Evaluating FunEBall in physical education: an explanatory sequential mixed methods study
DOI:
https://doi.org/10.55040/h938hs10Keywords:
FunEBall, physical education, game-based learning, Student Engagement, inclusive sportsAbstract
FunEBall is an inclusive net-based team sport designed to promote cooperation, active participation, and enjoyment. This study evaluated its implementation in university physical education using an explanatory sequential mixed-methods design. In the quantitative phase, 60 students from a state university in Davao Oriental, Philippines, were selected through purposive sampling. Data were collected using the researcher-developed FunEBall Student Feedback Survey and analyzed using descriptive statistics, independent-samples t-tests, ANOVA, Tukey's HSD test, supplementary nonparametric analyses (Mann–Whitney U and Kruskal–Wallis H tests), effect size measures, and Cronbach's alpha. In the qualitative phase, open-ended responses were analyzed using thematic analysis. Results indicated that students reported very positive perceptions of FunEBall across the dimensions of engagement and participation, learning outcomes, physical activity and fitness, and enjoyment and perception. No significant differences were found according to age, gender, or prior playing experience, whereas significant differences were observed across year levels, particularly between first-year and second-year students. The supplementary nonparametric analyses generally supported the robustness of these findings despite the unequal group sizes. The instrument demonstrated excellent internal consistency (α = .971). Qualitative findings showed that students perceived FunEBall as fun, engaging, inclusive, collaborative, and supportive of skill development, physical activity, and confidence. Participants also recommended clearer game rules, larger playing areas, longer playing time, and enhanced strategy instruction. Overall, the findings provide preliminary evidence that FunEBall is a well-received and innovative physical education activity with educational potential to support active participation, teamwork, and positive learning experiences. However, these findings should be interpreted in light of the study's methodological limitations, including the small purposive sample and the absence of a control group.
References
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Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & BERA PE and Sport Pedagogy Special Interest Group. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1-27. https://doi.org/10.1080/02671520701809817
Beni, S., Fletcher, T., & Chróinín, D. N. (2016). Meaningful Experiences in Physical Education and Youth Sport: A Review of the literature. Quest, 69(3), 291-312. https://doi.org/10.1080/00336297.2016.1224192
Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6, 149. https://doi.org/10.3389/fpubh.2018.00149
Camacho-Sánchez, R., Manzano-León, A., Rodríguez-Ferrer, J. M., Serna, J., & Lavega-Burgués, P. (2023). Game-Based Learning and Gamification in Physical Education: A Systematic Review. Education Sciences, 13(2), 183. https://doi.org/10.3390/educsci13020183
Choi, S. M., Wang, F.-J., Sum, R. K. W., Ching, B. H.-H., Leung, E. F. L., & Ho, R. W. K. (2024). The motivational impact of sport education model on daily physical activity levels among university students: A mediation analysis. Scientific Reports, 14, 27964. https://doi.org/10.1038/s41598-024-78446-8
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Thousand Oaks, CA: SAGE.
Ezeddine, G., Souissi, N., Abaidia, R., Masmoudi, L., Trabelsi, K., Ammar, A., Jahrami, H., Husain, W., Tannoubi, A., Kurnaz, M., Altınkök, M., & Mrayah, M. (2025). Game-based physical education: a pathway to increased student motivation and greater learning outcomes. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1531651
Ferraz, R., Ribeiro, D., Alves, A. R., & Teixeira, J. E. (2024). Using gamification in teaching physical education: A survey review. Montenegrin Journal of Sports Science and Medicine, 13(1), 31-44. https://doi.org/10.26773/mjssm.240304
Liu, Q., Dong, Q., Fang, Q., Oh, E., Jia, M., & Yang, D. (2026) FunEBall: an emerging inclusive sport to enhance engagement and fundamental movement skills in physical education. Frontiers in Psychology. 17:1760902. https://doi.org/10.3389/fpsyg.2026.1760902
