Comparative Effects of Game-Based Learning and Traditional Instruction on Skill Development and Motivation in School-Aged Athletes
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Game-based learning is increasingly used in school sport because it places technical skill practice within tactical, social, and decision-rich playing situations, yet teachers and coaches still need evidence that it can improve both performance and motivation compared with traditional direct instruction. This study compared the effects of an 8-week game-based learning program and a matched traditional-instruction program on skill development, tactical decision-making, motivation, and participation indicators in school-aged athletes. A school-clustered, two-arm field design included 192 athletes aged 12-15 years, with equal representation of girls and boys, allocated to game-based learning (n = 96) or traditional instruction (n = 96). The game-based condition used modified small-sided games, tactical constraints, guided questioning, and reflective breaks, whereas the traditional condition used demonstration, isolated technical drills, corrective feedback, and end-session game play. Primary outcomes were a technical skill composite and a tactical decision-making score, assessed at baseline, week 4, and week 8. Secondary outcomes were intrinsic motivation, enjoyment, perceived competence, autonomy support, attendance, and intention to continue sport participation. Baseline characteristics were comparable between groups. At week 8, game-based learning produced greater improvement in technical skill than traditional instruction (adjusted mean difference = 6.7 points, 95% CI: 3.3-10.1, F = 15.08, p < 0.001, Hedges g = 0.61) and greater improvement in tactical decision making (adjusted mean difference = 7.2 points, 95% CI: 3.6-10.8, F = 15.65, p < 0.001, g = 0.59). Intrinsic motivation, enjoyment, perceived competence, and autonomy support also increased more strongly in the game-based condition, with between-group differences in change ranging from 0.31 to 0.43 scale points (all p < 0.01). Attendance was higher in the game-based group (91.6% vs. 86.5%, p < 0.001), and intention to continue sport participation was more frequent (83.3% vs. 70.8%, p = 0.038). Sex-by-group interaction tests were not significant, indicating broadly comparable effects for girls and boys. These findings indicate that a structured game-based learning approach can improve sport-specific skill, tactical understanding, and motivational quality in school-aged athletes without reducing technical progress, supporting its use in school sport and youth coaching programs where performance development and continued participation are joint priorities.
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