Gamified Program in Primary School Physical Education

University of Jaén176 enrolled

Overview

This study evaluates the effects of an 8-week gamified cooperative exergaming program implemented during regular physical education lessons in primary school children. Participants were assigned by classroom to either an experimental group, which completed "The Movement League" program integrating dance-based exergames, cooperative learning, and gamification, or a control group, which received conventional physical education. The study aims to determine whether this multicomponent intervention improves motivation toward physical education, increases habitual physical activity, and reduces sedentary behavior compared with standard physical education.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

TREATMENT

Masking

SINGLE

Enrollment

176

Conditions

Physical Activity

Interventions

Gamified Cooperative Exergaming Program (The Movement League)BEHAVIORAL

Participants received an 8-week gamified cooperative exergaming program ("The Movement League") delivered during regular physical education lessons (two 50-minute sessions per week). The intervention integrated dance-based exergames, cooperative learning, gamification, and symbolic rewards to promote motivation, physical activity, and reduce sedentary behavior.

Conventional Physical EducationOTHER

Participants received the school's standard physical education curriculum for 8 weeks (two 50-minute sessions per week), using conventional teaching methods and activities without exergames, gamification, or structured cooperative learning components.

Eligibility

Sex: ALLMin age: 8 YearsMax age: 12 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: * Children aged 8 to 12 years. * Enrolled in grades 3 to 6 of primary school. * Able to participate safely in regular physical education classes. * Written informed consent provided by a parent or legal guardian. * Verbal assent provided by the participant. Exclusion Criteria: * Physical pathology or medical contraindication preventing safe participation in physical activity. * Formal diagnosis of severe learning difficulties or developmental disorders. * Failure to complete the outcome assessments at both baseline and post-intervention. * Attendance at fewer than 14 of the 16 intervention sessions (less than 85% adherence).

Locations (1)

Primary school

Jaén, Spain

Outcomes

Primary Outcomes

Health-Related Physical Fitness

Change in health-related physical fitness measured using the ALPHA-Fitness Test Battery, including cardiorespiratory fitness (20-m shuttle run), lower-body muscular power (standing long jump), upper-body muscular strength (handgrip strength), and speed-agility (4 × 10 m shuttle run).

Time frame: Baseline and immediately after the 8-week intervention

Motor Competence

Change in motor competence measured using the Canadian Agility and Movement Skill Assessment (CAMSA), including movement skill quality, task completion time, and total score.

Time frame: Baseline and immediately after the 8-week intervention

Physical Activity Self-Perceptions

Change in physical activity self-perceptions measured using the Children's Self-Perceptions of Adequacy in and Predilection for Physical Activity (CSAPPA) questionnaire, including adequacy, predilection, enjoyment, and total score.

Time frame: Baseline and immediately after the 8-week intervention

Data from ClinicalTrials.gov

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