Motivation, basic psychological needs and intention to be physically active after a gamified intervention programme

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