The aim of the present study was to compare the possible effects of a gamified programme and a traditional instructional approach in secondary physical education at the level of intrinsic motivation, autonomy satisfaction, competence satisfaction, relatedness satisfaction, and intention to be physically active. A total of 54 year-nine students (14 ± 0.1 years) enrolled in two classes in the same high school participated. The school administration (totally anonymous to the study) distributed all the students among the two classes and the research team randomly considered one the experimental group (n = 27, 13 boys, 14 girls), which experienced a gamified learning unit, and the other the comparison group (n = 27, 15 boys, 12 girls), which followed a traditional instructional approach. Both study groups had the same physical education teacher with training and experience on several pedagogical approaches, including gamification. The study followed a pre-test, post-test quasi-experimental research design (the time lag between pre-test and post-test was nine weeks). The results showed significant differences at post-tests favouring the experimental group in all the variables assessed. In conclusion, the results from the present study provided support for the use of gamification in physical education since it was associated with increased levels of students’ intrinsic motivation, basic psychological needs and intention to be physically active more than a traditional approach. Therefore, gamification could be considered a positive pedagogical framework for secondary physical education. Nevertheless, more studies with larger variability in contexts, participants and content are needed.

To explore perceptions of bullying in children’s football (8-13 years) based on the experiences of players, families, and coaches.We conducted a multiple case study. Participants from four football...

Higher education plays a critical role in achieving the Sustainable Development Goals established in the 2030 Agenda, especially the fourth goal (quality and equality in higher education). Therefore, teacher education must play a central role in providing transformative learning experiences for future teachers that can lead the change to create high quality programs in every school. The purpose of this study was to conduct a gamified experience in Physical Education Teacher Education with two goals: assess the students’ views on the framework and evaluate the teachers’ feelings and thoughts. One teacher-researcher (36 years) and 74 students (19–27 years) enrolled in a Spanish university agreed to participate. A qualitative descriptive method and an action-research design were used. The teacher-researcher completed a personal diary, while the students answered two open-ended questions. From the students’ responses emerged three positive themes (framework, motivation, and transference) and two negatives (boredom and group work); from the teacher-researcher, we received three positive responses (mixed emotions, expectations, and students’ motivation) and one negative (workload). As a conclusion, gamification could be considered a framework that promotes transformative learning.

The following educational intervention proposal arises from the importance of implementing an education based on fostering values through physical education (PE) lessons. PE has certain characteristics that contribute to enhancing learning at a social, affective and psychological level, in addition to promoting adequate physical development. The proposed design is based on Donald Hellison’s personal and social responsibility model (TPSR), whose main objective is to achieve a teaching methodology that can convey values and skills in the lives of youth at risk of exclusion. Different sports modalities are used in the initiation phase, which make up a ten-week teaching unit and in which the game takes the leading role. The application of this program focuses specifically on students in compulsory secondary education, a stage in which significant changes are experienced in many aspects and levels. However, it is completely adaptable to other developmental stages. In this way, the main objective of this work is to create an intervention proposal that aims to promote, following a set of intervention units of sessions, the development of the three main values in which this work is based: respect, equality and inclusion.

El objetivo de este estudio fue analizar el impacto de un programa gamificado en las clases de Educación Física sobre las regulaciones motivacionales y las

De cara a aumentar e impulsar la presencia de las metodologías activas en la enseñanza de la Educación Física, en este artículo se describen las características básicas de una experiencia gamificada denominada “Súper Mario Bros”, que ha sido desarrollada y aplicada durante el curso 2017/2018 en una de las asignaturas del Grado de Ciencias de la Actividad Física y del Deporte (CAFE). Además de detallar los “ingredientes clave” de los que se compone la gamificación, y la manera en la que el docente los incorpora en su experiencia, aquí se presentan un conjunto de reflexiones sobre diversos aspectos a tener en cuenta en cada uno de dichos ingredientes. En definitiva, con este trabajo se quiere difundir la manera en la que se puede gamificar una asignatura, a partir de una experiencia real y exitosa, que puede servir como modelo inspirador para el profesorado interesado. In order to increase and promote the presence of active methodologies in the teaching of Physical Education, this article describes the basic characteristics of a gamified experienced called "Super Mario Bros", which has been developed and implemented during the course 2017/2018 in one of the subjects of the Degree program in Sciences of Physical Activity and Sports (CAFE). In addition to detailing the "key ingredients" which gamification is composed of, and the way teachers incorporate them into their projects, here are a set of reflections on various aspects to consider in each of those ingredients. In short, this work aims to disseminate the way in which a subject can be gamified, based on a real and successful experience, which can serve as an inspiring model for interested teachers.