Physical Activity
Conditions
Brief summary
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.
Interventions
BEHAVIORALGamified Cooperative Exergaming Program
Experimental Group: An 8-week behavioral intervention delivered during regular physical education lessons (two 50-minute sessions per week; 16 sessions in total). The program integrated dance-based exergaming, cooperative learning, gamification, and symbolic rewards within a structured pedagogical framework. Sessions included choreographed exergames, cooperative motor challenges, progressive narrative levels, and group-based goals designed to promote autonomous motivation toward physical education, increase habitual physical activity, and reduce sedentary behavior in primary school children.
Standard school physical education delivered over 8 weeks (two 50-minute sessions per week) using the regular curriculum and conventional teaching methods. Classes included traditional physical education activities without exergaming, gamification, or structured cooperative learning strategies.
Sponsors
University of Jaén
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
8 Years to 12 Years
Healthy volunteers
Yes
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).
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Motivation Toward Physical Education | Baseline and immediately after the 8-week intervention | Change in motivation toward physical education measured using the Perceived Locus of Causality Scale-2 (PLOC-2). The PLOC-2 assesses intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation. Each subscale score ranges from 1 to 7, with higher scores indicating higher levels of the corresponding motivational regulation. |
| Habitual Physical Activity | Baseline and immediately after the 8-week intervention | Change in habitual physical activity measured using the Physical Activity Questionnaire for Older Children (PAQ-C). The PAQ-C provides an overall activity score ranging from 1 to 5, with higher scores indicating higher habitual physical activity levels. |
| Sedentary Behavior | Baseline and immediately after the 8-week intervention | Change in sedentary behavior measured using the Adolescent Sedentary Activity Questionnaire (ASAQ). The ASAQ estimates the time spent in sedentary activities, reported in minutes (or hours) per day. Higher values indicate greater sedentary behavior (worse outcome). |
Countries
Spain
Outcome results
None listed