Co-development of a gamified physical education movement competence intervention with school stakeholders

Movement competence (MC) and emotional intelligence (EI) are positively associated and important for child development. Intervention research is needed to determine causal relationships between these outcomes. Gamification is a pedagogical model that may enhance MC and EI, but implementing interventions in schools is complex and requires multi-stakeholder involvement to ensure feasibility, acceptability and sustainability. However, methodological evidence to inform co-development work within physical education (PE) is lacking and further research is required. This study describes the process of co-developing a gamified PE intervention with school stakeholders to increase MC and EI among primary-aged children. A total of 91 children and four classroom teachers from three primary schools participated in a series of co-development workshops. Data from the workshops were thematically analysed and informed the development of three school-specific gamified PE curriculums. Findings from children included: (1) the social and foundational movement skills (FMS) to improve during the intervention; (2) the enjoyable components of PE, which included skill development and social interaction; (3) a desire to include more equipment in PE lessons; and (4) games, activities and gamification strategies to incorporate in the intervention. Findings from teachers included: (1) the barriers and facilitators to implementing a gamified model in PE; (2) the successful components of PE lessons; and (3) the overall development of the intervention. This methodology provides a framework for co-developing PE interventions within a school context. Results provide strategies to operationalise gamification. Future research should explore the feasibility and acceptability of the co-developed interventions to increase MC and EI.