healthcare
Article
Design and Development of an Intelligent Skipping Rope and
Service System for Pupils
Yenan Dong 1 , Kexin Wang 1 , Shangshang Zhu 1, *, Wenjie Li 1 and Peiyu Yang 2






Citation: Dong, Y.; Wang, K.; Zhu, S.;
Li, W.; Yang, P. Design and
Development of an Intelligent
Skipping Rope and Service System
for Pupils. Healthcare 2021, 9, 954.
https://doi.org/10.3390/
healthcare9080954
Academic Editor: Parisi Attilio
Received: 21 June 2021
Accepted: 27 July 2021
Published: 29 July 2021
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Attribution (CC BY) license (https://
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4.0/).
Healthcare 2021, 9, 954. https://doi.org/10.3390/healthcare9080954
1 School of Design and Architecture, Zhejiang University of Technology, Hangzhou 310023, China;
dongyenan@zjut.edu.cn (Y.D.); wangkx0690@gmail.com (K.W.); jawenli@zjut.edu.cn (W.L.)
2 School of Design and Technology, London College of Fashion, University of the Arts London,
London WC1V 7EY, UK; ypyhz2019@hotmail.com
* Correspondence: zhuss21@zjut.edu.cn
Abstract: Regular physical activity (PA) contributes to health, growth and development in childhood
and it is essential for children to achieve appropriate PA levels (PAL). However, most children
around the world fail to comply with the recommended PAL requirements. Rope skipping, as a
highly accessible, enjoyable, and affordable physical activity for students, has been considered a
sustainable afterschool physical activity to promote physical fitness of students by educators. The
booming development of smart fitness product design and the advent of exergames have brought
new possibilities for physical education and rope skipping: personalized guidance, intuitive and
interesting feedback and visualized exercise data analysis—there is much room for optimization. In
this study, an intelligent skipping rope and its service system were studied for primary school students
(aged 7–12) who started to get involved in this sport. First, user needs, product functions, and system
requirement were summarized by conducting observations and user interviews. Then, a prototype
of the hardware and software interface were designed based on analysis of user research. Next, a
usability test of the interactive prototype was carried out and optimization was finally made based
on the feedback of the usability evaluation. The final system design includes combined innovations
in software and hardware with the intention to increase children’s participation in physical activity
and assist them in skipping rope in the right way with proper equipment and programs.
Keywords: physical activity; skip rope; children’s healthcare; mobile health care; smart mobile
device; service design; user centered design
1. Introduction
In 2018, the World Health Organization (WHO) launched a new global sport initiative
called More Active People for a Healthier World. It is recommended that all children
and adolescents should engage in at least 60 min a day of moderate-to vigorous-intensity
physical activity (MVPA) [1]. However, more than 80% of students do not conform to the
current guidelines for sports activities, and it is urgent to strengthen the implementation
of effective policies and programs to increase activities of adolescents [2]. Rope skipping-
based sports intervention can improve students’ participation in sports activities inside
and outside the school and their overall physical quality [3]. Rope skipping is a whole-
body exercise: the arms need to keep rotating, and the body should coordinate well with
the rhythmic repetition of vertical jumping [4]. Previous studies suggested that school
rope skipping has a positive impact on the psychological and physiological factors of
adolescents [5,6]. In China, with the promulgation and implementation of the outline of
the national fitness plan, the students’ physique standard and the national fitness plan
(2016–2020) of the State Council, rope skipping has been widely promoted, and the “rope
skipping plan” has been advocated by the Social Sports Guidance Center of the General
Administration of Sport of the People’s Republic of China [7,8]. As an essential component
of the physical fitness test in school, there is a distinct and exclusive scoring criteria for
https://www.mdpi.com/journal/healthcare
Healthcare 2021, 9, 954 2 of 23

skipping rope in terms of the number of skips in one minute. For instance, for a boy in
Grade 2, he could pass the test only if he skips rope more than 25 times in a minute, and the
more he skips, the higher the score he gets. Such a teaching approach can teach students
the basic skills of rope skipping in a relatively short time and build up distinct assessment
criteria, but at the same time there remains problems and limitations: the single scoring
criteria has turned rope skipping into a new test rather than an interesting activity that
cultivates children’s interest in physical activity and develops self-efficacy by improving
skills at their own pace.
Researchers use interactive experience design methods to stimulate children’s sports
activities, such as combining sports and games to develop digital games [9]. Games can
create stimulating experiences. By applying game elements such as rules, goals and rewards
in non-game environments, children can be effectively encouraged to participate in sports
activities [10–12]. Game-led learning styles and activities should be applied to stimulate
students’ interest in physical activity and develop habits of physical activity [13]. With
technological advances, the ability to track users’ full body movements in three dimensions,
accurately measure reaction times and accelerations and capture the speed and force of the
users’ movements has expanded the prospects of integrating exergames into schools and
homes to promote healthy physical activity in children and decrease childhood obesity [14].
One approach that has shown some success in promoting PA in children consists of
PE lessons with the Wii [15]. In another study in Latino children, an exergame named
Dance Dance Revolution [DDR] was incorporated with an afterschool program. Outcomes
indicated that the goal-setting strategy of exergames was effective for PA promotion among
children [16]. With the increase of available smartphone applications, it is very important to
document the process of designing and developing applications to enhance the credibility
of mobile healthcare devices [17]. With the support of recent technological progress, the
development of intelligent wearable systems (SWS) for health monitoring and fitness
mobile applications is now booming [18,19]. Mobile health (mHealth) refers to the use of
mobile devices (such as mobile phones and personal digital assistants) to provide health
information and medical services for users [20]. High levels of engagement with mobile
technology offers the access to take advantage of the potential of mobile interventions
for health (mHealth) [21], including real-time data acquisition and feedback, flexibility,
heart rate monitors, step counters, exercise programs and coaching guidance, and lower
participant burden to resolve people’s health care needs [22,23]. Studies have confirmed the
positive potential of increasing physical activity and improving health outcomes, such as
management of cardiovascular disease, obesity, and type 2 diabetes under the utilization of
mHealth apps and wearables [24]. At present, many studies can be found in the literature
focused on the development of mobile applications in health services [17,25–27].
However, despite the thriving market for smart fitness products and mHealth [28],
most products are oriented toward adults in China, such as Keep, FitTime and Mint health.
Their main functions are to guide scientific fitness online, arrange reasonable training
plans and cycles, record the user’s sports training status through big data, and then make
personalized fitness program for users. In contrast, the existing intelligent fitness product
designs for children and adolescents is relatively lacking. Considering the behavioral and
psychological characteristics of children and adolescents, specific concerns and restrictions
should be taken into account when designing smart fitness [7]. To encourage primary
school students to perform daily rope skipping, most schools in China still use paper
record cards or sports videos of daily attendance to supervise students to complete daily
exercise. This way is simple and direct, but it is lacking in fun, which is not in line with the
psychological characteristics of children at this age. Therefore, the purpose of this study
is to analyze, design, and implement a new rope skipping service system design to help
primary school students to participate in rope skipping activities, and motivate them to
skip for fitness and fun. The general idea of the study was as follows:
1. Target user research
2. Product positioning
Healthcare 2021, 9, 954 3 of 23

3. Hardware design and software design

4. Interactive prototype usability testing and optimization
The rest of the paper is organized as follows: Section 2 presents the formative research
and the procedure of the field study; Section 3 presents the user research results revealed
over the research process; the design of the system is described in Section 4, which is
complemented with a usability test and optimization of the final prototype; Section 5
presents important findings and limitations in this study; and, finally, the conclusions and
future lines are drawn in Section 6.

