Grant Proposal: Wii Consoles to Increase Physical Education in Special Needs Classrooms
Background Information
In the world of special education, more attention needs to be paid to physical education and developing children’s physical skills and mobility. Children with both mental and physical disabilities often have deficits in hand eye coordination, physical and motor skills. Also, these children are not receiving the same amount of participation in sports and other physical activities that their peers are getting. According to Shih et al. (2011), physical activity is a common problem among people with disabilities. In order to address these needs, educators need to look to technology. Specifically, the Nintendo Wii would serve as an excellent tool for developing the motor skills, encourage physical activity among students with disabilities, and increase their self-esteem and independence. The Nintendo Wii is a video game system that allows users to interact with game applications using physical movements with a wireless controller that can sense position and motion. Another key component of the Wii is the Balance Board, which contains four pressure sensors that are used to measure the person’s center of balance. Research has shown that the Nintendo Wii as a whole, has been successful in assisting people with disabilities improve their fine motor skills, physical activity level, and self-esteem, due the easy nature of the Wii. The following will discuss two studies that illustrate the benefits of the Wii on people with disabilities. The first study will focus on the effectiveness of virtual reality using Wii technology (VRWii) on children with Down syndrome in improving sensorimotor skills. The second study will discuss the Wii Balance Board and how it can increase the collaborative physical activity of teenagers with developmental disabilities.
The first study, conducted by Wuang et al. (2010), is a quasi-experimental study that compares the effect of standard occupational therapy with the effect of virtual reality using Wii technology on children with Down syndrome. According to Wuang et al. (2010), children with Down syndrome, have significant delays in motor skill attainment, sensorimotor deficits, and perceptual dysfunctions. These children often have trouble with limb control, decreased motor proficiency, and their perceptual-motor skills are often slow. The sensorimotor difficulties that children with Down syndrome possess often decrease their participation in school activities, academic performance, independence, and acceptance from peers (Wuang et al., 2010; cited from Hamilton, 2002; Pivik, McComas & LaFlamme, 2002). Therefore, it is important to develop effective therapy for children with Down syndrome, so they are better able to integrate into daily life, participate more in school, and have independence.
According to Wuang et al. (2010), traditional approaches such as Sensory Integrative Therapy, the Perceptual-Motor Approach, and the Neurodevelopmental treatment, are repetitive and offer very little stimulation to keep the young mind occupied. The researchers suggest that a virtual reality approach using Wii gaming technology (VRWii) can be much more effective at providing a wide variety of activities and scenarios for movements. Virtual reality is defined as, “A means to user-computer interface that consists of real-time environmental simulation, that is, the users could interact with the scenario or environment via multiple sensory channels” (Wuang et al, 2010; cited from Burdea, 2003). Therefore, VRWii can be very useful and beneficial for sensorimotor training. In this study, the researchers hypothesized that VRWii will be effective at enhancing sensorimotor functions compared to standard sensorimotor training among children with Down syndrome (Wuang et al., 2010).
The participants of the study included 160 children between the ages of 7 and 12 who were diagnosed with Down syndrome. Researchers designated three groups: two intervention groups, one that participated in VRWii and the other that participated in SOT, and the control group, which received no treatment. Participants were randomly assigned to one of the three groups and the two intervention groups received a one-hour session, two days a week, for twenty-four weeks. Treatment was conducted on individual level, and each child was randomly assigned to two therapists who either administered SOT or VRWii. Various sensorimotor tests were administered to the children before and after therapy. The results revealed that there was a significant difference in post intervention test performance among the groups. The VRWii group significantly outperformed the SOT group on three tests, which covered fine motor integration, upper-limb coordination, and running speed and agility (Wuang et al., 2010). Also, the SOT and the VRWii groups outperformed the no treatment control group on most sensorimotor measures post intervention. Ultimately, this study revealed that VRWii improved motor proficiency, visual-integrative abilities, and sensory integrative functions for children with Down syndrome.
