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

Abstract

The main objective of the present study was to analyze the effect of a gamified-based intermittent teaching unit using behavior modification strategies in the Physical Education setting on schoolchildren’s accelerometer-measured weekly physical activity levels. A total of 203 primary schoolchildren (39.8% females; 9-12 years) from two public schools were cluster-randomly assigned into the experimental (n = 121) and control (n = 82) groups. The experimental group performed a gamified-based intermittent teaching unit (using the first 15 minutes of each session) three times per week for five weeks. Behavior modification strategies such as activity wristbands, goal setting, and educational counseling were also applied to promote habitual physical activity. Before and during the last intervention week, schoolchildren’s physical activity levels were objectively measured through ActiGraph wGT3X+/BT accelerometers. The Multilevel Linear Model results showed that the experimental group schoolchildren statistically significantly improved weekly moderate-to-vigorous physical activity (p < .05, d = 0.42). Moreover, the intervention statistically significantly improved the percentage of schoolchildren achieving, on average, at least 60 minutes of moderate-to-vigorous physical activity and 10,000 steps per day (p < .05, Cramerʼs V = .521–.549). A gamified-based intermittent teaching unit using behavior modification strategies seems effective for improving schoolchildrenʼs physical activity levels.