2. Materials and Methods

2.1. Participants
The target users of this study are primary school students aged 7–12 years old. At
primary school, they are introduced to skipping rope and gradually develop skipping
skills. For this age group, children are in a changing array of contexts—school, home,
or with peers; they need guidance and motivation from the outside world in order to
acquire the skills correctly and to persevere with this exercise. This is why it is important to
consider not only the needs of the pupils themselves but also parents and schools behind
them when researching user needs. A total of 19 individuals, including 13 pupils and
6 parents, participated in this study. The analysis of the sample of 13 pupils is shown in
Appendix A. All participants had previous learning experience in rope skipping, with
the shortest learning time being 1 month and the longest learning time being 5 years.
3 participants exercised at home and the remaining 13 participants exercised outdoors.
3 of the participants had experiences in using smart fitness products such as fitness bands.
The analysis of the sample of 6 parents is shown in Appendix B. All participants had
experience in teaching their children to skip rope. The frequency of accompaniment in the
table represents the number of times the parent now accompanies his/her child to jump
rope per week.

2.2. Data Collection and Analysis

Observations and semi-interviews were conducted with the participants at three
neighborhoods separately in Hangzhou and Shanghai in China between October 2020 and
January 2021. The observations were centered on behaviors during rope skipping, while
the interviews focused on attitudes and habits towards this exercise. Qualitative data were
collected including participants’ opinions and experiences, as well as quantitative data
relating to daily workout habits such as duration and frequency of exercise. The detailed
procedure of user research is shown in Appendix C.
(1) Observation
The purpose of the observation was to observe how rope skipping ability, exercise
location (indoors or outdoors) and accompaniment (alone, with parents or with peers)
affect pupils’ workout behaviors. It was mainly focused on three aspects: children’s
behaviors before, during and after skipping rope; parents’ behaviors, including the way
they taught their children to skip rope and their methods of recording children’s workouts;
and interactions between parents and children, as well as children and their peers.
The observations were carried out in the community and in participants’ homes
(Figure 1). Behaviors of pupils and their accompanists, communication and interactions
between them were captured in text and photographs. The average session duration was
30 min.
 each pupil’s interview, 15 questions of 3 aspects were asked as shown in Table 1. Pupils
were asked about their daily exercise habits and goals, how they learned to skip rope and
Healthcare 2021, 9, 954 4 of 23
how much they knew about this exercise. They were also asked to talk about their favorite
activity in PE class, their preferred games and experience in using smart fitness products
such as fitness apps or fitness bracelets.

Figure1.1.AAsnapshot
Figure snapshotfrom
fromone
oneofofthe
theobservation
observationsessions.
sessions.

(2) Semi-structured
In each parent’s interview
interview, 11 questions of 3 aspects were asked as shown in Table 2.
Parents
The were
focusasked
of theto talk about
interview thenot
was problems
only ontheir children
the rope met in
skipping learning
itself, to skip
but also rope,
covered
aspects such and
how school as daily routine,
parents interests
motivated and attitude
children towards
to take part smartorfitness
in sports other products. In
activities and
each
theirpupil’s
attitudeinterview, 15 questions
(expectations of 3 towards
and worries) aspects were
smartasked
fitness asproducts
shown inforTable 1. Pupils
children. Each
were askedwas
interview about their daily
recorded withexercise habits and
the permission goals,
of the how they learned to skip rope and
participants.
how much they knew about this exercise. They were also asked to talk about their favorite
Table 1.in
activity List
PEofclass,
the questions used in interviews
their preferred games and with the pupils.in using smart fitness products
experience
such as fitness apps or fitness bracelets.
Indicator of the Interview Question of the Interview
1. When did you learn to jump rope and who taught you?
Table 1. List of the questions used in interviews with the pupils.
2. How often and how long do you skip rope per week?
3. What kind of skipping rope do you use? How do you
Indicator of the Interview Question of the Interview
feel about it?
Skipping rope
1. 4.When Howdid is
youskipping
learn torope
jump taught at school?
rope and who taught you?
2. 5. Do you know other skipping
How often and how long do you skip skills in addition
rope to the tra-
per week?
3. Whatditional
kind oftwo-feet
skippingbasic
ropejump?
do youAre use?you interested?
How do you feel
6.aboutWhat
it? is your goal in skipping rope?
Skipping rope
4. 1.HowWhat is skipping
is yourrope taughtactivity
favourite at school?
in PE?
5. 2.Do you What know
other other skipping
physical skills do
activities in addition to the
you usually do?
3.traditional
Do youtwo-feet basicwith
play sports jump?yourAre you interested?
parents?
6. 4.WhatAre is your
theregoal
anyin skippingat
incentives rope?
home or at school?
Daily life
5. How much time do you spend in writing homework
(physical activity and sedentary1. Whatevery
is your favourite activity in PE?
day?
behaviours) 2. 6.WhatDo other
youphysical
have anyactivities do you usually
smart products in your do?
home? How of-
3. Do youten play
do you sports
use with yourdo
it? What parents?
you do with it?
Daily life 4. 7.Are there
Haveany youincentives
ever used at home or
learning at school?
games? What do you think
(physical activity and 5. How much
about it? time do you spend in writing homework every
sedentary behaviours) day?
Experience with smart fitness 1. Have you ever used any smart fitness products?
6. Do you have any smart products in your home? How often
products 2. Do you know exergames? Have you ever tried one?
do you use it? What do you do with it?
7. Have you ever used learning games? What do you think
Table 2. List of the questions used in interviews
about it? with the parents.
Indicator of the Interview Question of the Interview
Experience with smart 1.
Have you ever used any smart fitness products?
fitness products 1. Have you ever taught your child skipping rope?
2.
Do you know exergames? Have you ever tried one?
2. Is there a school assignment for afterschool skipping
rope practice? How is the completion checked?
Skipping rope
In each parent’s interview, 11 questionsisofyour
3. What attitudewere
3 aspects towards daily
asked as skipping
shown in rope prac-
Table 2.
tice? What about your child’s attitude?
Parents were asked to talk about the problems their children met in learning to skip rope,
4. Do you go skipping with your child?
how school and parents motivated children to take part in sports or other activities and
their attitude (expectations and worries) towards smart fitness products for children. Each
interview was recorded with the permission of the participants.
Healthcare 2021, 9, 954 5 of 23

Table 2. List of the questions used in interviews with the parents.

Indicator of the Interview Question of the Interview

1. Have you ever taught your child skipping rope?

2. Is there a school assignment for afterschool skipping rope
practice? How is the completion checked?
Skipping rope 3. What is your attitude towards daily skipping rope practice?
What about your child’s attitude?
4. Do you go skipping with your child?
5. Do you keep an eye on the number of rope jumps your
child makes?

Daily life 1. Do you pay attention to your child’s daily physical activity?
(physical activity and 2. Would you take incentives to motivate your child?
sedentary behaviours) 3. How long does your child spend on screen time every day?
4. What is your opinion about learning games?

Attitudes towards smart 1. Have you ever used any smart fitness products with your
fitness products child?
2. Do you know exergames? What do you think about it?