The second study, conducted by Shih et al. (2011), sets out to assess whether people with developmental disabilities would be able to improve their physical activities collaboration by following simple instructions and walking to designated locations using Nintendo Wii Balance Boards. It is common for people with disabilities to be physically inactive and according to Shih et al. (2011), people with disabilities can gain numerous mental and physical benefits from being active, such as promotion of health and prevention of disease, improvement of self-esteem and social interaction, and maintenance of a higher level of independence.
The participants in this study included four teenagers, who were obese and had developmental disabilities. All of the participants had poor walking ability, moved very slowly, and lacked a desire to exercise. The researchers adopted the latest software technology with three Wii Balance Boards that could detect the participants’ collaborative physical activities and assess whether they would be able to increase their collaborative physical activities (Shih et al., 2011). The participants were given instructions by a control system to walk to a designated location and stand on one of the three Wii Balance Boards. The three Wii Balance Boards were set up in a right triangle formation at a distance of about 150 cm from each other. Once the participants stood in the correct location, they received a six second stimulation period, then they were given new instructions to stand at another location, and so on. This process was repeated until the end of the test time. The stimulation period contained the activation of a favorite stimulus, which consisted of videos provided by the parents of the participants. Prior to the intervention phases, participants participated in baseline phases, where they were given instructions to stand in a designated location on a Wii Balance Board, but were not given any stimulation.
The results showed that all four participants’ correct independent responses to instructions greatly increased during the intervention phase, due to the six-second-stimulation period. Participants were much more likely to respond correctly when they received the stimulation period rather than in the baseline phases where no stimulation was given. Participants in this study actively increased their collaborative physical activities. According to Shih et al. (2011), this study suggests that Nintendo Wii Balance Boards can be used to offer people with developmental disabilities a choice to actively increase their collaborative physical activities by following simple instructions, and by standing on the Wii Balance Boards to activate the desired environmental stimulation. Ultimately, this study reinforces that assistive technology devices can give people with mental and physical disabilities more accessibility, more independence, and achieve higher functional ability (Shih et al., 2011).
Project Description
By purchasing the Nintendo Wii gaming system and gaming accessories, including but not limited to games and various specialized controllers, teachers will lead activities associated with the pre-existing game software. These activities will be based on the individual game purchased, the available controllers, and the number of students participating at a given time. The types of games purchased will be interactive sporting games in both individual and team categories, dancing-emulation games, and other popular commercial games that by nature of the Nintendo Wii System become physically engaging.
The goals of these activities are to improve physical hand-eye coordination, increase teamwork and communication skills, enhance physical dexterity, and engage special needs students in activities they are typically unable to participate in. The hope is that these activities will allow the students to feel a sense of inclusion amongst their peers, motivating them to continually better their physical performance. The activities implemented will include individual goal and performance skill based activities, team-building and communication skill oriented activities, and activities centered around fundamental sporting events.
The performance skill-based activities will use the built-in tracking system available in Wii systems that monitor a student’s progress, achievements, and personal bests in different components of physical movement and dexterity. Students will be asked to track this progress and continually improve, within reasonable expectations and standards.
The team-building and communication skill oriented activities will focus on games that allow for multiple students to engage simultaneously in an activity. By grouping students into teams, they will seek to develop positive communication skills and good sportsmanship through their interaction with peers.
The activities centered around fundamental sporting events will involve game packages that include traditional sporting games such as baseball, soccer, basketball, football, etc. Students will not only be able to engage in games they are normally unable to participate in, but they will also learn the various rules, strategies, and movements required to play the sport.
The Nintendo Wii technology system will be utilized in these activities as the main device through which the students will be able to engage and participate in. In addition to the main system, additional controllers, some specially made for students with specific disabilities, will be used to encourage group participation. A variety of games will be purchased, all with a physical-educational purpose, for which teachers can construct a wide range of lesson plans around. The games will also include several different elements of testing physical movements and dexterity, so that students will find themselves constantly challenged and engaged.
