EE estimates differed between devices in women (AVG: 110.3 ± 25.3 kcal vs. MC: 95.3 ± 25.3 kcal; p = 0.003). Although no significant differences were observed in men, the moderate correlation coefficient (r = 0.60) and the standard error of measurement (19.5 kcal), which exceeded the minimal detectable change (5.5 kcal), indicate substantial measurement error. Overall, these findings suggest that the AVG presents considerable inaccuracy when estimating EE and therefore should not be used in clinical or diagnostic contexts. However, it may still serve as a useful tool for promoting exercise participation and adherence.

Effects of Project-Based and Deep Learning Pedagogy on Dribbling Skills in Physical Education Students: A Quasi-Experimental Study

2026-07-14T15:59:46+00:00

This study examined the effectiveness of integrating Project-Based Learning (PjBL) with a deep learning approach to improve university students’ dribbling skills. A quantitative quasi-experimental method with a nonequivalent control group pretest–posttest design was employed. The participants were 70 students enrolled in the Physical Education Study Program at Universitas Lambung Mangkurat, consisting of 35 students in the experimental group and 35 in the control group. The experimental group received PjBL integrated with mindful, meaningful, reflective, collaborative, and joyful learning principles, whereas the control group received conventional instruction. Dribbling performance was assessed using an instrument adapted from the Modified Illinois Change-of-Direction Test with Ball, measuring change-of-direction speed, ball control, foot–ball contact, visual attention, and the ability to avoid contact with cones. The experimental group’s mean score increased from 69.09 at pretest to 79.69 at posttest, while the control group’s mean score increased from 69.09 to 71.31. Analysis of covariance, with posttest score as the dependent variable and pretest score as the covariate, revealed a significant group effect after controlling for initial ability, F(1, 67) = 287.29, p < 0.001, partial η² = 0.811. The adjusted posttest mean was significantly higher in the experimental group (M = 79.69, SE = 0.35) than in the control group (M = 71.31, SE = 0.35), with an adjusted mean difference of 8.37 points, 95% CI [7.39, 9.36]. These findings indicate that integrating PjBL with a deep learning approach produced a substantial improvement in university students’ dribbling skills.

International Journal of Physical Education, Fitness and Sports

Utilizing Active Video Games for Accurate Energy Expenditure Assessment in Physically Active Adults

Effects of Project-Based and Deep Learning Pedagogy on Dribbling Skills in Physical Education Students: A Quasi-Experimental Study