Crossley Sam Graeme Morgan, McNarry Melitta Anne, Hudson Joanne, Eslambolchilar Parisa, Knowles Zoe, Mackintosh Kelly Alexandra
Applied Sport Technology Exercise and Medicine Research Centre, School of Sport and Exercise Sciences, Swansea University, Swansea, United Kingdom.
Human Factors Technology Research Priority Area, School of Computer Science and Informatics, Cardiff University, Cardiff, United Kingdom.
J Med Internet Res. 2019 Jan 30;21(1):e12064. doi: 10.2196/12064.
The UK government recommends that children engage in moderate-to-vigorous physical activity for at least 60 min every day. Despite associated physiological and psychosocial benefits of physical activity, many youth fail to meet these guidelines partly due to sedentary screen-based pursuits displacing active behaviors. However, technological advances such as 3D printing have enabled innovative methods of visualizing and conceptualizing physical activity as a tangible output.
The aim of this study was to elicit children's, adolescents', parents', and teachers' perceptions and understanding of 3D physical activity objects to inform the design of future 3D models of physical activity.
A total of 28 primary school children (aged 8.4 [SD 0.3] years; 15 boys) and 42 secondary school adolescents (aged 14.4 [SD 0.3] years; 22 boys) participated in semistructured focus groups, with individual interviews conducted with 8 teachers (2 male) and 7 parents (2 male). Questions addressed understanding of the physical activity guidelines, 3D model design, and both motivation for and potential engagement with a 3D physical activity model intervention. Pupils were asked to use Play-Doh to create and describe a model that could represent their physical activity levels (PAL). Data were transcribed verbatim and thematically analyzed, and key emergent themes were represented using pen profiles.
Pupils understood the concept of visualizing physical activity as a 3D object, although adolescents were able to better analyze and critique differences between low and high PAL. Both youths and adults preferred a 3D model representing a week of physical activity data when compared with other temporal representations. Furthermore, all participants highlighted that 3D models could act as a motivational tool to enhance youths' physical activity. From the Play-Doh designs, 2 key themes were identified by pupils, with preferences indicated for models of abstract representations of physical activity or bar charts depicting physical activity, respectively.
These novel findings highlight the potential utility of 3D objects of physical activity as a mechanism to enhance children's and adolescents' understanding of, and motivation to increase, their PAL. This study suggests that 3D printing may offer a unique strategy for promoting physical activity in these groups.
英国政府建议儿童每天进行至少60分钟的中度至剧烈体育活动。尽管体育活动对生理和心理社会有益，但许多青少年未能达到这些指导方针，部分原因是久坐的屏幕活动取代了积极行为。然而，3D打印等技术进步使人们能够以创新的方式将体育活动可视化并概念化为一种有形的输出。
本研究的目的是了解儿童、青少年、家长和教师对3D体育活动对象的看法和理解，为未来的3D体育活动模型设计提供参考。
共有28名小学生（年龄8.4[标准差0.3]岁；15名男孩）和42名中学生（年龄14.4[标准差0.3]岁；22名男孩）参加了半结构化焦点小组，对8名教师（2名男性）和7名家长（2名男性）进行了单独访谈。问题涉及对体育活动指导方针的理解、3D模型设计以及对3D体育活动模型干预的动机和潜在参与度。要求学生使用橡皮泥创建并描述一个可以代表他们体育活动水平（PAL）的模型。数据逐字转录并进行主题分析，关键的新出现主题用钢笔轮廓表示。
学生理解将体育活动可视化为3D对象的概念，尽管青少年能够更好地分析和批评低PAL和高PAL之间的差异。与其他时间表示方式相比，青少年和成年人都更喜欢代表一周体育活动数据的3D模型。此外，所有参与者都强调3D模型可以作为一种激励工具，以增强青少年的体育活动。从橡皮泥设计中，学生们确定了2个关键主题，分别对体育活动的抽象表示模型或描绘体育活动的条形图表示出偏好。
这些新发现突出了3D体育活动对象作为一种机制的潜在效用，可增强儿童和青少年对其PAL的理解以及增加PAL的动机。这项研究表明，3D打印可能为促进这些群体的体育活动提供一种独特的策略。
