Are we raising the standards of language use or just playing games?

Given the current state of play with respect to literacy 'crises' in Western democracies, this article revisits the 'language games' that often inform these concerns, examining their rules and who benefits from them. It argues that to focus narrowly on the technical aspects of language, as the current emphasis does, misses the point of what is at stake for students: those who advocates claim to want to help. Drawing on twenty semi-structured interviews and observations of teachers in primary and secondary schools within Queensland (Australia), the article outlines four perspectives on language use and how these variously position students as literate and illiterate. It concludes that we now need a different game plan to address students' use of language, one that provokes a stance and praxis in keeping with a more inclusive politics and which provides real challenges to broader social constraints.

Twisted things : playing with time

Twisted Things: Playing with Time is a film script and exegesis. The script, a murder mystery, slips between contemporary Melbourne and Melbourne in 1959 during the making of, ‘On the Beach’. The exegesis explores history by considering Melbourne in 1959, glamour and image, and the cinema of time.

Does playing a sports active video game improve young children's ball skill competence?

OBJECTIVES: Actual and perceived object control (commonly ball) skill proficiency is associated with higher physical activity in children and adolescents. Active video games (AVGs) encourage whole body movement to control/play the electronic gaming system and therefore provide an opportunity for screen time to become more active. The purpose of this study was to determine whether playing sports AVGs has a positive influence on young children's actual and perceived object control skills. DESIGN: Two group pre/post experimental design study. METHODS: Thirty-six children aged 6-10 years old from one school were randomly allocated to a control or intervention condition. The Test of Gross Motor Development-3 assessed object control skill. The Pictorial Scale of Perceived Competence for Young Children assessed perceived object control skill. The intervention consisted of 6×50min lunchtime AVG sessions on the Xbox Kinect. Two to three sport games were chosen for participants to play each session. General linear models with either perceived object control or actual object control skill as the outcome variables were conducted. Each base model adjusted for intervention status and pre-score of the respective outcome variable. Additional models adjusted for potential confounding variables (sex of child and game at home). RESULTS: No significant differences between the control and intervention groups were observed for both outcomes. CONCLUSIONS: This study found that playing the Xbox Kinect does not significantly influence children's perceived or actual object control skills, suggesting that the utility of the Xbox Kinect for developing perceived and actual object control skill competence is questionable.

Playing Active Video Games may not develop movement skills: an intervention trial

Background: To investigate the impact of playing sports Active Video Games on children's actual and perceived object control skills. Methods: Intervention children played Active Video Games for 6. weeks (1. h/week) in 2012. The Test of Gross Motor Development-2 assessed object control skill. The Pictorial Scale of Perceived Movement Skill Competence assessed perceived object control skill. Repeated measurements of object control and perceived object control were analysed for the whole sample, using linear mixed models, which included fixed effects for group (intervention or control) and time (pre and post) and their interaction. The first model adjusted for sex only and the second model also adjusted for age, and prior ball sports experience (yes/no). Seven mixed-gender focus discussions were conducted with intervention children after programme completion. Results: Ninety-five Australian children (55% girls; 43% intervention group) aged 4 to 8. years (M 6.2, SD 0.95) participated. Object control skill improved over time (p=0.006) but there was no significant difference (p=0.913) between groups in improvement (predicted means: control 31.80 to 33.53, SED=0.748; intervention 30.33 to 31.83, SED=0.835). A similar result held for the second model. Similarly the intervention did not change perceived object control in Model 1 (predicted means: control: 19.08 to 18.68, SED=0.362; intervention 18.67 to 18.88, SED=0.406) or Model 2. Children found the intervention enjoyable, but most did not perceive direct equivalence between Active Video Games and 'real life' activities. Conclusions: Whilst Active Video Game play may help introduce children to sport, this amount of time playing is unlikely to build skill.

