INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume X Issue III March 2026  
Improving Physical Activity Participation of MAPEH Pupils through  
Modified Games  
Yasser D. Palantig., Roy Mamerto A. Diampon  
Mindanao State University, Main Campus, Marawi City, 9700, Philippines  
DOI: https://doi.org/10.47772/IJRISS.2026.100300061  
Received: 08 March 2026; Accepted: 13 March 2026; Published: 25 March 2026  
ABSTRACT  
This study examined the effect of modified games on the physical activity participation of Grade 5 MAPEH  
pupils at Mindanao State University–Integrated Laboratory School (MSU-ILS). A classroom-based action  
research design guided by the Plan–Act–Observe–Reflect (PAOR) framework was employed to address  
observed low levels of active engagement and confidence in Physical Education (PE). Two hundred Grade 5  
pupils participated in a two-week intervention consisting of daily 45-minute PE sessions integrating modified  
games designed to promote inclusive, developmentally appropriate, and learner-centered physical activities.  
Data were collected using a researcher-developed Likert-scale questionnaire administered as both pre-test and  
post-test, measuring three dimensions: Active Engagement in Physical Activities, Confidence in Physical  
Activity Participation, and Enjoyment and Motivation in Physical Education. Descriptive statistics, including  
mean and standard deviation, were computed using IBM SPSS Statistics 21 to analyze changes in pupils’  
responses. Results revealed observable improvements across all three dimensions following the intervention.  
Several indicators shifted from High to Very High levels, particularly in persistence, willingness to try new  
activities, pride in task completion, and enthusiasm toward PE. Qualitative reflections further indicated increased  
enjoyment, reduced hesitation, and stronger peer collaboration during physical activities. The findings suggest  
that modified games effectively enhance pupils’ behavioral, cognitive, and affective participation in PE. Overall,  
the study affirms the value of integrating modified games as a practical and effective strategy for promoting  
active, confident, and motivated learners in elementary physical education.  
Keywords: active engagement; learner-centered pedagogy; modified games; physical activity participation;  
physical education  
INTRODUCTION  
Regular participation in physical activity during childhood is widely recognized as a fundamental contributor to  
physical health, psychological well-being, and social development (Marzena et al., 2025). However, despite the  
inclusion of physical education (PE) as a core subject in school curricula, many elementary school pupils fail to  
meet recommended levels of daily physical activity. Insufficient engagement in physical activity during late  
childhood has been associated with increased sedentary behavior, reduced physical fitness, and diminished  
motivation to participate in movement-based activities (Lopes et al., 2021; World Health, 2020). These concerns  
underscore the need for effective instructional strategies that promote active participation within the school  
environment.  
Grade 5 pupils represent a critical stage in which participation in physical activity often begins to decline. At  
this age, pupils become more aware of their physical abilities and increasingly compare their performance with  
peers, which can negatively influence their willingness to participate in PE activities (Holfelder & Schott, 2022).  
Traditional, technique-oriented teaching approaches may unintentionally marginalize pupils with lower skill  
levels, leading to reduced engagement, avoidance behaviors, and negative attitudes toward physical activity  
(Barnett et al., 2021). As such, fostering inclusive and motivating learning environments is essential to sustain  
participation among pupils with diverse abilities.  
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Motor competence has been identified as a central factor influencing children’s engagement in physical activity  
(den Uil et al., 2023; Feitoza et al., 2022). Children who demonstrate higher levels of actual and perceived motor  
competence are more likely to participate actively in PE lessons and engage in moderate-to-vigorous physical  
activity both during and outside school hours (Lopes et al., 2021). Conversely, pupils with low motor competence  
or low self-perception of their abilities often experience frustration and disengagement, which can contribute to  
long-term physical inactivity (Carcamo-Oyarzun et al., 2025; Rose et al., 2023). Therefore, PE interventions  
should prioritize not only skill development but also enjoyment, confidence, and perceived competence.  
Schools play a vital role in promoting physical activity, as PE classes provide structured and equitable  
opportunities for movement, social interaction, and motor learning (Cale, 2023; Walker et al., 2023). Within PE  
lessons, pupils engage cognitively, physically, and socially, making the subject a key setting for encouraging  
lifelong physical activity behaviors (Gouveia et al., 2022). However, maximizing pupils’ participation requires  
pedagogical approaches that actively involve learners and allow meaningful engagement rather than passive  
repetition of isolated skills (Agyeman, 2024; Alfin Nur et al., 2024).  
