Effect of a gamified program on physical fitness and motor coordination

  1. Cenizo-Benjumea, José Manuel
  2. Vazquez-Ramos, Francisco Javier
  3. Ferreras-Mencía, Soledad
  4. Galvez Gonzalez, Javier
Revue:
Cultura, ciencia y deporte

ISSN: 1696-5043

Année de publication: 2022

Volumen: 17

Número: 52

Pages: 154-178

Type: Article

DOI: 10.12800/CCD.V17I52.1786 DIALNET GOOGLE SCHOLAR

D'autres publications dans: Cultura, ciencia y deporte

Résumé

The objective of this study was to analyze the effect on motor coordination, lower body strength and agility of a gamified Physical Education programme developed to improve the ability to jump in schoolchildren between 8 and 11 years old. A pre-post quasi-experimental design was used with two groups (experimental group: 172 boys and 157 girls; Control group: 99 boys and 69 girls). Motor coordination was measured through the 3JS test, the ability to jump horizontally with feet together, and the ability to jump vertically by jumping with counter movement. Agility was assessed through the 4x10 test. A mixed design of factorial variance analysis was applied in which the intervention and sex were inter-subject fixed effect factors, while the time of measurement of the variable was a repeated measures factor within-subjects with two levels. The present study showed that a gamified teaching approach in Physical Education improved the performance of lower body strength, agility, and motor coordination. However, no differences were found based on sex and age.

