Effect of a gamified-based intermittent teaching unit in Physical Education on schoolchildrenʼs accelerometer-measured weekly physical activitya cluster-randomized controlled trial. School-fit study

  1. Santiago Guijarro-Romero 1
  2. Daniel Mayorga-Vega 2
  3. Carolina Casado-Robles 3
  4. Jesús Viciana 3
  1. 1 Universidad Autónoma de Madrid
    info
    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

    Geographic location of the organization Universidad Autónoma de Madrid
  2. 2 Universidad de Málaga
    info
    Universidad de Málaga

    Málaga, España

    ROR https://ror.org/036b2ww28

    Geographic location of the organization Universidad de Málaga
  3. 3 Universidad de Granada
    info
    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

    Geographic location of the organization Universidad de Granada
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Journal:
Revista de psicodidáctica

ISSN: 1136-1034

Year of publication: 2025

Volume: 30

Issue: 1

Type: Article

DOI: 10.1016/J.PSICOE.2024.500156 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de psicodidáctica

Abstract

El objetivo principal del presente estudio es analizar el efecto de una unidad didáctica intermitente gamificada utilizando estrategias de modificación de conducta en el contexto de la Educación Física sobre los niveles de actividad física semanal de los escolares medidos por acelerómetros. Un total de 203 escolares de Educación Primaria (39.8% mujeres; 9–12 años) de dos colegios públicos han sido asignados aleatoriamente al grupo experimental (n = 121) y control (n = 82). El grupo experimental ha realizado una unidad didáctica intermitente gafmiciada (utilizando los primeros 15 minutos de cada sesión) tres veces por semana durante cinco semanas. También se han aplicado estrategias de modificación de conducta como pulseras de actividad, establecimiento de metas y asesoramiento educativo para promover la actividad física habitual. Antes y durante la última semana de la intervención, los niveles de actividad física de los escolares han sido medidos objetivamente mediante acelerómetros ActiGraph wGT3X+/BT. Los resultados del Modelo Lineal Multinivel muestran que los escolares del grupo experimental han mejorado de manera estadísticamente significativa la actividad física moderada-vigorosa semanal (p < .05, d = 0.42). Además, la intervención ha mejorado estadísticamente el porcentaje de escolares que han alcanzado, de media, al menos 60 minutos de actividad física moderada-vigorosa y 10,000 pasos por día (p < .05, V de Cramer = .521–.549). Una unidad didáctica intermitente gamificada utilizando estrategias de modificación de conducta parece ser efectiva para mejorar los niveles de actividad física de los escolares.

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