The Effect of Participation in Educational Games Activity on Respiratory Values and Anthropometric Properties in Children

Abstract

Aim: In this study, it was aimed to examine the anthropometric properties and respiratory parameter values of students between the ages of 10-11 who regularly participate in educational games. Methods: 34 students studying, İncesu Kızılören Parlaklar Secondary School, voluntarily participated in the study. While the experimental group (n=18) participated in educational game activities three days a week along with physical education lessons for five weeks, the control group (n=16) attended only physical education lessons. They did not participate in the educational game activities. Two measurements were carried out to the students as pre-test and post-test. Results: While the anthropometric measurements of the students participating in the study were measured with the Tanita measuring device, their respiration values were determined with a spirometer. Data are shown as arithmetic mean and standard deviation. A dependent sample t-test was used to compare independent groups and also paired sample t-test was used to compare dependent groups. The significance level was determined as (p<0.05). In the study, it was seen that there was a significant difference in body fat mass, lean body mass (FFM), total body fluid (ibw) values of the experimental group (p<0.05), while only a significant difference was found in basal metabolic rate (bmh) values in the control group. In the respiratory function values, the forced vital capacity (fvc), the air volume removed in the first second of forced expiration (fev1) of the experimental group. While the difference in peak expiratory flow (pef) and maximum voluntary ventilation (mvv) values were found to be significant, fev1, pef, and mvv values were found to be significant in the control group (p<0.05). Conclusion: It was seen that educational games had a positive effect on anthropometric measurement and respiration values in primary school students aged 10-11 years. We think that increasing the time of the physical education lessons and sparing more time to educational games, explaining the importance of educational games to physical education teachers, school administration, and students, and regular educational game competitions will make a significant contribution to the development of children.