Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

The Seneb´S EnigmA: Impact of a Hybrid Personal and Social Re-Sponsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education

Version 1 : Received: 17 January 2021 / Approved: 18 January 2021 / Online: 18 January 2021 (15:11:08 CET)

A peer-reviewed article of this Preprint also exists.

Melero-Canas, D.; Manzano-Sánchez, D.; Navarro-Ardoy, D.; Morales-Baños, V.; Valero-Valenzuela, A. 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. Int. J. Environ. Res. Public Health 2021, 18, 3476. Melero-Canas, D.; Manzano-Sánchez, D.; Navarro-Ardoy, D.; Morales-Baños, V.; Valero-Valenzuela, A. 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. Int. J. Environ. Res. Public Health 2021, 18, 3476.

Journal reference: Int. J. Environ. Res. Public Health 2021, 18, 3476
DOI: 10.3390/ijerph18073476

Abstract

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 effect of a hybrid pro-gramme based on 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 dur-ing a complete academic year. Motivation, physical activity and sedentary behaviour were as-sessed though questionnaires. Physical fitness was evaluated using previously validated field tests. The results showed significant differences over time between EG and CG in afterschool physical activity (APA) at the weekend (p = 0.003), sedentary time (p = 0.04) and speed-agility (p = 0.04). There were no significant differences in motivation. Regarding the intervention, 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 signifi-cantly in the EG. Speed-agility (p = 0.000), APA-weekend (p = 0.03) and sedentary time (p = 0.008) increased in the CG. The use of this hybrid program can be useful to produced improvements in physical fitness, physical activity and sedentary hevaviours. The use of a hybrid program based on teaching personal and social responsibility and gamification strategies, produced improvements in physical fitness, physical activity and sedentary behavior, but not in motivation variables. Further research is demanded in order to contrast this relevant findings due to the potential drawbacks and diversity found in the scientific literature among model-based practice.

Subject Areas

physical activity; self-determination theory; after-school period; physical fitness; sedentary time

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