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The Seneb’s Enigma: Impact of a Hybrid Personal and Social Responsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education

Author

Listed:
  • David Melero-Canas

    (Department of Physical Activity and Sport, CEI Campus Mare Nostrum, University of Murcia, 30720 Santiago de la Ribera, Spain)

  • David Manzano-Sánchez

    (Department of Physical Activity and Sport, CEI Campus Mare Nostrum, University of Murcia, 30720 Santiago de la Ribera, Spain)

  • Daniel Navarro-Ardoy

    (Department of Physical Education and Sports, School of Sport Sciences, University of Granada, 18071 Granada, Spain)

  • Vicente Morales-Baños

    (Department of Physical Activity and Sport, CEI Campus Mare Nostrum, University of Murcia, 30720 Santiago de la Ribera, Spain)

  • Alfonso Valero-Valenzuela

    (Department of Physical Activity and Sport, CEI Campus Mare Nostrum, University of Murcia, 30720 Santiago de la Ribera, Spain)

Abstract

Increasing physical activity (PA) and personal and social values are two of the greatest demands in the current educational system. This study examined the effects of a program based on the hybridization of the Personal and Social Responsibility Model and gamification. A total of 58 students (13.89 years old, SD = 1.14) in two groups (experimental and control) participated during a complete academic year. Motivation, physical activity and sedentary behavior were assessed through questionnaires. Physical fitness was evaluated using previously validated field tests. The results showed significant differences over time between the experimental group (EG) and control group (CG) in afterschool physical activity (APA) during the weekend ( p = 0.003), sedentary time ( p = 0.04) and speed–agility ( p = 0.04). There were no significant differences in motivation. In reference to the intervention, the speed–agility ( p = 0.000), strength ( p = 0.000), agility ( p = 0.000), cardiorespiratory fitness ( p = 0.001), APA–weekend ( p = 0.000), APA–week ( p = 0.000) and sedentary time ( p = 0.000) increased significantly in the EG. The speed–agility ( p = 0.000), APA–weekend ( p = 0.03) and sedentary time ( p = 0.008) increased in the CG. The implementation of a program based on the hybridization of pedagogical models can be useful in producing improvements in physical fitness, physical activity and sedentary behaviors.

Suggested Citation

  • David Melero-Canas & David Manzano-Sánchez & Daniel Navarro-Ardoy & Vicente Morales-Baños & Alfonso Valero-Valenzuela, 2021. "The Seneb’s Enigma: Impact of a Hybrid Personal and Social Responsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education," IJERPH, MDPI, vol. 18(7), pages 1-14, March.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:7:p:3476-:d:525172
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    References listed on IDEAS

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    1. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Remedios López-Liria & Joaquín F. Álvarez, 2019. "Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence," IJERPH, MDPI, vol. 16(13), pages 1-11, June.
    2. Kahan, D. & McKenzie, T.L., 2015. "The potential and reality of physical education in controlling overweight and obesity," American Journal of Public Health, American Public Health Association, vol. 105(4), pages 653-659.
    3. Alberto Ferriz-Valero & Ove Østerlie & Salvador García Martínez & Miguel García-Jaén, 2020. "Gamification in Physical Education: Evaluation of Impact on Motivation and Academic Performance within Higher Education," IJERPH, MDPI, vol. 17(12), pages 1-16, June.
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