This grant proposal and initiative seeks to put three Nintendo Wii units in each school within the district, nine Nintendo Wii units in total. In addition to the units provided, each school will have access to their own set of controllers (both regular and customized for students with special needs), controller accessories to participate in each game, and two collapsible projection screens and projectors. There will be six projection systems in total within the district. The collapsible projection screens will provide a larger viewing experience that will engage up to four students simultaneously, but will also fold to provide easy storage.
With the technology provided, and the assumption that there is at least one television in the classroom already, our hope is that at minimum, between six and twelve students can be engaged in physical activities simultaneously. This is based on the fact that each Nintendo Wii system can accommodate four students and Wii controllers at once. We hope to have twelve students engaged simultaneously. This can be achieved based on the assumption that in addition to the two projectors and screens, each school will also have a television.
In order to have all students participating in the same activity, each game will need to be purchased so that there are three copies per district. The hope of this grant proposal is that each school will take turns working on different games and activities based on a set and agreed upon inner-district curriculum. The games will be grouped into sets of three so that only one school will have access to the three games at once. These sets will go through rotation throughout the district so that each school will have the opportunity to utilize the games in turn. Because of this system, the district will be saved considerable expense since only three copies of each game will need to be purchased.
This plan will be implemented by purchasing all nine Wii systems, three sets of controllers, three sets of accessories, and three sets of, at minimum, three types of games. Projectors and projection screens, a total of six for all three schools, will need to be purchased as well. Current physical educators will need to be trained on how to play each game, and use the customized controllers for students with specific disabilities. In addition, a curriculum between the three-schools will need to be established so that the games can be equally rotated and the schools lesson-plans won’t overlap one another.
This grant application will also require the use of pre-existing equipment such as a television and power cables for the projector. Also, there is the assumption that there is a classroom space, or reasonable amount of floor space that can be utilized for the Nintendo Wii system activities.
Management
Because the Nintendo Wii system was developed for the general audience, it is simple to operate. The professional development for this project will not require extensive training. Instead, the teachers will be self-trained. Once all the equipment has arrived, the teachers will meet three times for two-hour long training sessions. Together, the teachers will familiarize themselves with the consoles and refer to the user’s manual if they have any questions. In the first session, they will need to experience the set-up of the equipment. This includes the connection of the console with a monitor, as well as identifying settings. During the second session, they will familiarize themselves with the games and activities, as well as the equipment included, such as the customized controllers and balance board. In the last session, they will develop a yearlong lesson plan, divided into three periods. These periods will each have their own focuses such as hand/eye coordination, balance and reflex, and sports education. Theses focuses can overlap, however the activities involved cannot. The three programs cannot be taught at the same time, as the teachers will need to rotate some equipment and game programs.
The teachers are both leaders and staff in this project. Together, their roles are to familiarize themselves with operating the system, develop a lesson plan, implement the system and corresponding lessons into their classroom, and monitor student progress. At the end of each period, they will meet again. In addition to exchanging equipment and game programs, they will share the successes of their activities as well as discuss areas for improvement.
The teachers in the project will become skilled in operating the game console. They will also be evaluating the effectiveness of their programs by monitoring the progress and improvement in students’ abilities. The other skills needed include the ability to oversee a large class participating in activities at different paces, making appropriate modifications to meet students’ needs, evaluating individual student progress, as well as reflecting on the class’s response to the activities.
Evaluation
For a typical physical education class the children are assessed once a twice a year on various scales. How fast they can run a mile, how high they can jump, their reach, and pull ups. Their results are compared to what the average is for their grade level. However, in special needs classroom physical education cannot be measured on a scale in comparison to their peers. For children in special education physical education is assessed on their own personal improvement. Instead of measuring where they fit on the average scale it is more important to track their improvement and achievements. The same assessment idea will be used in measuring the special needs children who will be introduced to the Wii System.
