Table 2 Summary of features of included interventions

Azlan et al. 2021 [14]

Students 56 = boys (57%; n = 32) and girls (43%; n = 24)

13.5 ± 0.5 years old

40 min

One sessions /week

2 weeks

A simple questionnaire of acceptance of playing TG and PE lesson activities was developed based on Wasowicz.and Zeng, Hipscher

Galah Panjang (Long Pole) and Baling Selipar (Throwing Slipper)

Enjoyment

The mean acceptance scores showed students preferred playing TG (19.29 ± 4.21; p < 0.00) over free-play PE lesson (17.59 ± 3.13).

Engels & Freund 2020 [28]

Students 143 = boys (56.6%; n = 81) and girls (43.4%; n = 6)

12.50 ± 0.71 years old

15 min

One sessions /week

7 weeks

Questionnaire for the Assessment of Enjoyment in Physical Education

The Magical Hoops、Mississipp, Chimney Sweep, Blanket Turnaround, Change of Places, Space in the Smallest Hut, Human Knot, 7 People with 4 Feet, Siamese Soccer, Transportation on a Conveyor Belt, Save me if you can!

Enjoyment

cooperative games led to a higher perceived enjoyment in physical education classes (F [1] = 3.49, p = .063, ηp 2 = .012), increased the feeling of how strong students felt related to each other (F [1] = 4.38, p = .037, ηp 2 = .016)

Garcia-Castejon et al. 2021 [29]

Students 99 = boys (48.5%; n = 48) and girls (51.5%; n = 51)

12.63 ± 0.72 years old

50 min

two sessions /week

11 weeks

PNSE Basic Psychological Needs Questionnaire. Sport Satisfaction Instrument SSI Questionnaire

basketball, futsal, and volleyball

Enjoyment

the hybridization between the TPSR and TGfU model is presented as an effective alternative to be applied in the educational context with the aim of improving young peoples’ intention to be physically active and psychological variables, such as motivation, responsibility, and enjoyment, in physical education classes

Jones et al. 2020 [24]

Students 202 = boys (49.0%; n = 99) and girls (51.0%; n = 103)

11–14 years old

No report

No report

6 weeks

Intrinsic Motivation Inventory (IMI)

an invasion games unit

Enjoyment

Two way (group x gender) ANCOVA adjusted for the baseline subscale identified: significant main effects for teaching approach for interest & enjoyment (F(1,197) = 241.74, p < 0.001, eta squared = .55)

Navarro-Paton et al. 2017 [25]

Students 104 = boys (56.7%; n = 59) and girls (43.3%, n = 5)

10.29 ± 0.62 years old

No report

two sessions /week

3 weeks

scale of multidimensional measure referring to enjoyment, competence, relationship, autonomy, demotivation, intrinsic and extrinsic motivation

playing cooperative games

Enjoyment

in the experimental group, the scores of the variables autonomous motivation (p = 0.000), SDI (p = 0.005), relationship (p = 0.004), autonomy (p = 0.017), PMI (p = 0.004), enjoyment (p = 0.001), personal responsibility (p = 0.015), social responsibility (p = 0.001) and IPA (p = 0.000) increased

Paton et al. 2018 [30]

Students 98 = boys (54.1%; n = 53) and girls (45.9%; n = 45)

10.40 ± 0.50 years old

No report

two sessions /week

3 weeks

a multidimensional Scale was used according to enjoyment, competence, relation with others, autonomy, demotivation, intrinsic motivation and extrinsic motivation

competitive games

Enjoyment

the didactic unit based on the competitive games in the EF classes caused significant improvements in the different dimensions

Segura-Robles et al. 2020 [18]

Students 64 = boys(43.75%; n = 28) and girls(56.25%; n = 36)

15 ± 1.62 years old

No report

No report

5 weeks

Basic Psychological Needs in Exercise Scale; Sport Motivation; Scale; Sport Satisfaction Instrument;

a flipped and gamified program

Enjoyment

students’ satisfaction, enjoyment, and intrinsic motivation have improved based on the interaction with gamification and flipped learning

Batez et al. 2021 [23]

Students 54 = boys(66.7%; n = 36) and girls(33.3%; n = 18)

15.62 ± 0.65 years old

45 min

two sessions /week

6 weeks

Sports Enjoyment Scale

mini-volleyball

Enjoyment

The EXP group showed significantly better results for enjoyment compared to the CON group (p ≤ 0.05)

