Ricardo Ferraz1,2, Diogo Ribeiro1, Ana R. Alves1,2, José E. Teixeira3,4,2, Pedro Forte5,3,2,6, Luis Branquinho2,7,6

1Department of Sport Sciences, University of Beira Interior, 6201-001 Covilhã, Portugal
2Research Center in Sports Sciences, Health Sciences and Human Development, 5001-801 Covilhã, Portugal
3Department of Sports Sciences, Instituto Politécnico de Bragança, 5300- 253 Bragança, Portugal
4Polytechnic Institute of Guarda, Guarda, Portugal
5Department of Sports, Higher Institute of Educational Sciences of the Douro, 4560-708 Penafiel, Portugal
6CI-ISCE, Higher Institute of Educational Sciences of the Douro, 4560-708 Penafiel, Portugal
7Agrarian School of Elvas, Polytechnic Institute of Portalegre, 7350-092 Elvas, Portugal

Using Gamification in Teaching Physical Education: A survey review

Monten. J. Sports Sci. Med. 2024, 13(1), 31-44 | DOI: 10.26773/mjssm.240304


Nowadays, the determining role that Physical Education (PE) assumes for cognitive, psychomotor and affective development is widely accepted. Even so, several investigations continue to report the difficulty in motivating children to be involved and participate in PE classes through traditional teaching methods. Thus, to combat this scourge, gamification has been suggested as a useful tool to increase students’ motivation to practice PE. Based on these considerations, the main objective of this survey review was to critically analyze the potential impact of using gamification in PE classes. The Preferred Reporting Items for Systematic reviews and Meta-Analyses literature search extension (PRISMA-S) guidelines were advised for this survey review. After searching procedures, 68 articles remained for analysis. Traditional teaching models can be applied by using the direct instruction model, and teaching dominated approaches. By contrast, nowadays physical education and sports education have been based on game-based models. From this, gamification strategies seem to be valid and efficient as a contribute to the previous ones, applying game elements, mechanics, and principles to non-game contexts to enhance engagement and intrinsic motivation. Thus, gamification models extend to as fundamental element the theory of self-determination expressed by theory of gamified learning, dynamical model for gamification of learning, goal-access-feedback-challenge-collaboration, gamification, and virtual gamification. This investigation allows us to conclude that the inclusion of gamification in PE classes seems to translate into an increase in motivation in children and youth. For this reason the introduction of technology in classes seems to be a key factor to increase sports participation, regular physical activity and improve motor learning and control.


Sport, Children, Health, Motivation, Learning

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