Prior to introducing the children to the Wii System, teachers of the children will document where they are at in terms of physical development individually on a scale of one to ten. This scale will be determined by their care professional based solely on each child’s own physical ability. They will be documenting their hand eye coordination, ability to work and communicate with their classmates, physical dexterity, and how engage they are in their current physical education activities. By assessing each child prior to them being expose to the Wii console, the teachers can go back and compare future results to ensure that the Wii is helping the children improve in each category. Each child will continuously be assessed and measure on this scale throughout their interaction with the Wii console.
After each special needs child is assessed to determine where they are physically they will again be assess the first time they use the Wii System. This will give further data for their caregivers to compare to future data of them after a duration of time using the console. The children will be assessed twice each term, once half way though and another time at the end of the semester. By the end of the year their teachers will be able to go back and look at their growth throughout the year and how the Wii has helped them improve on each category being measured.
With all the documented assessment and measurement of each child it will be easy to look through and determine if the Wii console has truly helped improved physical education for each child. Their hand eye coordination can be measured through various sports game such as baseball, how quickly they react to the ball being pitched and the time it takes them to swing the bat. Their dexterity can be determine base on how sturdy they can hold onto the remotes and sport equipment. Engagement to the physical activity will be assessed on the duration of time they stay interested and engage in various physical activity and sport games on the Wii. Team work and communication will be measured based on how they interact with their peers while playing on the Wii console, if they are able to understand the concept of a team, taking turns, cheering for one another and motivating their teammates to do better. By assessing each child based on their own progress and achievement the teachers will be able to determine the level of growth for each student and pin point what area each child needs improvement on in.
Reference
Shih, C., Chen, L., & Shih, C.T. (2011) Assisting people with disabilities to actively improve their collaborative physical activities with Nintendo Wii Balance Boards by controlling environmental stimulation: Research in Developmental Disabilities,33: 39-44
Wuang, Y., Chiang, C., Su, C., & Wang, C. (2010) Effectiveness of virtual reality using Wii gaming technology in children with Down syndrome: Research in Developmental Disabilities, 32: 312-321
Background Information
In the world of special education, more attention needs to be paid to physical education and developing children’s physical skills and mobility. Children with both mental and physical disabilities often have deficits in hand eye coordination, physical and motor skills. Also, these children are not receiving the same amount of participation in sports and other physical activities that their peers are getting. According to Shih et al. (2011), physical activity is a common problem among people with disabilities. In order to address these needs, educators need to look to technology. Specifically, the Nintendo Wii would serve as an excellent tool for developing the motor skills, encourage physical activity among students with disabilities, and increase their self-esteem and independence. The Nintendo Wii is a video game system that allows users to interact with game applications using physical movements with a wireless controller that can sense position and motion. Another key component of the Wii is the Balance Board, which contains four pressure sensors that are used to measure the person’s center of balance. Research has shown that the Nintendo Wii as a whole, has been successful in assisting people with disabilities improve their fine motor skills, physical activity level, and self-esteem, due the easy nature of the Wii. The following will discuss two studies that illustrate the benefits of the Wii on people with disabilities. The first study will focus on the effectiveness of virtual reality using Wii technology (VRWii) on children with Down syndrome in improving sensorimotor skills. The second study will discuss the Wii Balance Board and how it can increase the collaborative physical activity of teenagers with developmental disabilities.
The first study, conducted by Wuang et al. (2010), is a quasi-experimental study that compares the effect of standard occupational therapy with the effect of virtual reality using Wii technology on children with Down syndrome. According to Wuang et al. (2010), children with Down syndrome, have significant delays in motor skill attainment, sensorimotor deficits, and perceptual dysfunctions. These children often have trouble with limb control, decreased motor proficiency, and their perceptual-motor skills are often slow. The sensorimotor difficulties that children with Down syndrome possess often decrease their participation in school activities, academic performance, independence, and acceptance from peers (Wuang et al., 2010; cited from Hamilton, 2002; Pivik, McComas & LaFlamme, 2002). Therefore, it is important to develop effective therapy for children with Down syndrome, so they are better able to integrate into daily life, participate more in school, and have independence.