3. Results
3.1. User Research Results
Based on Kairy et al. (2021) [29], an interpretive description methodology was used to
carry out qualitative analysis in this study. These interviews were recorded and transcribed
in a naturalized way, omitting oral expressions such as “um” and “ah” [30]. All transcripts
were anonymous and recorded in Excel software. The observation and interview of
data collection and preliminary analysis were carried out concurrently. Results were
continuously discussed by the members of the research team [31]. Accordingly, it can
be seen that the pupils need guidance and motivation in the development of skip rope
skills. At school, they learn from their teachers. After school, they learn and make progress
through the interaction between family and friends. Specifically, the following conclusions
can be drawn:
From pupils’ aspect:
(1) Most teaching stops at the traditional two-feet basic jump
The traditional two-feet basic jump, which is to jump on two feet consistently, is the
most basic and easiest way to skip rope. For most pupils, according to our interview, it is
the first and only skill they learned. One mother mentioned in the interview that once her
child had learned the basics of skipping rope, the exercise goal turned to increasing speed,
as the only factor determining performance in school tests is the number of skips in one
minute. This result is also due to the different teaching features of physical educators. In
the interview, a third-grade boy said that his PE teacher had once showed them the skill
of cross jump and he thought it was interesting. However, a second grader from another
school said that the way he practiced skipping rope in PE class was usually a one-minute
timed jump.
(2) Physical health awareness is lacking
In the observation, only 3 of 13 participants started skipping rope with a warm up
and stretching exercises. The children said that they would do warm-up exercises with
the teacher in PE class at school, but they didn’t know that it was essential to do warm-up
exercises before skipping rope.
(3) Gamification brings fun
Students often use the word fun to predict or evaluate the worth of activities in which
they engage. To find out the criteria of “fun” among pupils, interviews were focused
Healthcare 2021, 9, 954 6 of 23

on the attractive elements in pupils’ daily life and “game” turned out to be the “magic
word” to motivate students. Teachers are now using gamification apps to assist them with
teaching. The interview discovered that English teachers in primary school are now using
game-based apps to help students correct pronunciation and complete listening exercises.
The combination of learning tasks and games have proved to be attractive to pupils, as
a parent said that her child always chose to finish the homework assigned on app first
after school.
(4) Social support brings motivation
In physical activity, children may receive support from their parents, teachers and
peers. Their support exerts a positive effect on children and motivates them to continue to
participate in the physical activity. Support can take the form of verbal praise; a second-
grade boy recalled an impressive memory that his PE teacher once praised him in front
of the whole class for the progress he had made in the skipping rope test. In addition, it
was observed that many parents would accompany their children to practice skipping
rope in the community open area. As the child kept skipping rope, the parents would
constantly give verbal encouragement to the child and would also motivate the child to
keep skipping by telling them the number of skips they had completed. This was especially
true for children who have not yet mastered the skill. They kept tripping over the rope,
which would make them frustrated. At this time, affirmation and encouragement from
parents would motivate them to persevere.
Support also includes material rewards. One father said that his first-grade son was
reluctant until he promised to buy him an airplane chess if he could keep practicing
skipping rope for a week. School teachers have also set up reward rules to encourage
pupils to participate actively in class. A third grader said that if he performed well in class,
his teacher would award him with a sticker, and he was working hard to collect 10 stickers
so as to exchange them for a gift from his teacher.
From the parents’ aspect:
(1) Parents need teaching guides
In the interview, parents mentioned that they would teach their children how to skip
rope in advance to get prepared for primary school study, and it was always hard for
children to get the rhythm of skips at the beginning. Some parents denoted that, at this
time, they would search the internet to look for some teaching videos which introduced
several pre-exercises to help children grasp the rhythm. Some parents even go so far as to
send their children to skipping rope training class. News reported that skip rope classes
were quite popular, and some parents spent over CNY 10,000 a year for children to learn to
skip rope. Skipping rope is taught not only at school, but also at home, and parents need
teaching guides to better teach their children to skip rope.
(2) Recording is necessary
It was observed that parents took photos or videos while their children were skipping
rope, which according to the parents, “is a school requirement to check the completion
of daily exercise”. Other ways of recording included recording the number of rope skips
on a paper card. In the parents’ opinion, this was also one of the homework assignments.
One parent also said that the daily record gave her an idea of how her child progressed in
skipping rope.
(3) Parents’ worry about smart products
When it comes to children’s use of smart products, such as mobile phones or iPads,
most parents said that they strictly controlled their children’s screen time, especially on
school days. As for the use of exergames, parents expressed that they would prefer their
children to get outside and play sports than to work out in front of the screen. Other
parents were concerned that too many game features might lead to addiction.
Healthcare 2021, 9, 954 7 of 23

3.2. Persona
Human-centered design is a design paradigm whose focus of questions, insights and
activities is on the people the product, system or service intended for [32]. Persona, the
“hypothetical archetype of real users” [33], is a modelling tool to this paradigm to capture
specific user needs and generate more creative and human-centered solutions [34].
Healthcare 2021, 9, x FORIn order
PEER to clarify the needs of pupils and their parents, three pupil personas and one
REVIEW 7 of
parent persona were established according to the user research (Figure 2). Problems and
expectations of pupils were grouped into three personas based on their current skipping
rope abilities and exercise
rope goals.
abilities The persona
and exercise ofThe
goals. parents wasof
persona created according
parents to the
was created typical to the ty
according
problems and ical parental expectations reflected in the user research. Lastly, the common
problems and parental expectations reflected in the user research. Lastly, the commo
needs of pupilsneeds
and parents
of pupilsare summarized.
and parents are summarized.

Figure 2. Personas of pupils Figure 2. Personas of pupils and parents.

and parents.

3.3. Product Positioning

3.3. Product Positioning
To ensure the accuracy and accessibility of exercise data acquisition and the integri
To ensure the accuracy and accessibility of exercise data acquisition and the integrity
of system functionality, the system uses a combination of software and hardware of
of system functionality, the system uses a combination of software and hardware of an
intelligent skipping rope. Considering the different requirements of children and paren
intelligent skipping rope. Considering the different requirements of children and parents
during rope skipping, the software is equipped with two terminals: the mobile phone te
during rope skipping, the software is equipped with two terminals: the mobile phone
minal is for the parent and the smartwatch terminal is for children. The functional layo
terminal is for the parent and the smartwatch terminal is for children. The functional
of the software on both terminals is slightly different depending on their different d
layout of the software on both terminals is slightly different depending on their different
mands. The final intelligent skipping rope service system of this study includes the fo
demands. Thelowing
final intelligent skipping rope service system of this study includes the
functional innovations:
following functional innovations:
(1) The intelligent skip rope service system is composed of hardware products and so
(1) The intelligentware skipproducts.
rope service system is
The hardware composed
products of hardware
are portable products
and easy andinterface
to use. The
software products. The hardware products are
the software is intuitive and simple. portable and easy to use. The interface
of the software
(2) The is intuitive
hardwareand simple.of the intelligent skipping rope service system consists of
products
(2) The hardwaresmartwatch
products ofand theanintelligent
intelligentskipping rope They
skipping rope. service system
support consists ofdata acqu
multichannel
a smartwatch sition
and an intelligent skipping rope. They
of exercise data and health condition. support multichannel data
acquisition of exercise data and health condition.
(3) The hardware products of the intelligent skipping rope service system also brin
(3) The hardwareabout products of the intelligent
interactions skippingand
between terminals rope serviceusers,
between system alsoimproves
which bring the us
about interactions between
experience andterminals
increase theand betweenofusers,
frequency use. which improves the user
experience(4)andThe
increase theoffrequency
software of use.
the intelligent skipping rope service system could generate perso
(4) The software of the intelligent
alized skipping
exercise plans, rope
provide service
skill system
guidance, could generate
integrate personal-
and analyze users’ daily exe
ized exercise plans, provide
cise data, and skill guidance,
provide integrate
multifaceted and analyze
feedback users’ daily
to encourage users exercise
to skip rope for f
ness and fun.
Combined with the existing basic research of smart fitness products and the targ
user research, user requirements were summarized and translated into five core functio
(Figure 3).
Healthcare 2021, 9, 954 8 of 23

data, and provide multifaceted feedback to encourage users to skip rope for fitness
and fun.
Combined with the existing basic research of smart fitness products and the target
Healthcare 2021, 9, xuser research,
FOR PEER user
requirements were summarized and translated into five core functions
REVIEW 8 of 2
(Figure 3).

Figure
Figure 3. Service 3. Serviceofframework
framework of the
the intelligent intelligent
skipping skipping
rope rope system.
system.

