Investigating the effect of a 12-week game skill-based activity in physical education to enhance movement competence of students: a randomized trial

Background and Study Aim. Improving students’ physical competence and engagement relies on effective physical education programs. The use of innovative teaching methods is becoming increasingly prevalent in education. This study aims to investigate the effect of game skill-based activity in physical education to enhance movement competence of students. Material and Methods. The study included 60 students, aged 18 to 21, from different universities. They were divided into experimental and control groups using a quasi-experimental design. The Movement Competency Screen (MCS) was used for assessment. The movement competency test evaluated students' movement skills before and after the intervention. The test included bodyweight squats, lunges and twists, push-ups, bend-and-pull exercises, and single-leg squats. Results. There were no significant differences in motor competence screening scores between the two groups (p > .05). However, the experimental group showed significant improvements across all movement competency screen assessments. This finding highlights the effectiveness of game-based learning in enhancing skill acquisition, coordination, and overall physical skills. In contrast, the control group demonstrated only a moderate increase in movement skills. The results suggest that the game-based collaborative learning method positively impacted motor competence. It promoted the regulated, harmonious, and holistic development of students' movement skills. Conclusions. The study postulates that a 12-week game skill-based activity in physical education promotes physical competency. It also offers social and psychological benefits. This approach presents a promising pedagogical method to enrich physical education experiences. It encourages cooperation, teamwork, and active participation among students, fostering a more supportive and dynamic learning environment.