According to Wuang et al. (2010), traditional approaches such as Sensory Integrative Therapy, the Perceptual-Motor Approach, and the Neurodevelopmental treatment, are repetitive and offer very little stimulation to keep the young mind occupied. The researchers suggest that a virtual reality approach using Wii gaming technology (VRWii) can be much more effective at providing a wide variety of activities and scenarios for movements. Virtual reality is defined as, “A means to user-computer interface that consists of real-time environmental simulation, that is, the users could interact with the scenario or environment via multiple sensory channels” (Wuang et al, 2010; cited from Burdea, 2003). Therefore, VRWii can be very useful and beneficial for sensorimotor training. In this study, the researchers hypothesized that VRWii will be effective at enhancing sensorimotor functions compared to standard sensorimotor training among children with Down syndrome (Wuang et al., 2010).
The participants of the study included 160 children between the ages of 7 and 12 who were diagnosed with Down syndrome. Researchers designated three groups: two intervention groups, one that participated in VRWii and the other that participated in SOT, and the control group, which received no treatment. Participants were randomly assigned to one of the three groups and the two intervention groups received a one-hour session, two days a week, for twenty-four weeks. Treatment was conducted on individual level, and each child was randomly assigned to two therapists who either administered SOT or VRWii. Various sensorimotor tests were administered to the children before and after therapy. The results revealed that there was a significant difference in post intervention test performance among the groups. The VRWii group significantly outperformed the SOT group on three tests, which covered fine motor integration, upper-limb coordination, and running speed and agility (Wuang et al., 2010). Also, the SOT and the VRWii groups outperformed the no treatment control group on most sensorimotor measures post intervention. Ultimately, this study revealed that VRWii improved motor proficiency, visual-integrative abilities, and sensory integrative functions for children with Down syndrome.
The second study, conducted by Shih et al. (2011), sets out to assess whether people with developmental disabilities would be able to improve their physical activities collaboration by following simple instructions and walking to designated locations using Nintendo Wii Balance Boards. It is common for people with disabilities to be physically inactive and according to Shih et al. (2011), people with disabilities can gain numerous mental and physical benefits from being active, such as promotion of health and prevention of disease, improvement of self-esteem and social interaction, and maintenance of a higher level of independence.
The participants in this study included four teenagers, who were obese and had developmental disabilities. All of the participants had poor walking ability, moved very slowly, and lacked a desire to exercise. The researchers adopted the latest software technology with three Wii Balance Boards that could detect the participants’ collaborative physical activities and assess whether they would be able to increase their collaborative physical activities (Shih et al., 2011). The participants were given instructions by a control system to walk to a designated location and stand on one of the three Wii Balance Boards. The three Wii Balance Boards were set up in a right triangle formation at a distance of about 150 cm from each other. Once the participants stood in the correct location, they received a six second stimulation period, then they were given new instructions to stand at another location, and so on. This process was repeated until the end of the test time. The stimulation period contained the activation of a favorite stimulus, which consisted of videos provided by the parents of the participants. Prior to the intervention phases, participants participated in baseline phases, where they were given instructions to stand in a designated location on a Wii Balance Board, but were not given any stimulation.
The results showed that all four participants’ correct independent responses to instructions greatly increased during the intervention phase, due to the six-second-stimulation period. Participants were much more likely to respond correctly when they received the stimulation period rather than in the baseline phases where no stimulation was given. Participants in this study actively increased their collaborative physical activities. According to Shih et al. (2011), this study suggests that Nintendo Wii Balance Boards can be used to offer people with developmental disabilities a choice to actively increase their collaborative physical activities by following simple instructions, and by standing on the Wii Balance Boards to activate the desired environmental stimulation. Ultimately, this study reinforces that assistive technology devices can give people with mental and physical disabilities more accessibility, more independence, and achieve higher functional ability (Shih et al., 2011).
