The Impact of a Challenge-Based Learning Experience in Physical Education on Students’ Motivation and Engagement

Abstract

The present study investigated how challenge-based learning (CBL) in physical education (PE) may affect students’ basic psychological needs (BPNs), motivational regulations, engagement, and learning in comparison with a traditional teaching (TT) methodology. A quasiexperimental study with experimental and control groups was carried out. In total, 50 participants (16 boys and 34 girls) between 13 and 15 years old (Mage = 13.35, SD = 0.62) were involved in the experience for 6 weeks (ncontrol = 24; nexperimental = 26). Validated questionnaires were administered both before and after the intervention in both groups. Furthermore, theoretical knowledge and badminton-specific motor skill tests were carried out in both groups after the intervention. An analysis showed that after the intervention, students in the CBL condition improved their autonomy (Mbefore = 3.15 vs. Mafter = 3.39; ES = 0.26 *), competence (Mbefore = 4.01 vs. Mafter = 4.18; ES = 0.33 *), and relatedness satisfaction (Mbefore = 3.86 vs. Mafter = 4.06; ES = 0.32 *). As for behavioural engagement measures, students in the CBL condition exhibited higher scores after than those from before (Mbefore = 4.12 vs. Mafter = 4.36; ES = 0.35 *). No significant changes were observed for motivational regulations or agentic engagement. On learning outcomes, students in the experimental group achieved higher scores in both theoretical knowledge (Mcontol = 6.48 vs. Mexperimental = 6.79) and badminton-specific motor skills (Mcontol = 6.85 vs. Mexperimental = 7.65) than the control group did. The present study findings highlight that CBL might be a valid and effective methodological approach for students in PE to achieve adaptive motivational, behavioural, and learning outcomes.

The positive education of challenge: innovative integration of challenge based learning and positive education

“…Although limited, there have been some empirical studies on the impact of CBL on wellbeing-related variables: (1) Regarding engagement, Johnson and Adams (2011) suggest that CBL effectively promotes students’ engagement in learning. Similarly, Simón-Chico et al (2023) found that behavioral engagement ( Fredricks et al, 2004 ; Skinner et al, 2008 ) in the CBL condition in physical education was higher after the intervention than before. (2) A study by Johnson and Adams (2011) suggests that CBL programs effectively enhance students’ social skills.…”

“… López-Fernández et al (2020) reported improvements in the relationship between teachers and students after they worked collaboratively to solve the challenges in their CBL program. (3) Regarding basic psychological needs ( Chen et al, 2015 ), Simón-Chico et al (2023) reported improvements in autonomy, competence, and relatedness satisfaction after a CBL program.…”

“…Studies have also suggested that CBL effectively enhances achievements and learning skills. For example, studies have suggested that CBL effectively promotes learning (e.g., Johnson et al, 2009 ; Johnson and Adams, 2011 ; Simón-Chico et al, 2023 ). Improvements in leadership, critical thinking, creativity, problem-solving, and entrepreneurship have also been suggested ( Johnson and Adams, 2011 ; Colombelli et al, 2022 ).…”

“…Because CBL is not within the scope of PE, there are only a few studies on its impact on well-being-related variables (e.g., Johnson et al, 2009 ; Johnson and Adams, 2011 ; Bisanz et al, 2019 ; Pinho et al, 2019 ; López-Fernández et al, 2020 ; Franco et al, 2023 ; Simón-Chico et al, 2023 ). Therefore, more empirical research should be conducted on the impact of CBL on well-being to fill the research gap in terms of quantity, the scope of variables, and longitudinal studies with due consideration of the variety and modification of CBL.…”

Study of the Effects of Physical-Activity Practice and Adherence to the Mediterranean Diet on Emotional Intelligence in Elementary School Education Students

“…During adolescence there is a decrease in the time of physical activities, especially in girls [51]. The interests toward which the subject of physical education is oriented can have a positive or negative impact on the motivations of students [52,53].…”