Lopez-Lemus et al. 2023 [21]

Students 137 = boys(54.7%; n = 75) and girls(45.3%; n = 62)

14.18 ± 0.83 years old

55 min

two sessions /week

12 weeks

Game Performance Assessment Instrument (GPAI);Enjoyment and Perceived Competence;Intention to Be Physically Active

handball via

Enjoyment

the application of hybrid models SE/TGfU could increase and help facilitate students’ game involvement and game performance, enjoyment, perceived competence and intention to be physically active

Fu et al. 2018 [33]

Students 65 = boys(52.30%; n = 34) and girls(47.7%; n = 31)

4.9 ± 0.7 years old

30 min

five sessions /week

12 weeks

Gross Motor Development-Edition 3 (TGMD-3);Intrinsic Motivational Inventory

GoNoodle;Adventure to Fitness;Cosmic Kids Yoga

Enjoyment

There were also significant positive and weak correlations between enjoyment and the object control subtest and TGMD-3 total score (P < 0.05). Moderate-to-strong correlations were found among subtest scores and the total score of the TGMD-3

Kolovelonis & Goudas 2023 [20]

Students 102 = boys(54.9%; n = 56) and girls(45.1%; n = 46)

10.13 ± 0.57 years old

45 min

No report

No report

The Design Fluency Test;Situational Interest Scale

hop-pop-tag;modified crazy traffic lights;the mirror; the maps

Enjoyment

participated in cognitively challenging physical activity games students compared to participated in activities for developing their health-related fitness students scored higher in total interest (p = 0.004, d = 0.71) and in instant enjoyment (p < 0.001, d = 0.89).

Gil-Arias et al. 2020 [19]

Students 292 = boys(52.1%; n = 152) and girls(47.9%; n = 140)

10.41 ± 0.49 years old

50 min

two sessions /week

8 weeks

BPNs in exercise scale;Physical Activity Class Satisfaction Questionnaire

basketball

Enjoyment

regardless of students gender and/or content focus of the unit and have opportunities to increase their engagement, enjoyment, and social interactions within physical education lessons.

Fernandez-Rio et al. 2022 [22]

Students 54 = boys(51.9%; n = 28) and girls(48.1%; n = 26)

14 ± 0.1 years old

90 min

a sessions /week

9 weeks

satisfaction and frustration scale

jump Ropes;Double Dutch rope jumping

satisfaction

showed signifi-cant mean increases in the experimental group in all the variables: intrinsic motivation (P = 0.001, d = 1.48), autonomy satisfaction (P = 0.001, d = 0.65), competence satisfaction (P = 0.003, d = 0.77), relatedness satisfaction (P = 0.010, d = 1.01), intention to be physically active (P = 0.001, d = 0.75) and only autonomy satisfaction (P = 0.027, d = 0.65) in the comparison group

Gao et al. 2013 [1]

Students 53 = boys(45.3%; n = 24) and girls(54.7%; n = 29)

10.3 years old

30 min

No report

3 weeks

Enjoyment-Competence scale

Dance Dance Revolution

Enjoyment

Children spent more moderate-to-vigorous PA (MVPA) time (p < 0.01, h2 ¼ 0.49) in aerobic dance than DDR. Additionally, children reported significantly higher self-efficacy (p < 0.001, h2 ¼ 0.28) and enjoyment (p < 0.01, h2 ¼ 0.18) in DDR than in aerobic dance.

Quintas & Bustamante 2023 [27]

Students 417 = boys(46.8%; n = 195) and girls(53.2%; n = 222)

11.1 ± 1.7 years old

45 min

three sessions /week

4 weeks

Sport Satisfaction Instrument

didactic dance (added a gamified climate in class and used an exergame)

Enjoyment

the gamified exergaming education intervention would produce more enjoyment in students than the non-gamified and non-exergaming intervention. An interaction effect was found on enjoyment (F(1) = 7.56, p = .006, h2 p = .02)

Zetou et al. 2012 [26]

Students 62 = boys(48.4%; n = 30) and girls(51.6%; n = 32)

11.13 ± .33 years old

20 min

nine sessions /week

4 weeks

Evaluation of satisfaction(a six-item scale)

Play and Stay program (tennis)

Satisfaction

students will be motivated to become more involved in tennis as a sport, since enjoyment and satisfaction stimulate interest in participation