Exercise dataExercise data acquisition:

acquisition: In the process In the process
of rope of rope the
skipping, skipping,
data tothe bedata to be collected
collected
include number include number
of skips, of skips,
tripping tripping
times, hearttimes, heart
rate and rate andofduration
duration exercise.of Tripping
exercise. Tripping
times whether
times could reflect could reflect whether the
the skipping skipping
posture postureand
is correct is correct
whether and whether
the the coordination
coordination
between hand and feet has a good beat. Additionally, heartbeat
between hand and feet has a good beat. Additionally, heartbeat offers a more objective offers a more objectiv
look at exercise
look at exercise intensity. intensity.
Exercise data Exercise
analysis:data
Basedanalysis:
on the Based
acquiredon the acquired
exercise data,exercise data,and
processing processing
analysisand of analysi
of the data can offer users a clearer picture of their exercise. This is
the data can offer users a clearer picture of their exercise. This is especially for the pupils, especially for the pu
for whom highly-visualized data analysis could intuitively reflect their progress. They progress
pils, for whom highly-visualized data analysis could intuitively reflect their
could see how They
many could seethey
skips how have
manyaccomplished,
skips they havehow accomplished, how fast
fast they have becomethey have
and be become and
be more motivated. Additionally, data analysis could help
more motivated. Additionally, data analysis could help users realize their weaknesses users realize their weaknesse
and make adjustments to their plan accordingly. For instance,
and make adjustments to their plan accordingly. For instance, if a user’s tripping times if a user’s tripping time
remains at a high level, it means he or she might not yet grasp the rhythm and need mor
remains at a high level, it means he or she might not yet grasp the rhythm and need more
basic pre-exercise.
basic pre-exercise.
Exercise data sharing: As an after-school physical activity, the sharing of pupils’ ex
Exercise data sharing: As an after-school physical activity, the sharing of pupils’
ercise data between home and school can help schools better supervise pupils’ daily phys
exercise data between home and school can help schools better supervise pupils’ daily
ical activity and rope skipping ability. Adjustment to teaching programs can be mad
physical activity and rope skipping ability. Adjustment to teaching programs can be made
based on these data. Compared with the current recording methods, software-based dat
based on these data. Compared with the current recording methods, software-based data
flow is more effective and convenient.
flow is more effective and convenient.
Exercise guidance: Exercise guidance includes not only step-by-step instructions, bu
Exercise guidance: Exerciselong-term
also personalized, guidanceadvice
includes
for not only step-by-step
improving motor skills.instructions,
In schools, rope but skipping
also personalized, long-term advice for improving motor skills. In schools, rope skipping
is taught in classes and the content is determined by the average level of skipping, leaving
is taught in classes and the
the needs content is determined
of individuals who are behindby theor average
ahead oflevel of skipping,
the collective leaving
unmet. The guidanc
can be in the form of text, video, animation and audio tracks, which is a useful way to se
skipping pace used by competitive speed jumpers as a training technique.
Healthcare 2021,9,9,954
Healthcare2021, x FOR PEER REVIEW 9 9ofof2322

Interesting
the needs and effective
of individuals incentives:
who are behind or Factors
aheadthat affect
of the physicalunmet.
collective activityThe
levels (PALs)
guidance
in children
can be in theinclude
form ofpsychological aspects such
text, video, animation and as self-efficacy
audio and motivation,
tracks, which and to
is a useful way socio-
set
logical aspects
skipping including
pace used support from
by competitive speedschool,
jumpers parents and friends
as a training [35]. Study found that
technique.
children became
Interesting unwilling
and effectiveto participate
incentives: in PAthat
Factors when there
affect was little
physical enjoyment
activity or “fun”,
levels (PALs) in
and by comparison,
children they tended
include psychological to continue
aspects such as to participateand
self-efficacy when a high level
motivation, andof enjoyment
sociological
was experienced
aspects during PA
including support from[35]. Csikszentmihalyi’s
school, parents and friendsFlow[35].
Model (1975)
Study described
found fun in
that children
became
a simpleunwilling to participate
way, as “the in PA when
balance between therechallenge”.
skill and was little enjoyment or “fun”,
To make physical and
activity
by comparison,
“fun” they is
and attractive tended to continue
to emphasize to participate
intrinsic aspects such when a high level
as personal of enjoyment
improvement, skill
was experienced
development, duringchallenge,
optimal PA [35]. Csikszentmihalyi’s Flow Modelto(1975)
personal goals, opportunities described
get involved funcon-
and in
astructive
simple way, as “the
feedback ratherbalance
than between skill and
extrinsic aspects challenge”.
such as winning To[36].
make physical activity
“fun” and attractive is to emphasize intrinsic aspects such as personal improvement,
skill development,
4. Hardware optimal challenge,
and Software personal goals, opportunities to get involved and
Product Design
constructive feedback
The hardware andrather than extrinsic
software parts of aspects
the systemsuchwere
as winning
designed [36].
based on the above
user demand analysis and functional positioning.
4. Hardware and Software Product Design
The hardware
4.1. Hardware and
Product software parts of the system were designed based on the above
Design
user demand analysis and functional positioning.
With the aim to implement portability and comfortability to encourage children’s
use, as well as
4.1. Hardware to implement
Product Design the functional connection within the whole system, the ap-
pearance and circuit implementation of the intelligent skipping rope was designed as fol-
With the aim to implement portability and comfortability to encourage children’s use,
lows.
as well as to implement the functional connection within the whole system, the appearance
and circuit implementation of the intelligent skipping rope was designed as follows.
4.1.1. Hardware Appearance Design
4.1.1. The
Hardware
designAppearance Designappearance is shown in Figure 4 and the internal struc-
of the hardware’s
tureThe
of the intelligent
design of the skipping
hardware’s rope is shown is
appearance in shown
Figure in5. Figure 4 and the internal struc-
Sustainable use: The handles of the intelligent
ture of the intelligent skipping rope is shown in Figure 5. skipping rope were designed ergo-
nomically with sufficient length so as to fit well in the hand during
Sustainable use: The handles of the intelligent skipping rope were designed the child’s growth.
ergonom-
The length
ically of the skipping
with sufficient lengthrope
so ascould
to fit also
wellbe in easily adjusted
the hand duringto the
suitchild’s
the child’s changing
growth. The
height.of the skipping rope could also be easily adjusted to suit the child’s changing height.
length
Color:The
Color: Theorange
orangecolor
colorofofthe
theintelligent
intelligentskipping
skippingrope,
rope,according
accordingto tocolour
colourpsychol-
psychol-
ogy,would
ogy, wouldevoke
evokefeelings
feelingsofofexcitement,
excitement,enthusiasm
enthusiasmand andenergy
energy[37].
[37].
Material: The
Material: The soft
softrubber
rubbersurface
surfaceof ofthe
thehandle
handleenhances
enhancesgripgripcomfort
comfortandandabsorbs
absorbs
perspirationwell.
perspiration well.

Figure 4. Hardware appearance design.

Figure 4. Hardware appearance design.
Healthcare
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Figure 5.
Figure5. Internal
5. Internal structure
Internal structure of
structureof the
ofthe intelligent
theintelligent skipping
intelligentskipping rope.
skippingrope.
rope.
Figure

4.1.2.
4.1.2. Modular
4.1.2. Modular Implementation
Implementation
Implementation
The
The overallacquisition-analysis-feedback
The overall
overall acquisition-analysis-feedbackframework
acquisition-analysis-feedback frameworkof
framework ofthe
of theintelligent
the intelligentskipping
intelligent skippingrope
skipping rope
rope
service
service system
system is
is as
as follows
follows (Figure
(Figure
service system is as follows (Figure 6): 6):
6):

Figure
Figure 6. Acquisition-analysis-feedback
6. Acquisition-analysis-feedback
Figure6. framework.
Acquisition-analysis-feedbackframework.
framework.

