Optimizing motor engagement time in Physical Education: effects on physical activity and students’ motivation
DOI:
https://doi.org/10.47197/retos.v80.118928Keywords:
Physical activity , motor engagement, Physical Education, gamification, motivationAbstract
Introduction: low levels of physical activity (PA) in childhood and the gender gap in its practice represent an educational challenge. Physical Education (PE) is a key context for increasing motor engagement and motivation, with gamification emerging as a strategy with potential in this regard.
Objective: the present study aimed to analyze the effect of organizational strategies designed to optimize motor engagement and a gamified program on the amount of PA and students’ motivation in 5th grade Primary Education.
Methodology: a quasi-experimental design with pretest–posttest measures and four intervention groups (two experimental and two control groups) was employed. Eighty students participated (37.5% girls). PA was objectively measured using pedometers, and motivation was assessed through self-report questionnaires. Experimental Group 1 (EG1) combined organizational strategies and gamification; Experimental Group 2 (EG2) implemented organizational strategies only; control groups followed conventional methodologies.
Results: EG1 achieved significantly higher levels of PA compared to the control groups, also reducing gender differences. EG2 showed partial improvements in PA. Regarding motivation, EG1 demonstrated a trend toward increased intrinsic motivation, whereas EG2 showed decreases in some subgroups and an increase in amotivation.
Discussion: the combination of organizational strategies and gamification may enhance motor engagement and promote more equitable environments, although its motivational impact was moderate.
Conclusions: gamification integrated into PE constitutes an effective strategy to increase PA and promote greater equity in the classroom.
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