Project Description
By purchasing the Nintendo Wii gaming system and gaming accessories, including but not limited to games and various specialized controllers, teachers will lead activities associated with the pre-existing game software. These activities will be based on the individual game purchased, the available controllers, and the number of students participating at a given time. The types of games purchased will be interactive sporting games in both individual and team categories, dancing-emulation games, and other popular commercial games that by nature of the Nintendo Wii System become physically engaging.
The goals of these activities are to improve physical hand-eye coordination, increase teamwork and communication skills, enhance physical dexterity, and engage special needs students in activities they are typically unable to participate in. The hope is that these activities will allow the students to feel a sense of inclusion amongst their peers, motivating them to continually better their physical performance. The activities implemented will include individual goal and performance skill based activities, team-building and communication skill oriented activities, and activities centered around fundamental sporting events.
The performance skill-based activities will use the built-in tracking system available in Wii systems that monitor a student’s progress, achievements, and personal bests in different components of physical movement and dexterity. Students will be asked to track this progress and continually improve, within reasonable expectations and standards.
The team-building and communication skill oriented activities will focus on games that allow for multiple students to engage simultaneously in an activity. By grouping students into teams, they will seek to develop positive communication skills and good sportsmanship through their interaction with peers.
The activities centered around fundamental sporting events will involve game packages that include traditional sporting games such as baseball, soccer, basketball, football, etc. Students will not only be able to engage in games they are normally unable to participate in, but they will also learn the various rules, strategies, and movements required to play the sport.
The Nintendo Wii technology system will be utilized in these activities as the main device through which the students will be able to engage and participate in. In addition to the main system, additional controllers, some specially made for students with specific disabilities, will be used to encourage group participation. A variety of games will be purchased, all with a physical-educational purpose, for which teachers can construct a wide range of lesson plans around. The games will also include several different elements of testing physical movements and dexterity, so that students will find themselves constantly challenged and engaged.
This grant proposal and initiative seeks to put three Nintendo Wii units in each school within the district, nine Nintendo Wii units in total. In addition to the units provided, each school will have access to their own set of controllers (both regular and customized for students with special needs), controller accessories to participate in each game, and two collapsible projection screens and projectors. There will be six projection systems in total within the district. The collapsible projection screens will provide a larger viewing experience that will engage up to four students simultaneously, but will also fold to provide easy storage.
With the technology provided, and the assumption that there is at least one television in the classroom already, our hope is that at minimum, between six and twelve students can be engaged in physical activities simultaneously. This is based on the fact that each Nintendo Wii system can accommodate four students and Wii controllers at once. We hope to have twelve students engaged simultaneously. This can be achieved based on the assumption that in addition to the two projectors and screens, each school will also have a television.
In order to have all students participating in the same activity, each game will need to be purchased so that there are three copies per district. The hope of this grant proposal is that each school will take turns working on different games and activities based on a set and agreed upon inner-district curriculum. The games will be grouped into sets of three so that only one school will have access to the three games at once. These sets will go through rotation throughout the district so that each school will have the opportunity to utilize the games in turn. Because of this system, the district will be saved considerable expense since only three copies of each game will need to be purchased.
This plan will be implemented by purchasing all nine Wii systems, three sets of controllers, three sets of accessories, and three sets of, at minimum, three types of games. Projectors and projection screens, a total of six for all three schools, will need to be purchased as well. Current physical educators will need to be trained on how to play each game, and use the customized controllers for students with specific disabilities. In addition, a curriculum between the three-schools will need to be established so that the games can be equally rotated and the schools lesson-plans won’t overlap one another.
This grant application will also require the use of pre-existing equipment such as a television and power cables for the projector. Also, there is the assumption that there is a classroom space, or reasonable amount of floor space that can be utilized for the Nintendo Wii system activities.
