Effects of a Pedagogically Designed Active Technology Programme on Physical Fitness, Motor Competence, and Physical Activity Self-perceptions in Primary School Children
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 176
- 试验地点
- 1
- 主要终点
- Health-Related Physical Fitness
研究概览
简要总结
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 8 Years 至 12 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •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.
排除标准
- •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).
研究组 & 干预措施
Gamified Cooperative Exergaming Program (The Movement League)
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.
干预措施: Gamified Cooperative Exergaming Program (The Movement League) (Behavioral)
Conventional Physical Education
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.
干预措施: Conventional Physical Education (Other)
结局指标
主要结局
Health-Related Physical Fitness
时间窗: Baseline and immediately after the 8-week intervention
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).
Motor Competence
时间窗: Baseline and immediately after the 8-week intervention
Change in motor competence measured using the Canadian Agility and Movement Skill Assessment (CAMSA), including movement skill quality, task completion time, and total score.
Physical Activity Self-Perceptions
时间窗: Baseline and immediately after the 8-week intervention
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.
次要结局
未报告次要终点
研究者
Agustín Aibar Almazán
Principal Investigator
University of Jaén