Competitive and Non-Competitive Physical Education Games and Academic Motivation in Children: A Randomized School-Based Study

Academic motivation declines during late childhood, yet the relationship between motivational experiences in physical education and broader academic motivation remains underexplored. Grounded in Self-Determination Theory, this randomized pre – post experimental study examined whether competitive and noncompetitive physical education game structures differentially influence children’s academic motivation. A total of 246 children (aged 10–13) were assigned to Competitive Game, Educational (noncompetitive) Game, or Technical Education control groups for a 10-week intervention (3 × 40 minutes weekly). Academic motivation was assessed using the 28-item Academic Motivation Scale. Mixed-design ANOVAs revealed significant group × time interactions across all seven motivational dimensions (all p < 0.001; η2 p = 0.09–.17). Both intervention groups showed increases in intrinsic and extrinsic regulations and significant decreases in amotivation, whereas the control group showed no meaningful change. Competitive and noncompetitive formats produced distinct regulatory profiles, suggesting that instructional game structure may be associated with differences in motivational outcomes.