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APHA Scientific Session and Event Listing

Sadye Paez, MSPT¹, Angela Rosenberg, PT, DrPH², Ann Maloney, MD³, T.C. Bethea, MD³, Kristine Kelsey, PhD, RD⁴, Julie T. Marks, PhD, RD⁵, and Linmarie Sikich, MD³. (1) Human Movement Science, Division of Physical Therapy, University of North Carolina at Chapel Hill, CB# 7135, Medical School Wing E, Chapel Hill, NC 27599-7135, 407-312-4849, sadye.paez@cdl.unc.edu, (2) Division of Physical Therapy, Clinical Center for the Study of Development and Learning, University of North Carolina at Chapel Hill, CB# 7135 Medical School Wing E, Chapel Hill, NC 27599-7135, (3) Department of Child and Adolescent Psychiatry, University of North Carolina at Chapel Hill, 101 Manning Dr. CB #7160, Chapel Hill, NC 27599-7160, (4) Department of Nutrition, Clinical Center for the Study of Development and Learning, University of North Carolina at Chapel Hill, 1450 NC Raleigh Road, Suite 100, Chapel Hill, NC 27517, (5) Constella Health Sciences, 2605 Meridian Pkwy, Suite 200, Durham, NC 27713

Introduction: Numerous variables can influence the involvement, sustained effort, and continued interest in physical activity among youth. Little is known about the effects of coaching for children learning a complex novel physical activity. The purpose of this study was to identify if coaching was associated with greater success among a sample of 7-8 year old children (n=60) participating in Dance Dance Revolution (DDR), a dance stimulation videogame.

Methods: Participants were randomized to Control, Basic, or Enhanced conditions and followed over 10 weeks. The Basic (n=18) group received the DDR game, a PlayStation2 game console, and an initial instructional session. The Enhanced group (n=22) received the Basic treatment plus four additional weekly home coaching visits for skill building and problem solving. The control group received the DDR set-up after the 10-week measurements. Participation in DDR was determined by self-report. Effects of coaching were measured through memory cards across various levels of difficulty (i.e., beginner and light modes).

Results: The Enhanced group had numerically, but statistically insignificant, greater DDR use than the basic group through the end of week 5, when the personal coaching sessions stopped. Effects of coaching were seen at light mode, with a correlation coefficient significant among the number of unique songs played and mean overall score, (r=0.780; p=0.01).

Conclusion: This study suggest that coaching may play a key role in health promotion by assisting youth in learning more complex physical activity motor tasks through a home visiting intervention.

Learning Objectives: