The effect of game-based approaches on decision-making, knowledge, and motor skill: A systematic review and a multilevel meta-analysis

This study aimed to compare the effect between game-based approaches (GBAs) and traditional skill approaches on decision-making, knowledge and motor skill in physical education students and athletes. A systematic review and meta-analysis of experimental studies available before October 2023 was cond...

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Published in:European physical education review Vol. 31; no. 1; pp. 18 - 32
Main Authors: Manninen, Mika, Magrum, Eric, Campbell, Sara, Belton, Sarahjane
Format: Journal Article
Language:English
Published: London, England SAGE Publications 01.02.2025
Subjects:
physical education
teaching-learning process
Models
sport
ISSN:1356-336X, 1741-2749
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Abstract This study aimed to compare the effect between game-based approaches (GBAs) and traditional skill approaches on decision-making, knowledge and motor skill in physical education students and athletes. A systematic review and meta-analysis of experimental studies available before October 2023 was conducted. The initial search yielded 8431 articles, with 28 articles (n = 1600) meeting the inclusion criteria. Studies were analyzed using three-level random-effects models with a robust variance estimation. Outcomes were computed as raw mean differences and Hedges’s g effect sizes. Results indicate that GBAs have a positive heterogeneous effect on decision-making in game situations (ES = 11.41%; 95% CI [4.39, 18.43]) and motor skill in skill tests (g = 0.36; 95% CI [0.14, 0.57]). GBAs did not have an effect on knowledge (g = 0.37; 95% CI [−0.12, 0.86]) or motor skill in game situations (ES = 1.13%; 95% CI [−2.43, 4.68]). Meta-regression analyses revealed that the experience of the interventionist, the quality of the studies, and the comparison condition significantly influence the impact of GBAs on motor skill tests. More detailed and transparent reporting of trials would benefit the field.
AbstractList This study aimed to compare the effect between game-based approaches (GBAs) and traditional skill approaches on decision-making, knowledge and motor skill in physical education students and athletes. A systematic review and meta-analysis of experimental studies available before October 2023 was conducted. The initial search yielded 8431 articles, with 28 articles (n = 1600) meeting the inclusion criteria. Studies were analyzed using three-level random-effects models with a robust variance estimation. Outcomes were computed as raw mean differences and Hedges’s g effect sizes. Results indicate that GBAs have a positive heterogeneous effect on decision-making in game situations (ES = 11.41%; 95% CI [4.39, 18.43]) and motor skill in skill tests (g = 0.36; 95% CI [0.14, 0.57]). GBAs did not have an effect on knowledge (g = 0.37; 95% CI [−0.12, 0.86]) or motor skill in game situations (ES = 1.13%; 95% CI [−2.43, 4.68]). Meta-regression analyses revealed that the experience of the interventionist, the quality of the studies, and the comparison condition significantly influence the impact of GBAs on motor skill tests. More detailed and transparent reporting of trials would benefit the field.
Author Belton, Sarahjane
Campbell, Sara
Manninen, Mika
Magrum, Eric
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  givenname: Sarahjane
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Issue 1
Keywords physical education
teaching-learning process
Models
sport
Language English
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Snippet This study aimed to compare the effect between game-based approaches (GBAs) and traditional skill approaches on decision-making, knowledge and motor skill in...
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Title The effect of game-based approaches on decision-making, knowledge, and motor skill: A systematic review and a multilevel meta-analysis
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