(1) Skipping rope data acquisition module

 Healthcare 2021, 9, x FOR PEER REVIEW 11 of 22
Healthcare 2021, 9, 954 11 of 23

(1) Skipping rope data acquisition module

Thebasic
The basicneed
need of data
data acquisition
acquisitionisissupported
supported byby
thethe
gyroscope
gyroscopesensor on the
sensor on intel-
the
ligent skipping
intelligent rope
skipping andand
rope thethe
heart raterate
heart sensor on on
sensor thethe
smartwatch
smartwatch terminal. TheThe
terminal. data col-
data
lected on
collected onthe
theintelligent
intelligentskipping
skipping rope
rope are transmitted
transmitted to
tothe
thedata
datasmartwatch
smartwatchterminal
terminal
throughBluetooth
through Bluetoothforforfurther
furtherprocessing.
processing.
(2) Data
(2) Datareception
receptionand andprocessing
processingmodule
module
Thesystem
The systemusesuses
thethe smartwatch
smartwatch terminal
terminal as theasdata
thereception-
data reception- and processing-
and further further pro-
cessing-processor to ensure the feasibility of real-time data viewing. The
processor to ensure the feasibility of real-time data viewing. The data reception and data reception
pro-
and processing module receives the real-time data collected by the skipping
cessing module receives the real-time data collected by the skipping rope data acquisition rope data
acquisition
module module and
and calculates andcalculates and
integrates integrates simultaneously
simultaneously the required the required
values valuesofof
of number
number of skips, tripping times, heart rate and duration of exercise. The data
skips, tripping times, heart rate and duration of exercise. The data are uploaded to the are uploaded
to theand
server server andinstored
stored in thewhen
the cloud cloudthe
when the measurement
measurement is complete.
is complete.
(3) Cloud
(3) Cloudstorage
storageand
andanalysis
analysismodule
module
To assure the consistency of the data on different terminals and to realize the sharing
To assure the consistency of the data on different terminals and to realize the sharing
of the exercise data between family and school, each measurement of the user is stored in
of the exercise data between family and school, each measurement of the user is stored in
the cloud. The server side implements the function of data storage and analysis. In addi-
the cloud. The server side implements the function of data storage and analysis. In addition
tion to measurement data tables, the server side is also responsible for the maintenance of
to measurement data tables, the server side is also responsible for the maintenance of user
user tables. The measurement data tables record users’ measurement results. The user
tables. The measurement data tables record users’ measurement results. The user tables
tablesthe
record record theinformation
basic basic information
of eachofuser,
eachsuch
user,as
such as gender,
their their gender, height,
height, weight,
weight, cur-
current
skipping rope ability and workout goals, which serve as a reference for plan formation.for-
rent skipping rope ability and workout goals, which serve as a reference for plan
mation.
(4) Display and interaction module
(4) Display and interaction module
During
Duringaaworkout,
workout, the exercisedata,
the exercise data,such
suchasas number
number of of skips
skips andand
timetime duration,
duration, were
were displayed in real time on the screen of the smartwatch terminal. In the mobile
displayed in real time on the screen of the smartwatch terminal. In the mobile phone ter-
phone terminal, users could get access to more detailed exercise analysis and historical
minal, users could get access to more detailed exercise analysis and historical measure-
measurement. Considering the interactive needs between parents and children, as well as
ment. Considering the interactive needs between parents and children, as well as teachers
teachers and students, the system applies web services for communications. In addition,
and students, the system applies web services for communications. In addition, cross-
cross-screen interactions are implemented under the appliance of the web service and the
screen interactions are implemented under the appliance of the web service and the sensor
sensor on the smartwatch which could recognize the user’s hand motion. The overall
on the smartwatch which could recognize the user’s hand motion. The overall multi-ter-
multi-terminal skipping rope service system framework is shown in Figure 7.
minal skipping rope service system framework is shown in Figure 7.

Figure7.7.Multi-terminal
Figure Multi-terminalskipping
skippingrope
ropeservice
servicesystem
systemframework.
framework.
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Healthcare 2021, 9, 954 12 of 23

4.2. Software System Interface Design

4.2. Software System Interface Design
4.2. Based on
Software the product
System positioning,
Interface the functional flow chart of the software system is
Design the functional
Based on the product positioning, flow chart of the software system is
shown in Figure 8.
shown inBased on8.the product positioning, the functional flow chart of the software system is
Figure
shown in Figure 8.

Figure8.8. Software
Figure Softwarefunction
functionflow
flowchart.
chart.
Figure 8. Software function flow chart.
4.2.1. First Round of the Interface Design
4.2.1. First Round of the Interface Design
4.2.1.
(1)First Round ofimplementation
Functional the Interface Design
(1) Functional implementation
(1) Functional implementation
Plan
Planformation—First-time
formation—First-timeusers usersenter
enterthe Plan
the interface
Plan onon
interface thethe
mobile
mobilephone terminal.
phone termi-
Plan
The formation—First-time
interface then jumps to ausers
plan enter the Plan
formation interface
page, where on
the the mobile
users are phone termi-
required to enter
nal. The interface then jumps to a plan formation page, where the users are required to
nal.basic
The interface then jumps to a plan formation
height page, where asthewell
users are required about
to
enterinformation such
basic information assuch
gender, grade,
as gender, grade, and weight,
height and weight, aswell
as information
as information
enter basic information
their such as ability
gender,level,
grade, height frequency
and weight, as duration,
well as information
aboutcurrent rope skipping
their current rope skipping exercise
ability level, and
exercise frequency andand
and duration, exercise
exer-
about theirSkipping
goals. current rope
rope skipping
standards ability
vary level,
for exercise of
children frequency
different and
agesduration,
and theand exer-will
system
cise goals. Skipping rope standards vary for children of different ages and the system will
cisegenerate
goals. Skipping rope standards
a personalized vary
plan for the for based
user childrenon of
thedifferent agesand
user’s input andexercise
the system will
goals (skip
generate a personalized plan for the user based on the user’s input and exercise goals (skip
generate a personalized plan for the user based on the user’s input and exercise
faster or learn more skipping skills). For sustainable use, the plan formed can be modified goals (skip
faster or learn more skipping skills). For sustainable use, the plan formed can be modified
faster or learn
at any timemore
as theskipping skills). For
user’s skipping sustainable
level changes (as use, the plan
shown formed9).can be modified
in Figure
at any time as the user’s skipping level changes (as shown in Figure 9).
at any time as the user’s skipping level changes (as shown in Figure 9).

Figure9.9. Plan
Figure Plan formation
formation interface.
interface.
Figure 9. Plan formation interface.
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Workout—During
Workout—Duringthe theworkout,
workout,the theinterface
interfaceononthe
themobile
mobilephone
phoneterminal
terminalisismainly
mainly
for Workout—During the workout, the interface on the mobile phone
for parental use and includes video demonstrations and textual postureinstructions
parental use and includes video demonstrations and textual terminal
posture is mainly
instructions to
to
for
guide parental
their use and
children includes
(Figure 10).video
The demonstrations
children’s operationand textual
during posture
workout
guide their children (Figure 10). The children’s operation during workout is on the smart- is instructions
on the to
smart-
guide
watch their
watchterminal,children
terminal, where(Figure
where the 10).can
theuser
user Theclick
can children’s
click the operation
thebutton
button during
totostart.
start.The workout
Theinterface isvisually
on theshows
interfacevisually smart-
shows
the real-time
watch
the real-time number
terminal, of skips
whereofthe
number and
userand
skips time
cantime left
clickleft through
thethrough the
button to time
thestart. circle
timeThe (Figure
interface
circle 11).
(Figurevisually
11). shows
the real-time number of skips and time left through the time circle (Figure 11).

