Gamification is an innovative pedagogical approach to addressing problems related to social behaviour, student motivation and academic performance at different educational stages. Therefore, this research aimed to analyse its impact on the motivations and academic performances of university students. The research was carried out in the training of future teachers specialising in physical education during two academic courses. In total, 127 students participated in the study, divided into a gamified experimental group (n = 62) and a control group (n = 65). The participants completed a questionnaire to assess motivation in physical education before and after the intervention and performed a final exam to assess academic performance. The results indicated an increase in external regulation in the experimental group only. Furthermore, this group achieved significantly better academic performance. The findings of this study suggest that gamified implementation is beneficial for academic performance at the university stage, even though intrinsic motivation does not change. Furthermore, the nature of rewards or punishments, as characteristic of this pedagogical approach, could play an important role in the expected results, since external regulation increased significantly after the intervention.

The integration of digital technology into educational settings is expanding rapidly. One emerging didactical approach is flipped learning (FL), which leverages digital, internet-based technologies to deliver key instructions prior to classes. It then uses active learning opportunities during face-to-face meetings that encourage students to apply what they previously learned online. The format of FL naturally expands active learning during classes, which aligns well with the movement-based foundations of physical education (PE). Given the relative novelty of the approach within this subject, however, the purpose of this scoping review was to identify existing research, offer an initial FL approach for PE, and suggest directions for future study. Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews guidelines directed this review, and four databases were searched. A total of 16 studies qualified for inclusion. Study contexts and methods varied widely, but a majority focused on motivation and learning as the primary outcome measures. Ten studies reported how the use of FL positively impacted student motivation, while nine studies illustrated how FL might be able to support student learning. Other studies indicated the potential of FL to increase motor skill development opportunities and autonomy during classes, although further research is necessary. Overall, FL in PE appears to have a positive impact on student variables. Research on the design and implementation of both the digital and in-class instructional components will be necessary to guide best practice more appropriately. Further, rigorous research is also necessary to extend understanding of the influence of FL on student outcomes.

The purpose of the present study was to examine if and how the introduction of a flipped learning (FL) framework in Norwegian lower and upper secondary school physical education (PE) could affect student situational motivation and health-related fitness knowledge (HRFK). 206 Norwegian students (48% girls) from secondary and upper secondary schools were included in a three-week-long intervention. 85 students were assigned to an intervention group and 121 students to a control group, with the intervention aimed at integrating information communication technology (ICT) through the use of online videos. The results showed a negative motivational change for male students unless the activity changes were placed within an explanatory rationale through FL. The application of FL caused more cognitive knowledge learning, resulting in higher levels of HRFK among both girls and boys. The current research provided valuable insights into Norwegian students’ motivation for PE and that cognitive knowledge learning can be affected when integrating the use of ICT in PE.

One of the most important variables to consider in physical education (PE) is motivation. The self-determination theory (SDT) represents an essential theoretical perspective to examine and understand adolescents’ learning and motivation in PE. Based on this theory, the Situational Motivational Scale (SIMS) measures students’ situational motivation related to a subject like PE. The aim of the present study is to examine the dimensionality, reliability, and construct validity of the Norwegian version of the SIMS among adolescents in PE. In total, 318 students from six schools completed the SIMS in their PE classes during the spring of 2016. Explorative and confirmatory factor analyses were conducted, suggesting the fourteen-item version of the SIMS to be superior to the sixteen-item version. The SIMS measurement model of adolescents’ situational motivation in PE showed satisfactory reliability and construct validity.

As an alternative to analysing the contribution of performance in specific segments of a triathlon to the overall result as measured in terms of time or position, which has several limitations, previous studies have instead analysed the performance indicator in triathlon. Therefore, the purpose of the study was to analyse the relationship between performance in specific segments and overall performance in terms of sprint distance in elite triathletes through the triathlon performance indicator, instead of using time or position. The official sprint distance results from World Triathlon Series elite events from 2012 to 2019 were examined. In total, 2144 entries were considered, 1143 of which were men and 1001 were women. Performance in the cycling segment presents the best concordance with the overall performance for both elite men (ICC_a = 0.871, IC95% = (0.711–0.927)) and elite women (ICC_a = 0.907, IC95% = (0.875–0.929)). Although the performance in the running segment does not show the best concordance with the overall performance, the position in this segment does better explain the overall position, especially in elite men and in draft-legal races. These results can support coaches and athletes to identify a specific profile of the strengths and weaknesses of triathletes in competitions, in comparison to their rivals, over a specific distance.