Références bibliographiques

  • Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Belmont (CA): Cengage Learning.
  • Behm, D., Faigenbaum, A., Falk, B., & Klentrou, P. (2008). Canadian Society for Exercise Physiology position paper: resistance training in children and adolescents. Applied Physiology, Nutrition, and Metabolism, 33(3), 547–561. https://doi.org/10.1139/H08-020
  • Bisquerra, R. (2012). Metodología de la investigación educativa. Madrid: Muralla.
  • Bogataj, Š, Pajek, M., Hadži´c, V., Andraši´c, S., Padulo, J., & Trajkovi´, N. (2020). Validity, Reliability, and Usefulness of My Jump 2 App for Measuring Vertical Jump in Primary School Children. International Journal of Environmental Research and Public Health, 17, 1-12. https://doi.org/10.3390/ijerph17103708
  • Bogdanis, G., Donti, O., Papia, A., Donti, A., Apostolidis, N. & Sands, W. (2019). Effect of Plyometric Training on Jumping, Sprinting and Change of Direction Speed in Child Female Athletes. Sports, 7(116), 1-10. https://doi.org/10.3390/sports7050116
  • Bompa, T. (2004). Entrenamiento de la potencia aplicado a los deportes. La pliometría para el desarrollo de la máxima potencia. España: INDE
  • Brito, M., Góis, C., da Rocha, D., da-Silva, M., Pessôa, T., Maciel, G., Silva, G., Cecília, R., Dayanne, A., Yuzo, F., dos Santos, R., & Moura, M. (2021). Plyometric training increases gross motor coordination and associated components of physical fitness in children. European Journal of Sport Science, 21(9),1263-1272. https://doi.org/10.1080/17461391.2020.1838620
  • Castro, M., Zurita, F., Chacón, R. Martínez, A., Espejo, T. & Álvaro, J. (2015). Harmful substances and motivational climate in relation to physical activity. Health and Addictions, 15(2), 115-126. https://doi.org/10.21134/haaj.v15i2.244
  • Cenizo, J., Ravelo, J., Ramírez, J. & Fernández, J. C. (2016). Design and validation of assessment tool for motor coordination in primary education. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 16(62), 203-219. https://doi.org/10.15366/rimcafd2016.62.002
  • Cenizo, J., Ravelo, J., Ramírez, J. y Fernández, J. (2017). Test de coordinación motriz 3JS: Cómo valorar y analizar su ejecución. Retos. Nuevas Tendencias en Educación Física, Deporte y Recreación, 32, 189-193. https://doi.org/10.47197/retos.v0i32.52720
  • Cenizo, J., Ravelo, J., Ferreras, S., & Gálvez, J. (2019). Gender differences in motor coordination development in children aged 6 to 11 years. RICYDE. Revista Internacional de Ciencias del Deporte. 55(15), 55-71. https://doi.org/10.5232/ricyde2019.05504
  • Coetzee, D. (2016). Strength, running speed, agility and balance profiles of 9-to 10-year-old learners: Nw-child study. South African Journal for Research in Sport, Physical Education and Recreation, 38(1), 13-30.
  • Cruz, A., Lara, A., Zagalaz, M. L. & Torres, G. (2014). Análisis y evaluación de la condición física en estudiantes de educación primaria de un medio rural y urbano. Apunts. Educación Física y Deporte, 116, 44-51. https://doi.org/10.5672/apunts.2014-0983.es.(2014/2).116.04
  • Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in Education: A Systematic Mapping Study. Educational Technology & Society, 18(3), 75–88. https://doi.org/10.2307/jeductechsoci.18.3.75
  • Faigenbaum, A., Ratames, N., Farell, A., & Kang, J. (2009). "Plyo Play": A Novel Program of Short Bouts of Moderate and High Intensity. The Physical Educator, 66(1), 37-44.
  • Fernández, J. (2018). De los desafíos físicos cooperativos a las Educoop-Escape rooms. Actas del XI Congreso Internacional de Actividades Físicas Cooperativas. Avilés.
  • Fernández, J., Heras, E., González, T., Trillo, V., & Palomares, J. (2020). Gamification and physical education. Viability and preliminary views from students and teachers. Physical Education and Sport Pedagogy, 25(5), 509-524 https://doi.org/10.1080/17408989.2020.1743253
  • Gallotta, M., Emerenziani, G., Iazzoni, S., Iasevoli, L., Guidetti, L., & Baldari, C. (2017). Effects of different physical education programmes on children’s skill- and health-related outcomes: a pilot randomised controlled trial. Journal of Sports Sciences, 35(15), 1547-1555. https://doi.org/10.1080/02640414.2016.1225969
  • García, J., & Herrero, J. (2005). Variables cinéticas de la batida relacionadas con el rendimiento del salto horizontal a pies juntos. Biomecánica, 12(2), 61-70. https://doi.org/10.5821/sibb.v12i2.1705
  • Gomes, L., Albuquerque, G., Durão, T., Bezerra, D., Barbosa, L., Tenório, A., & Coelho, M. (2019). Motor coordination as predictor of physical fitness in prepubertal boys. Revista Brasileira de Cineantropometria e Desempenho Humano, 21, 1-10. https://doi.org/10.5007/1980-0037.2019v21e56205
  • Grosset, J. F., Piscione, J., Lambertz, D., & Pérot, C. (2009). Paired changes in electromechanical delay and musculo-tendinous stiffness after endurance or plyometric training. European Journal of Applied Physiology, 105(1), 131. https://doi.org/10.1007/s00421-008-0882-8
  • Guadagnoli, M. A., & Lee, T. D. (2004). Challenge point: A framework for conceptualizing the effects of various practice conditions in motor learning. Journal of Motor Behavior, 36(2), 212–224. https://doi.org/10.3200/JMBR.36.2.212-224
