Feasibility, acceptability and preliminary effectiveness of a gamified physical education intervention on motor competence and emotional intelligence

Abstract

This study evaluated (a) the feasibility and acceptability of a gamified physical education (PE) intervention among 9- to 10-year-old children and (b) intervention effectiveness on emotional intelligence (EI), motor competence (MC), basic psychological needs (BPNs) and motivational regulations. A mixed-method, single-group, pre-post trial was conducted in three primary schools in North West England. Classroom teachers taught a 10-week gamified PE unit (one 60-minute lesson per week). Researcher logs recorded recruitment, retention, adherence and attrition; feasibility and acceptability were assessed via semi-structured teacher interviews ( n = 3) and three focus groups with children ( n = 18). Children completed questionnaires assessing EI, BPNs and motivational regulations. MC was measured with the Körperkoordinationtest für Kinder and the Motor Competence Assessment. Three teachers and 63 children were recruited. Adherence was good (26/30 lessons taught), and participant retention was excellent (0% attrition). Qualitative findings indicated the intervention was feasible and acceptable: lessons were easy to follow, well-structured, inclusive, fun, and promoted teamwork. Challenges were mainly logistical (set-up time and equipment). Improvements were observed from pre- to post-test in EI ( F = 38.02, p < .001), MC ( p < .05), intrinsic motivation in PE ( F = 10.08, p = .002), and identified ( F = 11.84, p < .001) and external regulation ( F = 4.15, p = .046) for physical activity. However, EI outcome measurement posed challenges (child comprehension/scale structure), highlighting the need for child-appropriate tools. Overall, findings support trial feasibility and intervention acceptability, with promising effects, warranting a larger controlled trial.