Associations of the Xingfa gamification framework with students' sport motivation and physical fitness: a cross-sectional comparison across 14 schools.

INTRODUCTION: Traditional gamification in physical education (PE) often creates a needs gap. This study examines the associations of Xingfa Teaching Of Physical Education (XFTPE) with students' internalized motivation and physical fitness. It is a structured, three-stage progression aligned with Self-Determination Theory. METHODS: A cross-sectional, comparative design was employed, involving 1,400 primary school students (grades 4-6) from 14 schools. Seven schools implemented XFTPE, while seven used traditional PE. Participants completed the Sport Motivation Scale (SMS-6) and the National Physical Fitness Test. Data were analyzed using Linear Mixed-Effects Models and Pearson correlation. RESULTS: Students in XFTPE schools reported significantly higher levels of internalized sport motivation (M = 5.01, SD = 0.71) compared to those in traditional schools (M = 4.63, SD = 0.67) (B = 0.37, P < 0.001, d = 0.26). Internalized motivation was positively correlated with physical fitness scores (r = 0.595, P < 0.001). Additionally, XFTPE students exhibited higher physical fitness scores (B = 1.44, P = 0.005), although the effect size was small (d = 0.07). DISCUSSION: These findings indicate an association between the XFTPE approach and higher internalized motivation. The difference in effect sizes between motivational and fitness outcomes underscores the distinction between psychological correlates and physiological adaptation, highlighting the necessity for longitudinal designs in future research.