  • Jarani, J., Grøntved, A., Muca, F., Spahi, A., Qefalia, D., Ushtelenca, K., Kasa, A., Caporossi, D., & Gallotta, M.C. (2015). Effects of two physical education programmes on health- and skill-related physical fitness of Albanian children. Journal of Sports Sciences, 34(1),35-46. https://doi.org/10.1080/02640414.2015.1031161
  • Johnson, B., Salzberg, C., & Stevenson, D. (2011). A systematic review: Plyometric training programs for young children. Journal of Strength and Conditioning Research, 25(9), 2623-2633. https://doi.org/10.1519/JSC.0b013e318204caa0
  • Jiménez, J., & Araya, G. (2010). Más minutos de Educación física en preescolares favorecen el desarrollo motor. Pensar en movimiento: Revista de Ciencias del Ejercicio y la Salud, 8(1), 1-8. https://doi.org/0.15517/pensarmov.v8i1.442
  • Kapp, K. M. (2012). The Gamification of learning and Instruction. San Francisco, CA: John Wiley
  • Lambert, J., & Bard, C. (2005). Acquisition of visuomanual skills and improvement of information processing capacities in 6-to 10-year-old children performing a 2D pointing task. Neuroscience letters, 377(1), 1-6. https://doi.org/10.1016/j.neulet.2004.11.058
  • Lee, J., Zhang, T., Lun, T., & Gu, X. (2020). Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity. Children, 7(3), 21. https://doi.org/10.3390/children7030021
  • Leo, F. M., López-Gajardo, M. A., Gómez-Holgado, J. M., Ponce-Bordón, J. C., & Pulido, J. J. (2020). Metodologías de enseñanza-aprendizaje y su relación con la motivación e implicación del alumnado en las clases de Educación Física. Cultura, Ciencia y Deporte, 15(46), 495-506. https://doi.org/10.12800/ccd.v15i46.1600
  • León, O., Martínez, L. & Santos, M. (2019). Gamification in physical education: a systematic analysis of documentary sources. Revista Iberoamericana Ciencias Actividad Física Deporte, 8(1), 110-124. https://doi.org/10.21134/haaj.v15i2.244
  • Lloyd, R, Radnor, J., De Ste Croix, M., Cronin, J., & Oliver, J. (2016). Changes in sprint and jump performances after traditional, plyometric, and combined resistance training in male youth pre- and post-peak height velocity. Journal of Strength and Conditioning Research, 30(5), 1239-1247. https://doi.org/10.1519/JSC.0b013e3181c7c3fc
  • Luz, C., Cordovil, R., Gao, Z., Goodway, J., Sacko, R., Nesbitt, D., Ferkel, R., True, L., & Stodden, D. (2019). Motor competence and health-related fitness in children: A cross-cultural comparison between Portugal and the United States. Journal of Sport and Health Science, 8, 130-136. https://doi.org/10.1016/J.JSHS.2019.01.005
  • Lloyd, R., Faigenbaum, A., Stone, M., Oliver, J., Jeffreys, I., Moody, J., Brewer, C., Pierce, K., McCambridge, T., Howard, R., Herrington, L., Hainline, B., Micheli, L., Jaques, R., Kraemer, W., McBride, M., Best, T., Chu, D., Alvar, B., & Myer, G. (2014). Position statement on youth resistance training: the 2014 International Consensus. Journal of Sports Medicine, 48(7), 498-505. https://doi.org/10.1136/bjsports-2013-092952
  • Michailidis, Y., Fatouros, I., & Primpa, E. (2013). Plyometrics trainability in preadolescent soccer athletes. Journal of Strength and Conditioning Research., 27(1), 38–49. https://doi.org/10.1519/JSC.0b013e3182541ec6.
  • Miller, M., Herniman, J., Ricard, M., Cheatham, C., & Michael, T. (2006). The effects of a 6-week training program on agility. Journal of Sports Science and Medicine, 5(3), 459-465.
  • Monguillot, M., González, C., Zurita, C., Almirall, L., & Guitert, M. (2015). Play the Game: gamificación y hábitos saludables en educación física. Apunts. Educación Física y Deportes, 119, 71-79. https://doi.org/10.5672/apunts.2014-0983.es.(2015/1).119.04
  • Mora-González, J., Pérez-López, I. J., Esteban-Cornejo, I., & Delgado-Fernández, M. (2020). A gamification-based intervention program that encourages physical activity improves cardiorespiratory fitness of college students:‘the matrix refvolution program’. International journal of environmental research and public health, 17(3), 877. https://doi.org/10.3390/ijerph17030877
  • Moreno, J., Vera, J., & Cervelló, J. (2009). Efectos de la cesión de responsabilidad de la evaluación en la motivación y la competencia percibida en el aula de Educación Física. Revista de Educación, 348, 423-440.
  • Navarro, D., Martínez, R. & Pérez, I. (2017). El enigma de las 3 efes: Fortaleza, fidelidad y felicidad. Revista Española de Educación Física y Deportes, 419, 73-85. https://doi.org/10.21134/haaj.v15i2.244
  • Ntoumanis, N. (2002). Motivational clusters in a sample of British physical education classes. Psychology of Sport and Exercise, 3(3) 177-194. https://doi.org/10.1016/S1469-0292(01)00020-6
  • Ortega, F., Ruiz, J., Castillo, M., & Sjostrom, M. (2008). Physical fitness in childhood and adolescence: a powerful marker of health. International Journal of Obesity, 32(1), 1-11. https://doi.org/10.1038/sj.ijo.0803774