Figure10.
Figure 10.Exercise
Exerciseguidance.
guidance.
Figure 10. Exercise guidance.

Figure 11. Exercise interface on smartwatch terminal.

Figure11.
Figure 11. Exercise
Exerciseinterface
interfaceon
onsmartwatch
smartwatchterminal.
terminal.
Exercise data feedback—After completing the workout, the interface on the smar
watch Exercise
Exercise
terminal data
data feedback—After
feedback—After
displays completing
the numbercompleting
of skips andthethe workout,
workout,
workout the interface
the
duration interface on the
on
(Figure 12). the
More smar
smar
de-
watch
watch terminal
terminal displays the
the number
number ofofskips
skips and
and workout
workout duration
duration (Figure
(Figure
tailed exercise data analysis is available on the mobile phone terminal, including the num- 12). More
12). Morede-
tailed
ber of exercise
detailed exercise
skips, data
trippinganalysis
data times, is available
analysis onrate
is available
average heart the mobile
on and phone
the speed
mobile terminal,
phone
graphs. including
terminal,
Users thetoggle
including
can click the num-
the
ber of
number skips, tripping times, average heart rate and speed graphs. Users can click
button in the upper left corner to switch from daily data analysis to weekly analysis tothe
of skips, tripping times, average heart rate and speed graphs. Users can the toggle
click see
button
toggle
the total inamount
the in
button upper
the left
ofupper corner to switch
left and
workout corner from daily
to switch
data changes from data
theanalysis
daily
over toswiping
weekly
data analysis
week. By analysis
to weekly
left and to see
analysis
right,
the
to see
the total amount
thecan
user total of
amount
view workout andanalysis.
of workout
historical data data
andchanges over the
data changes overweek. By swiping
the week. left and
By swiping leftright,
and
the user
right, thecan
userview historical
can view data analysis.
historical data analysis.
Healthcare 2021, 9, 954 14 of 23
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Figure
Figure 12.
Figure12. Exercise
12.Exercise data
Exercisedata analysis.
dataanalysis.
analysis.

(2)
(2)
(2) Incentive
Incentive feedback
feedback system
system
Self-evaluation—After
Self-evaluation—Afterthe
Self-evaluation—After the
the workout,
workout,
workout, users
users
users select
select
select an
an emotion
an emotion emotion
stamp stamp
stamp
on the on the
the smart-
onsmartwatch
smart-
watch
watch terminal
terminal terminal
to evaluateto
to evaluate
evaluate their
their feeling feeling
feeling regarding
theirregarding regarding the
the exercise.the exercise.
exercise.
The stamp The
The
theystamp
stamp
choose they
they choose
choose is
is recorded is
recorded
recorded
in in
in the
the exercise the
logexercise
exercise
interfacelog
logoninterface
interface on
the mobileon the
the mobile
mobile
phone phone
phone terminal.
terminal. terminal.
Gamification
Gamificationfeedback—A
Gamification feedback—Atree-planting
feedback—A tree-plantinggame
tree-planting gameis
game isintroduced
is introducedto
introduced tovisualize
to visualizechildren’s
visualize children’s
children’s
efforts
effortsand
efforts andmotivate
and motivatethem
motivate them
them totopersevere
to persevere
persevere in in
exercising:
in exercising:
exercising: after exercising,
after
after exercising,the the
exercising, watch
the watch willwill
watch display
will dis-
dis-
the
play“exercise
play the energy”
the “exercise
“exercise accumulated
energy”
energy” accumulatedthrough
accumulated workout
through
through (Figure
workout
workout 13). In
(Figure
(Figure 13).the
13). Ininterface
In the of My
the interface
interface of
of
Garden
My
MyGarden
Gardenon theonmobile
on the
themobile phone
mobile terminal,
phone
phone useruser
terminal,
terminal, can consume
user can
canconsume
consume “exercise energy”
“exercise
“exercise energy”
energy”to “water”
to the
to“water”
“water”
plant
the by the
the plant
plant byaction
by the of shaking
the action
action of
of shakingthe smartwatch.
shaking the
the smartwatch.
smartwatch. TheThevirtual
The sapling
virtual
virtual grows
sapling
sapling grows
growsandandeventually
and eventu-
eventu-
bears
ally fruits.
allybears Each
bearsfruits.
fruits.Eachfruit
Eachfruitcan be
fruitcan exchanged
canbe beexchanged for
exchangedfor a reward
foraareward from
rewardfrom the parents,
fromthe who
theparents,
parents,who can
whocan enter the
canenter
enter
content
the of
the content
content ofthe reward
of the
the reward in the
reward in corresponding
in the
the corresponding input
corresponding input box. Once
input box.
box. Oncea tree has
Once aa tree matured,
tree has
has matured, the user
matured, the the
can
userunlock
user can the next
can unlock
unlock theplanting
the next scenario
next planting
planting by swiping
scenario
scenario by left and
by swiping
swiping leftright.
left and
and right.
right.

Figure
Figure 13.
Figure13. Gamification
13.Gamification feedback:
Gamificationfeedback: My
feedback:My Garden.
MyGarden.
Garden.

Parental
Parental feedback—When
Parentalfeedback—When
feedback—Whenthe the
the user
user
user has
hashas finished
finished thethe
finished the workout,
workout,
workout, aa notification
a notification willwill
notification will
appearap-
ap-
pear
onpear on
the the
the mobile
onmobile mobile
phonephone
phone to
to notify
notify
to notify parents
parents
parents of
of children’s
children’s
of children’s completion.
completion.
completion. After
After the
Afterthe parent
theparent has
parenthashas
checked
checked their child’s
checked their child’s exercise
child’s exercise data
dataand
data andclicked
and clickedthe
clicked theconfirm
the confirmbutton
confirm button
buttonin the
ininthe exercise
exercise
the log
exercise in-
loglog
in-
terface,
terface, the
interface, thesmartwatch
the smartwatchreceives
smartwatch receivesaaastar
receives starsticker
star stickerto
sticker to remind
remind thethe child
the child that parents
thatparents have
parentshave given
havegiven
given
“me”
“me”aaa“thumb-up”.
“me” “thumb-up”.
“thumb-up”.
Healthcare 2021, 9, 954 15 of 23

School feedback—In order to implement home-school exercise data sharing, the user
could enter the personal homepage interface, click the “My Class” button, enter the class
account and join in the class group. After checking the data, the teacher could choose to
give certain student a “thumb-up” as encouragement. The smartwatch would receive a red
flower sticker to remind the child as a result.
Friend interaction—There is a friend interface on both the mobile phone terminal and
smartwatch terminal where users could view their friends’ workout for the day and choose
to give them a “thumb-up”. If the user receives a “thumb-up” from a friend, a reminder
would appear on the smartwatch.
To add a new friend, the user needs to enter the friend interface, click the “add a
friend” button and then shake the skip rope. Two skip ropes could recognize each other
within a specific distance and, accordingly, the account information will appear on the
screen of the smartwatch. Users click “confirm” to add each other as friends.