Lonsdale, C., Rosenkranz, R. R., Peralta, L. R., Bennie, A., Fahey, P., & Lubans, D. R. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education classes. Preventive Medicine, 56(2), 152-161. https://doi.org/10.1016/j.ypmed.2012.12.004
Manninen, M., & Campbell, S. (2022). The effect of the Sport Education Model on basic needs, intrinsic motivation and prosocial attitudes: A systematic review and multilevel meta-analysis. European Physical Education Review, 28(1), 86-107. https://doi.org/10.1177/1356336X211017938
Mo, W., Saibon, J. B., Li, Y., Li, J., & He, Y. (2024). Effects of game-based physical education program on enjoyment in children and adolescents: a systematic review and meta-analysis. BMC Public Health, 24(1), 517. https://doi.org/10.1186/s12889-024-18043-6
Ntoumanis, N. (2005). A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of Educational Psychology, 97(3), 444-453. https://doi.org/10.1037/0022-0663.97.3.444
Poitras, V. J., Gray, C. E., Borghese, M. M., et al. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Applied Physiology, Nutrition, and Metabolism, 41(6 Suppl 3), S197-S239. https://doi.org/10.1139/apnm-2015-0663
Standage, M., Ryan, R.M., Curran, T. (2025). Self-Determination Theory Applied to Physical Education: The Role of Self-Regulatory Processes in Facilitating High-Quality Student Motivation, Engagement, and Well-Being. In: García-González, L., De Cocker, K., González-Cutre, D. (eds) Motivation in Physical Education. Springer, Cham. https://doi.org/10.1007/978-3-031-86908-2_2
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International journal of medical education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd
Taylor, I. M., Ntoumanis, N., Standage, M., & Spray, C. M. (2010). Motivational predictors of physical education students' effort, exercise intentions, and leisure-time physical activity: A multilevel linear growth analysis. Journal of Sport and Exercise Psychology, 32(1), 99-120. https://doi.org/10.1123/jsep.32.1.99
Fetters, M.D., Curry, L.A. & Creswell, J.W. (2013), Achieving Integration in Mixed Methods Designs-Principles and Practices. Health Serv Res, 48: 2134-2156. https://doi.org/10.1111/1475-6773.12117
García Calvo-Rojo, S. (2026). Impact of an inclusive physical activity program with digital resources on health, motor skills, and physical condition in ASD. Sportis. Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 12(1), 1 29. https://doi.org/10.17979/sportis.2026.12.1.12446
Gråstén, A., & Watt, A. (2017). A Motivational Model of Physical Education and Links to Enjoyment, Knowledge, Performance, Total Physical Activity and Body Mass Index. Journal of sports science & medicine, 16(3), 318-327.
Hastie, P. A., de Ojeda, D. M., & Luquin, A. C. (2011). A review of research on Sport Education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103-132. https://doi.org/10.1080/17408989.2010.535202
Headrick, J., Harris-Reeves, B., & Daly-Olm, T. (2021). Collaborative testing in Sport and Exercise Degrees: A comparison of first and third year students' perceptions. Journal of University Teaching and Learning Practice, 18(6), 155-173. https://doi.org/10.53761/1.18.6.11
Kriemler, S., Meyer, U., Martin, E., van Sluijs, E. M. F., Andersen, L. B., & Martin, B. W. (2020). Effect of school-based interventions on physical activity and fitness in children and adolescents: A review of reviews and systematic update. British Journal of Sports Medicine, 45(11), 923-930. https://doi.org/10.1136/bjsports-2011-090186
Limbo-Rivera, C. B. (2026). Physical activities toward health and fitness and gender factors: an analysis of students' physical activity and attitudes toward Physical Education. Sportis. Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 12(2), 1-20. https://doi.org/10.17979/sportis.2026.12.2.12990
Vogel, N., Wood, E., & Pinto, S. (2025). Perceptions and experiences with academic group work in online and in-person classroom contexts: Perspectives across levels of undergraduate study. Journal of University Teaching and Learning Practice, 22(1). https://doi.org/10.53761/yvmg1997
