What the research says:
The Chief Medical Officer 2009 reported that "the evidence indicated that the heart rate can be raised and sustained at moderate to vigorous intensities during active game play. These highly...active games may offer a means of providing the recommended daily physical activity for children...They may also provide an opportunity to increase levels of physical activity in obese children. If children engaged in active play for 60 minutes a day over a year, they would burn approximately 7.5 lbs of body fat."
The PESSYP: A Guide to Delivering the Five Hour Offer states " a growing evidence base demonstrates the impact that PE and sport has in improving educational standards, It helps young people become more active and healthy, and can play a central role in developing their confidence and self-esteem, helping develop team working and wider social and personal skills.
Previous research in the USA has indicated that dance mat games on average raised heart rate levels to double the resting rate. There are a number of of other benefits for both pupil and school as summarised below:
Using dance mats will have the following benefits to your pupils
+Improved cardiovascular fitness
+Reduction in feelings of self consciousness
+Stronger self esteem
+Reduced chances of developing diseases associated with obesity
+Increased self confidence
+Improved academic performance
+Improved social skills
+Improved leadership skills
+Improved attention span
+Better integration with and for children with special needs
+Improved language development
Having your pupils use dance mats will have the following benefits for the school
+More positive attitude from pupils to other sporting activities and PE in general
+Improved classroom behaviour
+Greater pupil participation as a result of their improved self confidence
+Improved learning environment from increased pupil concentration span
+Improved pupil teamwork
+Reduced pupil absenteeism
+Improved reading skills for the pupils
Barker, A. (2005). Kids in study try to dance away weight. Associated Press.
Brubaker, B. (2006). Teachers join the Dance Dance Revolution: Educators begin training to use the exercise video game. The Dominion Post, Morgantown, West Virginia
Sallis, J. F., McKenzie, T. L., Kolody, B., Lewis, M., Marshall, S., & Rosengard, P. (1999). Effects of health-related physical education on academic achievement: Project SPARK. Research Quarterly for Exercise and Sport, 70, 127-134.
Sashek, J. (2004). Exerlearning: Movement, fitness, dance, and learning. Unpublished report, RedOctane, Inc., Sunnyvale, CA.
Shasek, J. (2005). Revive! The Workplace-Break. Unpublished report, RedOctane, Inc., Sunnyvale, CA.
Tan, B., Aziz, A.R., Chua, K., & The, K.C. (2002). Aerobic demands of the dance simulation game. International Journal of Sports Medicine, 23, 125-129.
Tremblay, M. S., Inman, J. W., & Willms, J. D. (2000). The Relationship Between Physical Activity, Self-Esteem, and Academic Achievement in 12-Year-Old Children. Pediatric Exercise Science, 12, 312-324.
Unnithan, V. B.; Houser, W.; Fernhall, B. (2005). Evaluation of the energy cost of playing a dance simulation video game in overweight and non-overweight children and adolescents. International Journal of Sports Medicine, 26. 1-11.