Effects of cooperative games on enjoyment in physical education - How to increase positive experiences in students?
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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Effects of cooperative games on enjoyment in physical education - How to increase positive experiences in students? / Engels, Eliane Stephanie; Freund, Philipp Alexander.
in: PLoS ONE, Jahrgang 15, Nr. 12, e0243608, 07.12.2020.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Effects of cooperative games on enjoyment in physical education - How to increase positive experiences in students?
AU - Engels, Eliane Stephanie
AU - Freund, Philipp Alexander
PY - 2020/12/7
Y1 - 2020/12/7
N2 - Enjoyment is one of the most important factors for the maintenance of regular physical activity. The present study investigated if cooperative games in physical education classes (grades 6–9) can increase students’ enjoyment of physical activity. Data were collected in a quasi-experimental study employing a two-group design with repeated measures and randomization of classes to conditions. The total sample consisted of N = 285 students from regular schools in Germany aged 10 to 16 years (Mage = 12.67 years, SD = 1.10; 48.4% female). We found that cooperative games led to a higher perceived enjoyment in physical education classes (F(1) = 3.49, p = .063, ηp2 = .012), increased the feeling of how strong students felt related to each other (F(1) = 4.38, p = .037, ηp2 = .016), and facilitated feelings of perceived competence in physical education class (F(1) = 6.31, p = .013, ηp2 = .022). In addition, social relatedness and perceived competence partly mediated the effect of cooperative games on enjoyment. The findings indicate that systematically designed cooperative games can help foster enjoyment in physical education classes.
AB - Enjoyment is one of the most important factors for the maintenance of regular physical activity. The present study investigated if cooperative games in physical education classes (grades 6–9) can increase students’ enjoyment of physical activity. Data were collected in a quasi-experimental study employing a two-group design with repeated measures and randomization of classes to conditions. The total sample consisted of N = 285 students from regular schools in Germany aged 10 to 16 years (Mage = 12.67 years, SD = 1.10; 48.4% female). We found that cooperative games led to a higher perceived enjoyment in physical education classes (F(1) = 3.49, p = .063, ηp2 = .012), increased the feeling of how strong students felt related to each other (F(1) = 4.38, p = .037, ηp2 = .016), and facilitated feelings of perceived competence in physical education class (F(1) = 6.31, p = .013, ηp2 = .022). In addition, social relatedness and perceived competence partly mediated the effect of cooperative games on enjoyment. The findings indicate that systematically designed cooperative games can help foster enjoyment in physical education classes.
KW - Psychology
KW - Adolescent
KW - Child
KW - Cooperative Behavior
KW - Exercise
KW - Female
KW - Humans
KW - Male
KW - Physical Education and Training/methods
KW - Pleasure
KW - Students
UR - http://www.scopus.com/inward/record.url?scp=85097482567&partnerID=8YFLogxK
U2 - 10.1371/journal.pone.0243608
DO - 10.1371/journal.pone.0243608
M3 - Journal articles
C2 - 33284852
VL - 15
JO - PLoS ONE
JF - PLoS ONE
SN - 1932-6203
IS - 12
M1 - e0243608
ER -