Management
Because the Nintendo Wii system was developed for the general audience, it is simple to operate. The professional development for this project will not require extensive training. Instead, the teachers will be self-trained. Once all the equipment has arrived, the teachers will meet three times for two-hour long training sessions. Together, the teachers will familiarize themselves with the consoles and refer to the user’s manual if they have any questions. In the first session, they will need to experience the set-up of the equipment. This includes the connection of the console with a monitor, as well as identifying settings. During the second session, they will familiarize themselves with the games and activities, as well as the equipment included, such as the customized controllers and balance board. In the last session, they will develop a yearlong lesson plan, divided into three periods. These periods will each have their own focuses such as hand/eye coordination, balance and reflex, and sports education. Theses focuses can overlap, however the activities involved cannot. The three programs cannot be taught at the same time, as the teachers will need to rotate some equipment and game programs.
The teachers are both leaders and staff in this project. Together, their roles are to familiarize themselves with operating the system, develop a lesson plan, implement the system and corresponding lessons into their classroom, and monitor student progress. At the end of each period, they will meet again. In addition to exchanging equipment and game programs, they will share the successes of their activities as well as discuss areas for improvement.
The teachers in the project will become skilled in operating the game console. They will also be evaluating the effectiveness of their programs by monitoring the progress and improvement in students’ abilities. The other skills needed include the ability to oversee a large class participating in activities at different paces, making appropriate modifications to meet students’ needs, evaluating individual student progress, as well as reflecting on the class’s response to the activities.
Evaluation
For a typical physical education class the children are assessed once a twice a year on various scales. How fast they can run a mile, how high they can jump, their reach, and pull ups. Their results are compared to what the average is for their grade level. However, in special needs classroom physical education cannot be measured on a scale in comparison to their peers. For children in special education physical education is assessed on their own personal improvement. Instead of measuring where they fit on the average scale it is more important to track their improvement and achievements. The same assessment idea will be used in measuring the special needs children who will be introduced to the Wii System.
Prior to introducing the children to the Wii System, teachers of the children will document where they are at in terms of physical development individually on a scale of one to ten. This scale will be determined by their care professional based solely on each child’s own physical ability. They will be documenting their hand eye coordination, ability to work and communicate with their classmates, physical dexterity, and how engage they are in their current physical education activities. By assessing each child prior to them being expose to the Wii console, the teachers can go back and compare future results to ensure that the Wii is helping the children improve in each category. Each child will continuously be assessed and measure on this scale throughout their interaction with the Wii console.
After each special needs child is assessed to determine where they are physically they will again be assess the first time they use the Wii System. This will give further data for their caregivers to compare to future data of them after a duration of time using the console. The children will be assessed twice each term, once half way though and another time at the end of the semester. By the end of the year their teachers will be able to go back and look at their growth throughout the year and how the Wii has helped them improve on each category being measured.
With all the documented assessment and measurement of each child it will be easy to look through and determine if the Wii console has truly helped improved physical education for each child. Their hand eye coordination can be measured through various sports game such as baseball, how quickly they react to the ball being pitched and the time it takes them to swing the bat. Their dexterity can be determine base on how sturdy they can hold onto the remotes and sport equipment. Engagement to the physical activity will be assessed on the duration of time they stay interested and engage in various physical activity and sport games on the Wii. Team work and communication will be measured based on how they interact with their peers while playing on the Wii console, if they are able to understand the concept of a team, taking turns, cheering for one another and motivating their teammates to do better. By assessing each child based on their own progress and achievement the teachers will be able to determine the level of growth for each student and pin point what area each child needs improvement on in.
Reference
Shih, C., Chen, L., & Shih, C.T. (2011) Assisting people with disabilities to actively improve their collaborative physical activities with Nintendo Wii Balance Boards by controlling environmental stimulation: Research in Developmental Disabilities, 33: 39-44
Wuang, Y., Chiang, C., Su, C., & Wang, C. (2010) Effectiveness of virtual reality using Wii gaming technology in children with Down syndrome: Research in Developmental Disabilities, 32: 312-321