Wang, J., Soon, C. C., Samsudin, S., Wang, C., Gao, Z., & Xie, Q. (2024). Tactical games model in physical education: A systematic review. PLoS ONE, 19(11), e0311321. https://doi.org/10.1371/journal.pone.0311321
Wang, M., Xu, J., Zhou, X., Li, X., & Zheng, Y. (2025). Effectiveness of Gamification Interventions to Improve Physical activity and Sedentary Behavior in Children and Adolescents: Systematic Review and Meta-Analysis. JMIR Serious Games, 13, e68151. https://doi.org/10.2196/68151
Yao, G., Zhang, J., Soh, K. G., Bai, X., Xiao, W., Anuar, M. A. M., & Bao, L. (2025). Effective implementation of the Sport Education Model in physical education: A meta-analysis of participant and intervention characteristics. PLOS ONE, 20(10), e0331228. https://doi.org/10.1371/journal.pone.0331228
Yuksel, H. S., Şahin, F. N., Maksimovic, N., Drid, P., & Bianco, A. (2020). School-based intervention programs for preventing obesity and promoting physical activity and fitness: A systematic review. International Journal of Environmental Research and Public Health, 17(1), 347. https://doi.org/10.3390/ijerph17010347
Zhang, J., Xiao, W., Soh, K. G., Yao, G., Anuar, M. A. M., Bai, X., & Bao, L. (2024). The effect of the Sport Education Model in physical education on student learning attitude: A systematic review. BMC Public Health, 24, 949. https://doi.org/10.1186/s12889-024-18243-0
Zhang, N., & Su, Z. (2026). Physical fitness and enjoyment of physical activity among university students: implications for sustainable physical activity participation. Frontiers in Psychology, 17, 1772490. https://doi.org/10.3389/fpsyg.2026.1772490
Ávalos-Ramos, M. A., & Martínez Ruiz, M. Á. (2020). Learning strategies focused on decision making and collaboration in physical education. International Journal of Environmental Research and Public Health, 17(21), 7924. https://doi.org/10.3390/ijerph17217924
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & BERA PE and Sport Pedagogy Special Interest Group. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1-27. https://doi.org/10.1080/02671520701809817
Beni, S., Fletcher, T., & Chróinín, D. N. (2016). Meaningful Experiences in Physical Education and Youth Sport: A Review of the literature. Quest, 69(3), 291-312. https://doi.org/10.1080/00336297.2016.1224192
Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6, 149. https://doi.org/10.3389/fpubh.2018.00149
Camacho-Sánchez, R., Manzano-León, A., Rodríguez-Ferrer, J. M., Serna, J., & Lavega-Burgués, P. (2023). Game-Based Learning and Gamification in Physical Education: A Systematic Review. Education Sciences, 13(2), 183. https://doi.org/10.3390/educsci13020183
Choi, S. M., Wang, F.-J., Sum, R. K. W., Ching, B. H.-H., Leung, E. F. L., & Ho, R. W. K. (2024). The motivational impact of sport education model on daily physical activity levels among university students: A mediation analysis. Scientific Reports, 14, 27964. https://doi.org/10.1038/s41598-024-78446-8
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Thousand Oaks, CA: SAGE.
Ezeddine, G., Souissi, N., Abaidia, R., Masmoudi, L., Trabelsi, K., Ammar, A., Jahrami, H., Husain, W., Tannoubi, A., Kurnaz, M., Altınkök, M., & Mrayah, M. (2025). Game-based physical education: a pathway to increased student motivation and greater learning outcomes. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1531651
Ferraz, R., Ribeiro, D., Alves, A. R., & Teixeira, J. E. (2024). Using gamification in teaching physical education: A survey review. Montenegrin Journal of Sports Science and Medicine, 13(1), 31-44. https://doi.org/10.26773/mjssm.240304
Fetters, M.D., Curry, L.A. & Creswell, J.W. (2013), Achieving Integration in Mixed Methods Designs-Principles and Practices. Health Serv Res, 48: 2134-2156. https://doi.org/10.1111/1475-6773.12117
García Calvo-Rojo, S. (2026). Impact of an inclusive physical activity program with digital resources on health, motor skills, and physical condition in ASD. Sportis. Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 12(1), 1 29. https://doi.org/10.17979/sportis.2026.12.1.12446
Gråstén, A., & Watt, A. (2017). A Motivational Model of Physical Education and Links to Enjoyment, Knowledge, Performance, Total Physical Activity and Body Mass Index. Journal of sports science & medicine, 16(3), 318-327.
