Analysis of the data illustrated that the post-test OC scores and the 1-month retention test OC scores were remarkably greater than pre-test OC scores for both experimental groups and not for the control group.

Two-way analyses of variance with repeated measures, were conducted to determine effect of training program groups (XbK, TA, Control) and measurements (pre-test, post-test, retention test) across time on OC skills performance. At the end of each OC training session (XbK and TA) participants completed the modified Physical Activity Enjoyment Scale. The test of gross motor development 2 was used to assess the OC skills of the participants at the pre-test, post-test and retention test. The control group did not receive any structured OC skills training program, while the two experimental groups performed a specific OC skills training program for 8 weeks, two times per week, and 30 min per session. Sixty-six elementary students were randomly divided into three individual groups of 22 children each, one control group and two experimental groups (TA, XbK). In addition the children's enjoyment while playing Xbox Kinect (XbK) games compared to traditional approaches (TA) was also investigated. The purpose of this study was to use the Dynamical Systems Theory as a framework to examine whether there is a difference between an exergame-based and a traditional object control (OC) skills training program, in early elementary school children.

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