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Abstract
Aerobic endurance in schoolchildren is a key component of cardiovascular health and chronic disease prevention. In Physical Education, gamification may enhance motivation and engagement, facilitating meaningful physiological adaptations. To determine the effect of a gamification-based Physical Education program on aerobic endurance (estimated VO?max) in 11–12-year-old students, comparing an experimental group with a control group. A quantitative, longitudinal, pretest–posttest quasi-experimental study with a control group was conducted. Allocation was performed by clusters (classes). The sample included 49 students (experimental group: n=25; control group: n=24). Aerobic endurance was assessed using the 20 m shuttle run (Course Navette), estimating VO?max before and after an 8-week intervention (three sessions per week). The experimental group showed a greater improvement in estimated VO?max than the control group (?=2.6±2.0 vs 0.4±1.9 mL·kg?¹·min?¹), with a between-group difference in change of 2.2 (95% CI: 1.08–3.32; p<0.001) and a large effect size (Cohen’s d=1.13). A favorable shift toward higher aerobic capacity categories was also observed in the experimental group, with a marked reduction in the lowest category. Gamification in Physical Education significantly improves aerobic endurance in schoolchildren and may promote sustained engagement and healthier lifestyle habits from an early age.
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