4.2.2. Software Interface Usability Testing and Results

After the low-fidelity interactive prototype was finished, a usability test was conducted
for the software system. In order to improve the usability of the applications, the following
standards should be followed: the procedures and operations of applications must be
efficient, easy to remember, easy to learn, subjectively make users feel happy, and must
produce minimal errors. Seven participants, including three adults and four primary
school students took part in the test. Before the test, users were introduced to the basic
usage of the application. During the test, the users were required to complete 8 tasks
through low-fidelity interactive prototypes. Their actions, words and expressions were
recorded. Problems in the interaction, design and functional issues of the software were
identified in terms of the following 8 metrics: successful task completion, critical errors,
non-critical errors, error-free rate, time on task, subjective measures and likes, dislikes
and recommendations [38]. The specific task schedule for usability testing is shown in
Appendix D.
Based on the results of usability testing, the software interface design was optimized.
The problems that needed to be optimized were the following:
• Task 1 and Task 3. The icon of My Garden was misleading: users mistook it as the
Homepage. Additionally, the order of the tab arrangement did not correspond to the
order of use, since the users assumed the first tab on the left was the interface to start
with.
• Task 2. In the process of forming a plan, users couldn’t make changes to the content
previously filled in.
• Task 4. Users expressed a need to record additional workouts after completing the
daily scheduled exercise.
• Task 5. By simply displaying the heart rate value, users couldn’t determine for
themselves whether their heart rate was within the normal range.
• Task 7. Users couldn’t quickly understand what the My Garden interface was for.
They neither knew how to obtain the water to care for the plant nor what would
happen if they kept watering the plant.

4.2.3. Optimized Interface

Based on the feedback from the user testing, the optimized interface design is as follows:
Main interface: According to the analysis result of Task 1 and Task 2, the order of the
tabs was adjusted in accordance with the sequence of exercise data analysis—My Garden
(gamification feedback)—settings. The icon of My Garden was also substituted to improve
identification accuracy (Figure 14).
 description
description explained
explained the feedback
the gamification gamification
system andfeedback
the meaning system
of each iconandin the
the interface (from the feedback of Task 7).
theAdditional
interface (from the feedback of Task 7).
features: Based on user feedback of Task 4, a new feature called Chal-
Additional
lenge, which features:
offers an additional Based
workout on user
as an alternative feedback
aside from the planof
wasTask
added 4, a n
in the smartwatch terminal interface (Figure 15). Users can specify the time duration or
Healthcare 2021, 9, 954 lenge, which offers an additional workout as an alternative 16 of 23
the number of skips to begin with. Data analysis for additional workouts can also be ac-
aside
in the
cessed smartwatch
in the terminal interface (Figure 15). Users can spec
data analysis interface.
the number of skips to begin with. Data analysis for additional w
cessed in the data analysis interface.

Figure 14.
Figure 14. Optimized
Optimized main
main interface
interface and
and exercise
exercise log
log interface.
interface.

In the interface of plan formation, a back button was added in the upper left corner
for users to jump back to revise the previous options (from the feedback of Task 2). Based
on the analysis of Task 5, evaluation of heart rate was added to help users better control
their exercise intensity. In addition, to offer users an intuitive overview of the My Garden
interface, a description was added when users enter this interface for the first time. The
description explained the gamification feedback system and the meaning of each icon in
the interface (from the feedback of Task 7).
Additional features: Based on user feedback of Task 4, a new feature called Challenge,
which offers
Figure 15. an additional
Optimized workout
smartwatch as an alternative aside from the plan was added in
interface.
the smartwatch terminal interface (Figure 15). Users can specify the time duration or the
number of skips to begin with. Data analysis for additional workouts can also be accessed
5. Discussion
Figure
in the data14. Optimized
analysis interface. main interface and exercise log interface.
5.1. User Requirements of General Importance
The intelligent skipping rope service system provides exercise guidance in the form
of a personal workout plan for students with different skipping abilities. For example,
students who are just starting to learn to skip rope need effective pre-exercises and de-
tailed instructions to help them master the correct skipping posture and grasp the rhythm
for skipping. On the other hand, students who want to improve their skipping speed need
a scientific and effective training program to reach this end. As for students who are in-
terested in other ways of skipping, they need expanded introduction to other freestyle
skipping skills. In addition, exercise guidance enhances students’ physical health aware-
ness, guiding them to form the habit of warming up and stretching.

Figure
Figure 15. Optimized
15. Optimized smartwatchsmartwatch
interface. interface.
5. Discussion
5.1. User Requirements of General Importance
5. Discussion
The intelligent skipping rope service system provides exercise guidance in the form
5.1.
of User Requirements
a personal of General
workout plan for students Importance
with different skipping abilities. For example,
students who are just starting to learn to skip rope need effective pre-exercises and detailed
Thetointelligent
instructions help them masterskipping
the correct rope service
skipping system
posture and provides
grasp the rhythm for exerc
skipping. On the other hand, students who want to improve their skipping speed need a sci-
of a personal workout plan for students with different skippin
students who are just starting to learn to skip rope need effecti
tailed instructions to help them master the correct skipping postu
for skipping. On the other hand, students who want to improve th
Healthcare 2021, 9, 954 17 of 23

entific and effective training program to reach this end. As for students who are interested
in other ways of skipping, they need expanded introduction to other freestyle skipping
skills. In addition, exercise guidance enhances students’ physical health awareness, guiding
them to form the habit of warming up and stretching.
To bring “fun” to the physical activity of rope skipping and to motivate children
to develop physical activity into a life-long hobby, this study established a multifaceted
incentive system which includes self-evaluation, support from parents, peers and school.
Additionally, considering space constraints, the fact that most children skip rope outdoors
and the concerns of parents about exergames, gamification features are applied in post-
exercise feedback rather than throughout the entire exercise process.

5.2. Implications for Design Research

In the design process, designers should always take into consideration the different
needs of children and parents. Given the different user scenarios, the service system
designed in this research requires a combined use of a smartwatch terminal and a mobile
phone terminal, the former of which orients towards pupils, while the latter is mainly for
parental use. To implement the modular function and improve maintenance, the service
system uses web services to realize communication between the mobile terminals and the
server side.
While the intelligent skipping rope acquires exercise data, the software part of the
intelligent skipping rope system supports daily exercise plan guidance and an exercise data
log of the users. At the same time, it provides gamification feedback to visualize the amount
of exercise to motivate users to keep exercising. In addition, it has a data sharing function
which could connect family and school together; the feedback from parents, teachers and
peers would serve as a source of motivation.

5.3. Study Limitations and Future Directions

Several aspects limit the generality of the current research results, which can provide
reference for future research. Firstly, the number of users participating in this study was
limited, and more participants will improve the effectiveness of the study. Secondly, the
results of this study conducted in China may be limited to a Chinese cultural background,
and future studies should consider people from different cultural backgrounds. Further-
more, although qualitative approaches gave useful insights in the first phase of designing
and developing the intelligent skipping rope and service system, the usability test result of
the prototype is imprecise. Future studies should continue to perfect the function of the
system, improve the user experience and explore the use of the system in a real-life setting.

6. Conclusions
Primary school students are in a critical period of physical growth. Rope skipping,
as a whole-body coordinated activity, can provide students with cardiovascular fitness,
strength, and conditioning. With the rapid raise of the obesity rate in school-aged children
and the proposal of health-enhancing physical activity (HEPA), rope skipping is the perfect
fitness activity to promote health and fitness in students. The booming development of
smart fitness product design and the advent of exergames have brought new possibilities
for physical education regarding rope skipping.
This research took an intelligent skipping rope service system for pupils as the re-
search object and aimed to design a new intelligent skipping rope and a complete service
system. This research summarized users’ needs through observation and semi-structured
interviews, established personas, and proposed a combination of software and hardware
based on production positioning. The interactive prototype was tested through usability
evaluation, and optimization was then carried out according to the feedback.
The final intelligent skipping rope service system design, in the combination of hard-
ware and software products, implemented the acquisition, analysis and sharing of the
exercise data. In addition, the features of personalized plan formation with exercise guid-
Healthcare 2021, 9, 954 18 of 23

ance and the incentive system which included self-evaluation, support from parents, peers
and school as well as gamification feedback, made improvements in educating pupils
with the knowledge, skills, and confidence to enjoy healthy physical activity. In order to
determine the effect of the intelligent skipping rope service system on pupils’ PA levels,
self-efficacy, enjoyment, and psychological needs satisfaction, more experiments based on
larger sample groups should be conducted as future work.

