Erin Smialek The Effects of Technology on Motivation and Cardiovascular Fitness Among Obese Teens Introduction With the many pressures facing today’s teens, it is no wonder they put health and fitness on the back burner. Obesity is considered to be one of America’s leading health problems (Welk & Blair, 2000). Approximately 11% of U.S. children and young adults are overweight (U.S. Department of Health and Human services, 2000). The reason for increased obesity rates year after year is due to many environmental and behavioral influences. We live in a fast paced society where high-fat foods are too easy to access when on the run. Too often, even at home, the convenience of such low nutrition foods is too tempting to resist. There has been an increase in sedentary lifestyle with the use of electronic media such as video games, texting, and internet use as a replacement for physical activity. The lack of knowledge pertaining to physical activity and overall health is also a factor in the increased obesity rate. It is through physical education that teachers have the opportunity to encourage our youth and teach the importance of physical activity that leads to a healthy lifestyle. The key to this involves physical education teachers developing new ways to fully motivate students to participate in class in order to assist students in developing a physically active lifestyle outside of class. The first step is to enhance self-determination. This will assist the student in developing the motivation to participate. Students who believe in themselves have social confidence and will likely be motivated to make the choice to engage in physical activity. Secondly, physical education teachers need to develop a curriculum that appeals to student’s interests. Students need to not only relate to the curriculum but also know how the curriculum applies them personally. If students don’t see any relevance then they will be turned off and will not participate. Additionally, a physical education setting should allow students to set and achieve personal goals. Goal setting develops a purpose for the purpose. The class becomes more than just a requirement. This motivation factor makes students aware of their personal responsibility to achieve their goals. Finally, physical education teachers should try to incorporate technology to enhance the overall learning and participation. This is one application that is not used enough in many physical education programs. Technology, such as the use of

Erin Smialek pedometers, heart rate monitors, and even the “Apple” chip, are all excellent motivational tools. These tools can provide the opportunity for a physical education student to reflect, question, experiment, and discover the various health benefits and apply them to their future endeavors. Research Questions 1. What are the effects of increased technology on personal motivation among obese teens? 2. What are the effects of increased technology on cardiovascular fitness among obese teens? Subjects and Demographics Participants in this study will involve seventh grade boys and girls. These students attend a “Title One” middle school located in Tucson, Arizona. The very diverse population is made up of low-income students along with special education students. In this study a total of 180 students will be participating over a period of two months. These students will be broken up among two teachers and eight different classes ranging from 20-25 students per class. Instruments Pedometer: a step counter that selected classes will use to measure each step a student takes. It detects movement through a spring-loaded, counterbalanced mechanism that records vertical acceleration of the hip (Pangrazi 2004). Research shows that pedometers can accurately measure physical activity, thus making the pedometer a costeffective, accurate, and objective measurement device. This is a great technology tool for physical educators and students to monitor the 50 percent activity time recommendation during physical education class (PAAC 2005). Each day at the end of a class session, steps will be recorded on a personalized progress chart. Apple Chip and Apple’s iPod Nano: a wireless system that is embedded in a Nike shoe. A sensor can communicate with Apple's iPod Nano music player to track performance on running time, distance, pace and calories burned. Data is then stored on the iPod which displays the information on-screen or it is delivered audibly through headphones. Later the workout data can be automatically sent to a personal log at

Erin Smialek nikeplus.com. This feature will only be used with selected students due to the number of computers available. Progression and reflection chart: will be used as a motivation tool to help students set personal goals, track their progress, and reflect on their overall performance. Students will record and reflect on their progress daily. Situational Motivational Scale (SIMS): will be used to evaluate each student’s motivation level. The SIMS is shown to be a valid and reliable tool for measuring selfdetermination index on many accounts (factorial validity, internal consistency, and multigroup invariance), and in many physical activity contexts (Standage, 2003). The SIMS will be administered two times; pre and post questionnaire within a two month segment. A total of 14 questions will be rated on a 7-point Likert scale ranging from 1 (corresponds not at all) to 7 (corresponds exactly). Program This physical education middle school program in Tucson stresses the importance of fitness and health as a primary means to achieving a full and satisfying lifestyle. The elements employed in achieving this lifestyle focus upon the development of skills, habits, and attitudes. The experiences in this program will provide a physical and mental framework to lead to a lifetime of recreational and leisure pursuits. Additionally, this program involves the enhancement of student responsibility and social development by teaching fundamental skills in a variety of individual and group activities. Lastly, selfmotivation and self-determination techniques are incorporated to enhance the development of lifelong physical education skills and knowledge. It is the teacher’s responsibility and primary goal to assist each student in using his or her knowledge, skills, and decision-making abilities as a contributing member of society. Procedure One month prior to this study, students will take the pre SIMS questionnaire. This questionnaire will give the teachers an idea of the motivational level among each student. In addition, students will be weighed and measured and will also complete the mile run to test their cardiovascular endurance. Other pieces of data that will be collected during this time will include age, gender, and ethnicity. To begin the first phase of this study (one month long), each teacher will prepare the students by introducing a purpose, how the