  • Ortega, F., Ruiz, J. & Castillo, J. (2013) Physical activity, physical fitness, and overweight in children and adolescents: Evidence from epidemiologic studies. Endocrinología y Nutrición, 60(8), 458-469. https://doi.org/10.1016/j.endoen.2013.10.007
  • Peña, G., Heredia, J., Lloret, C., Martín, M., & Da Silva, M. (2016). Iniciación al entrenamiento de fuerza en edades tempranas: revisión. Revista Andaluza de Medicina del Deporte, 9(1), 41-49. https://doi.org/10.1016/j.ramd.2015.01.022
  • Pienaar, A., Salome, S., Steyn, S., & Naudé, D. (2019). Change over three years in adolescents’ physical activity levels and patterns after a physical activity intervention: play study. Journal of Sports Medicine and Physical Fitness. 147(2), 135-140. https://doi.org/10.13140/RG.2.1.5129.4169
  • Quintero, L., Jiménez, F., & Area, M. (2018). Más allá del libro de texto. La gamificación mediada con TIC como alternativa de innovación en Educación Física. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, 34, 343-348. https://doi.org/10.47197/retos.v0i34.65514
  • Ramírez, R., Álvarez, C., & García, A. (2018). Methodological Characteristics and Future Directions for Plyometric Jump Training Research: A Scoping Review. Sports Medicine, 48, 1059–1081. https://doi.org/10.1007/s40279-018-0870-z
  • Ramírez-Campillo, R., Álvarez, C., Sánchez-Sánchez, J., Slimani, M., Gentil, P., Chelly, M. S., & Shephard, R. J. (2019). Effects of plyometric jump training on the physical fitness of young male soccer players: Modulation of response by inter-set recovery interval and maturation status. Journal of Sports Sciences, 37(23), 2645-2652. https://doi.org/10.1080/02640414.2019.1626049
  • Rosa, A., & García, E. (2017). Relationship between muscle strength and other parameters of fitness in primary school children. Revista Iberoamericana Ciencias del Deporte, 6(1), 107-116.
  • Rudd, J., Barnett, L., Farrow, D., Berry, D., Borkoles, E., & Polman, R. (2017). Effectiveness of a 16 week gymnastics curriculum at developing movement competence in children. Journal of Science and Medicine in Sport, 20(2), 164-169. https://doi.org/10.1016/j.jsams.2016.06.013.
  • Ruiz, J., España V., Castro J., Artero, E., Ortega, F., Cuenca, M., Jiménez, D., Cuenca, M., Chillón, P., Girela, M.J., Mora, J., Gutiérrez, A., Suni, J., Sjöström, M., & Castillo, M. (2011). Batería ALPHA-Fitness: test de campo para la evaluación de la condición física relacionada con la salud en niños y adolescentes. Nutrición Hospitalaria, 26(6), 1210-1214. https://doi.org/10.3305/nh.2011.26.6.5270
  • Ružbarská, I. (2016). Physical fitness of primary school children in the reflection of different levels of gross motor coordination. Acta Gymnica, 46(4), 184-192. https://doi.org/10.5507/ag.2016.018
  • Sporis, G, Milanovic, L, Jukic, I, Omrcen, D., & Sampedro, J. (2010). The effect of agility training on athletic power performance. Kinesiology, 42(1), 65-72.
  • Hallifax, S., Serna, A., Marty, J., & Lavoué, E. (2019). Adaptive gamification in education: A literature review of current trends and developments. In Proceedings of the European Conference for Technology Enhanced Learning (EC-TEL). Delft, The Netherlands, 294–307. https://doi.org/10.1007/978-3-030-29736-7_22
  • Taylor, M., Cohen, D., Voss, C. & Sandercock, G. (2010). Vertical jumping and leg power normative data for English school children aged 10–15 years. Journal of Sports Sciences, 28(8), 867–872. https://doi.org/10.1080/02640411003770212
  • Valentini, N. C., Logan, S. W., Spessato, B. C., de Souza, M. S., Pereira, K. G., & Rudisill, M. E. (2016). Fundamental motor skills across childhood: age, sex, and competence outcomes of brazilian children. Journal of Motor Learning and Development, 4(1), 16–36. https://doi.org/10.1123/jmld.2015-0021
  • van Roy, R., & Zaman, B. (2019). Unravelling the ambivalent motivational power of gamification: A basic psychological needs perspective. International Journal of Human-Computer Studies, 127, 38-50. https://doi.org/10.1016/j.ijhcs.2018.04.009
  • Vázquez-Ramos, F. J. (2020). Una propuesta para gamificar paso a paso sin olvidar el currículum: modelo Edu-Game. Retos: Nuevas tendencias en Educación Física, Deporte y Recreación, 39, 811-819. https://doi.org/10.47197/retos.v0i39.76808
  • Vázquez-Ramos, F. J, Cenizo-Benjumea, J. M., Otero-Saborido, F. M & Gálvez-González, J. (2021). El saqueo de Salticity. Diseño e intervención a través de un programa gamificado para el desarrollo del salto. EmásF Revista digital de Educación Física. 72, 86-107
  • Verkhoshansky Y. (1999). Todo sobre el método pliométrico. España: Paidotribo.
  • Werbach, K., & Hunter, D. (2012). Gamificación. Revoluciona tu negocio con las técnicas de los juegos. Pearson Educación
  • Yanci, J., Los Arcos, A., Reina, R., Gil, E. & Grande, I. (2014). Agility in primary education students: differences by age and gender. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte. 14(53), 23-35.
  • Zhang, L. & Cheung, P. (2019). Making a Difference in PE Lessons: Using a Low Organized Games Approach to Teach Fundamental Motor Skills in China. International Journal of Environmental Research and Public Health, 16, 4618. https://doi.org/10.3390/ijerph16234618