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This survey review critically examines how gamification may influence engagement and intrinsic motivation in PE classes, guided by PRISMA-S systematic review and meta-analysis search-extension procedures. Following the search, 68 articles were selected, highlighting game-based models and valid gamification strategies that leverage game elements, mechanics, and learning theories. 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Alves1,5, José E. Teixeira3,4,5, Pedro Forte3,4,5,7, Luís Branquinho5,6,7  \nAffiliations: 1Department of Sport Sciences, University of Beira Interior, 6201-001 Covilhã, Portugal, 2Department of Sports, Higher Institute of Educational Sciences of the Douro, 4560-708 Penafiel, Portugal, 3Department of Sports Sciences, Instituto Politécnico de Bragança, 5300- 253 Bragança, Portugal, 4Polytechnic Institute of Guarda, Guarda, Portugal, 5Research Center in Sports Sciences, Health Sciences and Human Development, 5001-801 Covilhã, Portugal, 6Agrarian School of Elvas, Polytechnic Institute of Portalegre, 7350-092 Elvas, Portugal, 7CI-ISCE, Higher Institute of Educational Sciences of the Douro, 4560-708 Penafiel, Portugal  \nCorrespondence: [ricardompferraz@gmail.com](ricardompferraz@gmail.com); [ricardo.ferraz@ubi.pt](ricardo.ferraz@ubi.pt)  \n\n| Abstract\u003Cbr>Nowadays, the determining role that Physical Education (PE) assumes for cognitive, psychomotor and affective development is widely accepted. Even so, several investigations continue to report the difficulty in motivating children to be involved and participate in PE classes through traditional teaching methods. Thus, to combat this scourge, gamification has been suggested as a useful tool to increase students’ motivation to practice PE. Based on these considerations, the main objective of this survey review was to critically analyze the potential impact of using gamification in PE classes. The Preferred Reporting Items for Systematic reviews and Meta-Analyses literature search extension (PRISMA-S) guidelines were advised for this survey review. After searching procedures, 68 articles remained for analysis. Traditional teaching models can be applied by using the direct instruction model, and teaching dominated approaches. By contrast, nowadays physical education and sports education have been based on game-based models. From this, gamification strategies seem to be valid and efficient as a contribute to the previous ones, applying game elements, mechanics, and principles to non-game contexts to enhance engagement and intrinsic motivation. Thus, gamification models extend to as fundamental element the theory of self-determination expressed by theory of gamified learning, dynamical model for gamification of learning, goal-access-feedback-challenge-collaboration, gamification, and virtual gamification. This investigation allows us to conclude that the inclusion of gamification in PE classes seems to translate into an increase in motivation in children and youth. For this reason the introduction of technology in classes seems to be a key factor to increase sports participation, regular physical activity and improve motor learning and control.\u003Cbr>Keywords: Sport, Children, Health, Motivation, Learning |  |\n| --- | --- |\n| | @MJSSMontenegro\u003Cbr>GAMIFICATION IN PHYSICAL EDUCATION [http://mjssm.me/?sekcija=article&artid=269](http://mjssm.me/?sekcija=article&artid=269) |\n| Cite this article: Ferraz, R., Ribeiro, D., Alves A.R., Teixeira, J.E., Forte, P., Branquinho, L. (2024) Using Gamification in Teaching Physical Education: A survey review. Montenegrin Journal of Sports Science and Medicine, 20 (1), 31–44.\u003Cbr>[https://doi.org/10.26773/mjssm.240304](https://doi.org/10.26773/mjssm.240304) |  |\n\nReceived: 16 September 2023 | Accepted after revision: 02 January 2023 | Early access publication date: 01 February 2024 | Final publication date: 15 March 2024 © 2024 by the author(s) . License MSA, Podgorica, Montenegro. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) .  \nConflict of interest: None declared.  \nDOI 10.26773/mjssm.240304 31  \nGAMIFICATION IN PHYSICAL EDUCATION | R. FERRAZ ET AL.  \nIntroduction  \nPhysical Education (PE) plays a key role in cognitive skills, psychomotor and affective deve","cbCaigL46U9wGzKU","https://ap.wps.com/l/cbCaigL46U9wGzKU","pdf",563190,14,"English","# Introduction\n## Role and benefits of physical education\n## Gamification as a strategy in PE","[{\"question\":\"Why is gamification proposed for Physical Education classes?\",\"answer\":\"Traditional teaching methods can make it difficult to motivate children to participate in PE. Gamification is suggested to improve engagement by applying game elements and mechanics to PE lessons.\"},{\"question\":\"How was the literature selected in this survey review?\",\"answer\":\"The review followed PRISMA-S guidelines for systematic review search-extension procedures. After the search, 68 articles remained for analysis.\"},{\"question\":\"What overall impact does gamification have in PE according to the review?\",\"answer\":\"The review concludes that including gamification in PE classes is linked to increased motivation in children and youth, with technology integration also supporting sports participation, regular physical activity, and motor learning and control.\"}]","Using Gamification in Teaching Physical Education - A Survey Review | PDF",35]