A 3-month school-based exergaming intervention increases students’ physical self-concept: a randomized controlled trial

Exergames are often regarded as innovative tools to promote physical activity. This study assesses whether a 3-month school-based exergaming intervention affects students’ physical self-concept (PSC) and whether “gender,” “body mass index (BMI),” “waist-to-height ratio (WHtR),” “weekly activity level,” “VO₂max,” and “interest in sports” moderate possible changes.

58 fifth- and six-grade students (27 girls) were randomized into an intervention group (INT; n = 30) and a control group (CON). All students completed baseline assessments (anthropometric measurements and a shuttle run test). Throughout an intervention period, the INT attended 15–20-minute exergaming sessions twice a week during school hours. Before and after the intervention, PSC was assessed in both INT and CON using the “PSC scales” including the subscales “strength,” “endurance,” “speed,” “flexibility,” “coordination,” “sports competence,” and “physical appearance.”

To determine time × group interactions, a repeated measures general linear model was performed including “gender,” “BMI,” “WHtR,” “weekly activity level,” “interest in sports,” and “VO₂max” as covariates.

ANOVAs were performed to determine within-group effects.

The analyses revealed significant time × group interaction effects for “PSC total” (p = 0.015) and the subscales “flexibility” (p = 0.017), “coordination” (p = 0.045), “strength” (p < 0.001), and “speed” (p = 0.029). None of the covariates moderated time × group interactions. Significant within-group effects from pre to post have been found for “PSC total” (p = 0.042), “strength” (p < 0.001), and “sports competence” (p = 0.046), and borderline significance for “flexibility” (p = 0.051) for the INT. For the CON, no significant differences were assessed.

School-based exergaming seems to be promising for improving students’ PSC and therefore, positively affect their well-being.