Jamie Buote and Desiray Wells
Technology is more advanced than it ever has been before as we have witnessed growing up. Technology can have a very positive influence on our society as a whole but also can have a very negative impact on society if not used in moderation.
Technology can indeed affect one’s lifestyle and health. It seems like the facts are all there but parents are negligent when it comes to reducing the amount of screen time their children watch per day. From the ages five to seventeen one third of Canadians are obese. If we look at the statistics globally there is an estimated 43 million children under the age of 5 who were diagnosed with obesity in 2010. This large number is a 60 percent increase since 1990.
So what are children doing different these days than in the past? Well according the American Academy of Pediatrics children and adolescents can spend up to 7 hours of TV, internet usage and video games per day. But the recommended time for this is only 1-2 hours of screen time a day! This is a huge difference. All these extra hours of screen time is taking away from quality family time, reading, homework and exercise.
With obesity comes serious consequences, obesity can harm nearly every system in a person’s body including heart, lungs, muscles and bones, kidneys and digestive tract as well as the hormones that control blood sugar and puberty. These are just a few of the health risks that one is exposed to when they are obese. The main cause of obesity is sedentary living and poor nutrition and these causes are all increased by the use of technology. It has been proven that when an individual is watching television or playing video games they are more likely to be sedentary for longer periods of time along with increased snacking habits of high fat, high sugar, and high sodium foods. This can put someone on a fast track to obesity where they will be exposed to these health risks.
The following interesting article we found on physical education teachers discusses how it might be beneficial to get them to start thinking like game developers.
Pill, S. (2014). Game Play: What Does It Mean for Pedagogy to Think Like a Game Developer? Journal of Physical Education, Recreation & Dance; 85 (1). 9-15.
- Game design has been applied as an analog for course and curriculum design. The article described how sport teachers in physical education can think like a game developer. Thinking like a game developer requires thinking about sport teaching as a carefully designed learner-driven system of interconnected experiences. This aspect of game design emphasizes the value of time spent in the design process (Pill, 2014).
- Particularly applicable to the teaching of sport in physical education, the internal architecture of digital games (rules, goals, competition, space/environment) guide the design of a learning experience in which players act to solve problems that develop core competencies. Digital game play is governed by constraints just as the play of sport is defined by the constraints that permit, restrict, or eliminate actions from the game to provide internal logic of the play. The learning principles emerging from the cognitive sciences and being used by digital game designers should then be as applicable to sport teaching in physical education as they are to the construction of digital game play (Pill, 2014).
- Teaching this way in physical education requires recognition that physical education extends beyond learning to move to intellectual aspects related to decision-making. This is a departure from the traditional physical education method and from the variability and critical interpretation of the learning environment toward a nonlinear pedagogy (Pill, 2014).