Gamification in physical education: improving rhythmic gymnastics skills and student engagement through coaching games

Background and Study Aim. Rhythmic gymnastics is a sport that combines athleticism, artistry, and musicality, offering numerous physical and cognitive benefits for children. However, traditional training methods often emphasize repetitive drills, which may reduce student engagement and hinder skill acquisition. This study aims to analyze the effects of COG on students' jumping skills and interestcompared to traditional training methods. Material and Methods. The study employed a quasi-experimental pretest-posttest design. A total of 72 participants (mean age: 10.97 ± 0.80 years) were equally assigned to COG and CON groups. The training lasted for two months and included 18 sessions. The COG group practiced game-based activities, while the CON group followed traditional exercises. Student performance was assessed using multiple methods. Jumping ability was measured with the Stretched Jump instrument (validity: 0.995). Interest and engagement were evaluated using a validated 31-item Likert-scale questionnaire (Cronbach’s α: 0.986). Results. Students in the COG group showed a significant increase in engagement (Δ=9.50±7.45, p<0.001, d=1.022). Their results were higher than those of the CON group (Δ=1.89±7.44, p=0.186). Both groups improved their jumping skills (COG: 6.33 ± 10.65, p=0.001; CON: 4.83 ± 7.78, p=0.010). However, the difference between them was not statistically significant (p=0.689, d=0.161). Conclusions. The COG model enhances student engagement in rhythmic gymnastics by reducing monotony. It provides a more enjoyable alternative to conventional training without compromising skill development.