"Games are fun and aren't just for boys": an assessment of female game players use and playing habits of video games

Video games have asserted themselves as a prevalent part of society; however video games are still often seen as 'boys toys'. However, popular culture is becoming accepting that video games are played by females, with 'all female' video games teams such as the 'Frag Dolls' winning many international competitions [4]. The gender issue in video games is not a new topic, with texts such as 'From Barbie to Mortal Combat' edited by Cassell and Jenkins being publishing in 1998. However, the question of 'do females actually play video games' is still apparent, and with the rapid changes in technological development in gaming (with the introduction of consoles such as the Nintendo Wii) the subject of females game playing habits is in need of constant dialogue. This paper explores the results from a survey of 33 Australian females who play video games and looks at the game playing habits and choices made when they play video games. In addition, this study will attempt to address what components of video games make females want to play. It is hoped that the results can enlighten our knowledge of why females play video games, and hopefully assert the need for video games as an important pastime for females and not just 'for the boys'.

Children's movement skills when playing active video games

Active video games (AVGs) may be useful for movement skill practice. This study examined children's skill execution while playing Xbox Kinect™ and during movement skill assessment. Nineteen children (10 boys, 9 girls; M age = 7.9 yr., SD = 1.4) had their skills assessed before AVG play and then were observed once a week for 6 wk. while playing AVGs for 50 min. While AVG play showed evidence of correct skill performance (at least 30-50% of the time when playing table tennis, tennis, and baseball), nearly all skills were more correctly performed during skill assessment (generally more than 50% of the time). This study may help researchers to better understand the role AVGs could play in enhancing real life movement skills.

Activity and energy expenditure in older people playing active video games

OBJECTIVES: To quantify energy expenditure in older adults playing interactive video games while standing and seated, and secondarily to determine whether participants' balance status influenced the energy cost associated with active video game play. DESIGN: Cross-sectional study. SETTING: University research center. PARTICIPANTS: Community-dwelling adults (N=19) aged 70.7±6.4 years. INTERVENTION: Participants played 9 active video games, each for 5 minutes, in random order. Two games (boxing and bowling) were played in both seated and standing positions. MAIN OUTCOME MEASURES: Energy expenditure was assessed using indirect calorimetry while at rest and during game play. Energy expenditure was expressed in kilojoules per minute and metabolic equivalents (METs). Balance was assessed using the mini-BESTest, the Activities-specific Balance Confidence Scale, and the Timed Up and Go (TUG). RESULTS: Mean ± SD energy expenditure was significantly greater for all game conditions compared with rest (all P≤.01) and ranged from 1.46±.41 METs to 2.97±1.16 METs. There was no significant difference in energy expenditure, activity counts, or perceived exertion between equivalent games played while standing and seated. No significant correlations were observed between energy expenditure or activity counts and balance status. CONCLUSIONS: Active video games provide light-intensity exercise in community-dwelling older people, whether played while seated or standing. People who are unable to stand may derive equivalent benefits from active video games played while seated. Further research is required to determine whether sustained use of active video games alters physical activity levels in community settings for this population.

Effects of season period, team quality, and playing time on basketball players' game-related statistics

The aim of this study was to identify within-season differences in basketball players' game-related statistics according to team quality and playing time. The sample comprised 5309 records from 198 players in the Spanish professional basketball league (2007-2008). Factor analysis with principal components was applied to the game-related statistics gathered from the official box-scores, which limited the analysis to five factors (free-throws, 2-point field-goals, 3-point field-goals, passes, and errors) and two variables (defensive and offensive rebounds). A two-step cluster analysis classified the teams as stronger (69 ± 8 winning percentage), intermediate (43 ± 5 winning percentage), and weaker teams (32 ± 5 winning percentage); individual players were classified based on playing time as important players (28 ± 4 min) or less important players (16 ± 4 min). Seasonal variation was analysed monthly in eight periods. A mixed linear model was applied to identify the effects of team quality and playing time within the months of the season on the previously identified factors and game-related statistics. No significant effect of season period was observed. A team quality effect was identified, with stronger teams being superior in terms of 2-point field-goals and passes. The weaker teams were the worst at defensive rebounding (stronger teams: 0.17 ± 0.05; intermediate teams: 0.17 ± 0.06; weaker teams: 0.15 ± 0.03; P = 0.001). While playing time was significant in almost all variables, errors were the most important factor when contrasting important and less important players, with fewer errors being made by important players. The trends identified can help coaches and players to create performance profiles according to team quality and playing time. However, these performance profiles appear to be independent of season period.