Hastie, P. A., de Ojeda, D. M., & Luquin, A. C. (2011). A review of research on Sport Education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103-132. https://doi.org/10.1080/17408989.2010.535202
Headrick, J., Harris-Reeves, B., & Daly-Olm, T. (2021). Collaborative testing in Sport and Exercise Degrees: A comparison of first and third year students' perceptions. Journal of University Teaching and Learning Practice, 18(6), 155-173. https://doi.org/10.53761/1.18.6.11
Kriemler, S., Meyer, U., Martin, E., van Sluijs, E. M. F., Andersen, L. B., & Martin, B. W. (2020). Effect of school-based interventions on physical activity and fitness in children and adolescents: A review of reviews and systematic update. British Journal of Sports Medicine, 45(11), 923-930. https://doi.org/10.1136/bjsports-2011-090186
Limbo-Rivera, C. B. (2026). Physical activities toward health and fitness and gender factors: an analysis of students' physical activity and attitudes toward Physical Education. Sportis. Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 12(2), 1-20. https://doi.org/10.17979/sportis.2026.12.2.12990
Liu, Q., Dong, Q., Fang, Q., Oh, E., Jia, M., & Yang, D. (2026) FunEBall: an emerging inclusive sport to enhance engagement and fundamental movement skills in physical education. Frontiers in Psychology. 17:1760902. https://doi.org/10.3389/fpsyg.2026.1760902
Lonsdale, C., Rosenkranz, R. R., Peralta, L. R., Bennie, A., Fahey, P., & Lubans, D. R. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education classes. Preventive Medicine, 56(2), 152-161. https://doi.org/10.1016/j.ypmed.2012.12.004
Manninen, M., & Campbell, S. (2022). The effect of the Sport Education Model on basic needs, intrinsic motivation and prosocial attitudes: A systematic review and multilevel meta-analysis. European Physical Education Review, 28(1), 86-107. https://doi.org/10.1177/1356336X211017938
Mo, W., Saibon, J. B., Li, Y., Li, J., & He, Y. (2024). Effects of game-based physical education program on enjoyment in children and adolescents: a systematic review and meta-analysis. BMC Public Health, 24(1), 517. https://doi.org/10.1186/s12889-024-18043-6
Ntoumanis, N. (2005). A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of Educational Psychology, 97(3), 444-453. https://doi.org/10.1037/0022-0663.97.3.444
Poitras, V. J., Gray, C. E., Borghese, M. M., et al. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Applied Physiology, Nutrition, and Metabolism, 41(6 Suppl 3), S197-S239. https://doi.org/10.1139/apnm-2015-0663
Standage, M., Ryan, R.M., Curran, T. (2025). Self-Determination Theory Applied to Physical Education: The Role of Self-Regulatory Processes in Facilitating High-Quality Student Motivation, Engagement, and Well-Being. In: García-González, L., De Cocker, K., González-Cutre, D. (eds) Motivation in Physical Education. Springer, Cham.
https://doi.org/10.1007/978-3-031-86908-2_2
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International journal of medical education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd
Taylor, I. M., Ntoumanis, N., Standage, M., & Spray, C. M. (2010). Motivational predictors of physical education students' effort, exercise intentions, and leisure-time physical activity: A multilevel linear growth analysis. Journal of Sport and Exercise Psychology, 32(1), 99-120. https://doi.org/10.1123/jsep.32.1.99
Vogel, N., Wood, E., & Pinto, S. (2025). Perceptions and experiences with academic group work in online and in-person classroom contexts: Perspectives across levels of undergraduate study. Journal of University Teaching and Learning Practice, 22(1). https://doi.org/10.53761/yvmg1997
Wang, J., Soon, C. C., Samsudin, S., Wang, C., Gao, Z., & Xie, Q. (2024). Tactical games model in physical education: A systematic review. PLoS ONE, 19(11), e0311321. https://doi.org/10.1371/journal.pone.0311321
Wang, M., Xu, J., Zhou, X., Li, X., & Zheng, Y. (2025). Effectiveness of Gamification Interventions to Improve Physical activity and Sedentary Behavior in Children and Adolescents: Systematic Review and Meta-Analysis. JMIR Serious Games, 13, e68151. https://doi.org/10.2196/68151
Yao, G., Zhang, J., Soh, K. G., Bai, X., Xiao, W., Anuar, M. A. M., & Bao, L. (2025). Effective implementation of the Sport Education Model in physical education: A meta-analysis of participant and intervention characteristics. PLOS ONE, 20(10), e0331228. https://doi.org/10.1371/journal.pone.0331228
Yuksel, H. S., Şahin, F. N., Maksimovic, N., Drid, P., & Bianco, A. (2020). School-based intervention programs for preventing obesity and promoting physical activity and fitness: A systematic review. International Journal of Environmental Research and Public Health, 17(1), 347. https://doi.org/10.3390/ijerph17010347
Zhang, J., Xiao, W., Soh, K. G., Yao, G., Anuar, M. A. M., Bai, X., & Bao, L. (2024). The effect of the Sport Education Model in physical education on student learning attitude: A systematic review. BMC Public Health, 24, 949. https://doi.org/10.1186/s12889-024-18243-0
Zhang, N., & Su, Z. (2026). Physical fitness and enjoyment of physical activity among university students: implications for sustainable physical activity participation. Frontiers in Psychology, 17, 1772490. https://doi.org/10.3389/fpsyg.2026.1772490
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