Erin Smialek activity rotation cycle will work, how to use the assigned technology gadget, and how to complete the progression/reflection chart. Each teacher will also divide each of their classes into two different teams and these teams will remain the same through a twoweek activity cycle. The activities involved in this study include eight high intensity cardiovascular activities (a) basketball, (b) soccer, (c) jogging, (d) aerobics, (e) speed ball, (f) floor hockey, (g) ultimate Frisbee, and (h) capture the flag. There will be two activities offered during each class session so that the students have a choice. Each class session will be 45 minutes long (35 minutes of instructional time and activity time along with 10 minutes of dressing time before and after class). Immediately after the students change into their uniforms, each student will pick up their assigned technology gadget (pedometer or Nike shoe chip with Apple Nano) and sit in their assigned seats. Warm-up and stretches will follow after attendance during the first five-minutes. After warm-ups each student will adjust their technology gadget before participating in the daily activity. During the last five minutes of each class session students will record their data, reflect on their performance, and set a new goal for the next class session on their personalized progression/reflection chart. The second phase (another month long) of this study will be similar to phase one but with a few changes and additions. Each teacher will switch technology gadgets and will teach their students how to use the new devices. In addition, students will complete the post SIMS questionnaire. To add to the overall procedure, random video footage will be taken for teachers in order to fully observe what is going on during their class session. Also, at the conclusion of this study, teacher interviews will be conducted to get teacher feedback on how this study went overall. Findings As mentioned earlier, physical education instructors have an opportunity to encourage students to participate regularly in physical activity in class. Teachers need to encourage students to engage in physical activity outside of class. To do so, they must provide a variety of options such as activity choices, using fitness related technology, stressing the meaningful purposes of physical activity, and teaching students how to set and meet realistic goals (along with reflecting on progress).

Erin Smialek This study examined the effects of technology on student motivation and on cardiovascular fitness among obese teens. The general findings of this study could possibly reveal that assistive technology tools could lead to increased self-motivation. In addition, data could possibly reveal that with the variety of activity choices offered, the use of assistive technology could enhance overall cardiovascular fitness. Even though the primary goal in physical education is to have all students healthy and active, a more important goal is to assist our youth in preparing for their own future health. Teachers can help students become motivated in order to begin their own pattern of lifetime physical activity. This goal can be achieved through increased independence in physical education. Today’s youth are not likely to do something just because they are told it is good for them. Exercise needs to be an interesting and enjoyable habit. With support and encouragement, teachers can help students on the path of fitness and health that will last a lifetime. References Pangrazi, R. P. (2004). Pedometers: Linking physical activity and technology. Strategies: A Journal for Physical and Sport Educators, 18(2), 81-87. Standage, M., Treasure, D.C., Duda, J.L., & Prausak, K.A. (2003). Validity, reliability, and invariance of situational motivation scale (SIMS) across diverse physical activity contexts. Journal of Sport & Exercise Psychology, 25, 19-43. U.S. Department of Health and Human Services. (2000). Healthy People 2010: Understanding and Improving Health. 2nd. Washington, D.C: U.S. Government Printing Office. Welk, G.J., & Blair, S.N. (2002). Physical activity protects against the health risks of obesity. [Electronic version]. President’s Council on Physical Fitness and Sports Research Digest, 3(12), 1-10. http://fitness.gov/Reading_Room/Digests/digests.html