Author Contributions: Conceptualization, Y.D.; funding acquisition, Y.D.; investigation, K.W. and
P.Y.; resources, P.Y.; validation, W.L.; writing—original draft preparation, K.W.; writing—review &
editing, S.Z. and W.L. All authors have read and agreed to the published version of the manuscript.
Funding: This research was funded by the National Natural Science Foundation of China (61902354).
Institutional Review Board Statement: The study was conducted according to the guidelines of the
Declaration of Helsinki, and approved by the Ethics Committee of Zhejiang University of Technology
(24 June 2021).
Informed Consent Statement: Informed consent was obtained from all subjects involved in the study.
Conflicts of Interest: The authors declare no conflict of interest.

Appendix A

Table A1. Pupil characteristics.

Frequency of Practice Types of Use of Smart

Participant
Age Gender Exercise Location Exercise Duration Skipping Fitness
Number
(Days/Week) (Years) Rope Product
Pu1 9 Female Community open area 5 3 Traditional No
Pu2 11 Female Community open area 7 5 Traditional No
Pu3 8 Male Home 3–5 2 Traditional No
Pu4 7 Male Community open area 1–3 1 months Traditional No
Pu5 9 Male Community open area 5 3 Traditional No
Pu6 7 Female Community open area 5 1 Traditional No
Pu7 10 Male Community open area 1–3 4 Traditional No
Pu8 9 Female Community open area 5 3 Traditional No
Pu9 10 Male Home 1–3 4 Traditional Yes
Pu10 11 Female Community open area 1–3 4 Traditional No
Pu11 10 Female Home 3–5 4 Countable Yes
Pu12 11 Female Community open area 7 5 Traditional Yes
Pu13 10 Male Community open area 5 4 Traditional No

Appendix B

Table A2. Parents characteristics.

Frequency of
Participant Parent-Child Paired Teaching
Age Gender Occupation Child’s Age
Number Physical Activity Experience
(Times/Week)
Pa1 45 Female Project Manager 9 1–2 Yes
Pa2 52 Male Engineer 11 2 Yes
Pa3 46 Female Freelancer 8 3–5 Yes
Pa4 39 Male Programmer 7 1–3 Yes
Pa5 40 Female Freelancer 9 1–2 Yes
Pa6 37 Female Housewife 7 5 Yes
Healthcare 2021, 9, 954 19 of 23

Healthcare 2021, 9, x FOR PEER REVIEW 19 of 24

Appendix C

Procedure of
Table A3. Appendix Cuser research.
Method Participant
Table A3. Procedure of user research.
Observation Pu1 & Pa1
Method Participant
Pu2 & Pa2
Observation Pu1 & Pa1
Pu3 & Pa3
Observation & Semi-structured interview Pu2 & Pa2
Pu4 & Pa4Pu3 & Pa3
Observation & Semi-structured interview
Pu5 + Pa5Pu4 & Pa4
Pu6 + Pa6Pu5 + Pa5
Pu7 Pu6 + Pa6
Pu8 Pu7
Semi-structured interview
Pu8
Pu9
Pu9
Semi-structured interview Pu10
Pu10
Pu11
Pu11
Pu12 Pu12
Pu13 Pu13

Appendix
Appendix D D

Table A4. Usability test tasks.

Table A4. Usability test tasks.
Task Material Word of Task Guiding
Task Material Word of Task Guiding

Taskof1:the
Initial impression of What
What are theare the functions
functions of the of the
Task 1: Initial impression application
the application and to view fourfour
tabstabs
in theinhome
the home
menu menu bar?
and to view the TAB of the menu bar
the TAB of the menu bar bar? Is it appropriate?
Is it appropriate?

How to make a new plan?

Task 2: To make a new exercise plan Whether the information
required is understood?
 Healthcare 2021, 9, x FOR PEER REVIEW 20 of 2
Healthcare 2021, 9, x FOR PEER REVIEW 20 of 24

Healthcare 2021, 9, 954 20 of 23

Healthcare 2021, 9, x FOR PEER REVIEW 20 of 24

Table A4. Cont.

Task Material Word of Task Guiding

How to make a new plan?

Task 2: To make a new
Whether the information
exercise plan
required is understood?

Which button to press to read

exercise guidance?
Which button Is itto
to press easy to
read
Task 3: To read exercise guidance understand?
exercise guidance? Is it easy to
Which button to press to read
Task 3: To read exercise guidance Isguidance?
exercise the interface text to
understand?
Is it easy size of the
Task 3: To read exercise Isguidance
the pagetext
interface appropriate?
size of the
understand?
guidance
guidance
Is the interface
Which page
text
buttonsizetoappropriate?
ofpress
the to read
guidance page appropriate?
exercise guidance? Is it easy to
Task 3: To read exercise guidance understand?
Is the interface text size of the
guidance page appropriate?

How to start exercising?

How to start exercising?
IsHow
the introduction
to start
Is the introduction size text size
textexercising?
Task 4: To start exercising on
Task 4: To start exercising on smart watch appropriate?
Isappropriate?
the introduction text size
smart watch
Task 4: To start exercising on smart watch Is the guidance animation
Is the guidance
appropriate?animation
effective?
effective?
Is the guidance animation
How toeffective?
start exercising?
Is the introduction text size
Task 4: To start exercising on smart watch appropriate?
What do the icons on this
Task 5: To examine exercise data Is the guidance animation
Whatcalendar mean?
do the icons on this
Task 5: To examine exercise data effective?
calendar mean?

What do the icons on this

Task 5: To examine exercise data
calendar mean?
 Healthcare 2021, 9, x FOR PEER REVIEW 21 of 24
Healthcare 2021, 9, x FOR PEER REVIEW 21 of 24
Healthcare 2021, 9, 954 21 of 23

How to examine today’s exercise

How to examine data?today’s exercise
Table A4. Cont. data?
What data are recorded? Are
Task Material
What data
Word of Task
are recorded? Are
theyGuiding
necessary?
How to they necessary?
switch from daily data
How toto
analysis switch
weeklyfrom daily
data data
analysis?
analysis to weekly data analysis?

What do the icons on this

calendar mean?
How to examine today’s
exercise data?
Task 5: To examine exercise
What data are recorded? Are
data
they necessary?
How to switch from daily
data analysis to weekly data
analysis?

What is the function of this

What is the function of this
What is the function of this
interface?
interface?
How to interface?
water
How to water my plant? my plant?
Healthcare Task
2021, 9,6:xMy
FORGarden
PEER REVIEW
Task interface
6: My Garden interface 22 of 2
How to examine my plant?
How to How
examine to water
my harvest? harvest?
Task 6: My Garden interface How do I know
How
How to Ithe
doexaminegrowing
know mygrowing
the harvest?
progress of my plants?
How do I know
progress theplants?
of my growing
progress of my plants?

How to add friends?

How How to add
to check friends?
your friend’s
How to add friends?
How
Howexercise to check
to checkstatus on twofriend’s
your
your friend’s devices?
Task 7: To interact with friends
exercise status
Is ranking on two devices?
necessary?
Task 7: To interactTask
with7:friends
To interact with exercise status on two devices?
friends Is How Istoranking
ranking necessary?
necessary?
give a “thumb up“ to
How to giveto
How a “thumb
give up“ to
your friend? up“ to
a “thumb
your friend?
your friend?
Healthcare 2021, 9, 954 22 of 23

Table A4. Cont.

Task Material Word of Task Guiding

What is the function of the

What is the function of the
personal
personal homepagehomepage
interface?interface?
Task 8: Personal homepage function
Task 8: Personal homepage Howtotoexamine
How examine thethe connection
interface function interface connection
statusstatus of hardware
of hardware and software
and software devices?
devices?
How to add my class?
How to add my class?

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