In this context, modified games have gained increasing attention as a learner-centered instructional strategy in  
PE. Modified games involve intentional adaptations to rules, playing space, equipment, and group size to ensure  
activities are developmentally appropriate and accessible to all pupils (Abad et al., 2020). By emphasizing play,  
decision-making, and continuous involvement, modified games reduce performance pressure and promote active  
participation, particularly among pupils who may feel less confident in traditional sport-based activities (Pardali  
et al., 2025; Tang et al., 2024).  
Empirical evidence suggests that the use of modified games in PE can increase engagement levels, enhance  
enjoyment, and create more opportunities for sustained physical activity during lessons (Barba-Martín et al.,  
2020; Morales-Belando et al., 2022). These approaches also encourage cooperation, inclusion, and positive  
attitudes toward physical activity, which are essential for maintaining participation throughout elementary  
school. Despite these advantages, there remains limited research focusing specifically on how modified games  
influence physical activity participation among Grade 5 pupils within regular PE classes.  
Given the importance of promoting active participation at this developmental stage, further investigation is  
warranted to examine instructional strategies that effectively engage pupils in physical activity. Therefore, the  
purpose of this study is to determine the effect of modified games on the physical activity participation of Grade  
5 pupils during physical education classes. The findings of this study aim to contribute to evidence-based PE  
practices that support inclusive participation and the development of active lifestyles among elementary school  
pupils.  
METHODOLOGY  
Research Design  
This study employed a classroom-based action research design, conducted by the researchers in their role as  
practitioners, to address observed issues related to low interest and confidence among Grade 5 pupils in Music,  
Arts, Physical Education, and Health (MAPEH). Action research was deemed appropriate because it is  
practitioner-led, context-specific, and problem-solving in nature, allowing teachers to systematically plan,  
implement, and refine instructional strategies while directly engaging with learners in an authentic classroom  
setting. The study was guided by the Plan–Act–Observe–Reflect (PAOR) action research framework, wherein  
the researchers first identified the problem and planned integrated and collaborative learning activities (Plan),  
implemented these activities during regular MAPEH lessons (Act), systematically observed pupils’ responses,  
participation, interest, and confidence (Observe), and reflected on the effectiveness of the intervention to inform  
instructional adjustments (Reflect). This cyclical process supported continuous improvement of teaching  
practices and ensured that the intervention remained responsive to pupils’ needs. The present study implemented  
a single action research cycle, considered sufficient to evaluate the immediate effects of the intervention on  
pupils’ interest and confidence, while also providing a foundation for future cycles or follow-up studies aimed  
at sustaining and enhancing learning outcomes in MAPEH.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume X Issue III March 2026  
Research Context  
The study was conducted at the Mindanao State University–Integrated Laboratory School (MSU-ILS),  
specifically involving Grade 5 learners enrolled in MAPEH classes, where instruction integrates music, arts,  
physical education, and health as part of the basic education curriculum. The researchers served as resource  
speakers and program facilitators, actively designing, implementing, and guiding integrated and collaborative  
learning activities while closely monitoring pupils’ engagement, interest, and confidence throughout the  
intervention. Within this institutional context, the study responded to an observed issue of poor physical activity  
participation among Grade 5 pupils, characterized by limited engagement during PE-related activities, thereby  
highlighting the need for innovative, learner-centered strategies to promote active participation and positive  
learning experiences in MAPEH.  
Participants of the Study  
The participants of this study consisted of 200 Grade 5 MAPEH learners from Mindanao State University–  
Integrated Laboratory School (MSU-ILS) who were selected to take part in the action research intervention. A  
purposive sampling technique was employed to intentionally include learners who were regularly enrolled in  
Grade 5 MAPEH classes and directly exposed to the integrated and collaborative learning activities implemented  
in the study. The inclusion criteria required participants to have regular class attendance and the ability to  
participate in MAPEH activities, while learners with prolonged absences or medical conditions that limited their  
participation in physical activities were excluded from the study.  
Action Research Intervention  
The action research intervention involved the implementation of modified games as an instructional strategy  
integrated into Grade 5 MAPEH lessons to enhance pupils’ interest, confidence, and participation, particularly  
in physical activity components. The primary objective of the intervention was to promote active engagement,  
improve self-confidence in movement tasks, and foster positive learning experiences through developmentally  
appropriate and inclusive game-based activities. The intervention was conducted over a period of two weeks,  
with daily 45-minute sessions, each carefully structured to include an introduction, activity development, and  
reflection to ensure continuity and progressive learning. Instructional strategies combined short lectures, guided  
discussions, hands-on experiences, and structured physical activities, allowing learners to actively participate,  
collaborate with peers, and apply concepts through movement-based and experiential learning.  
Action Research Procedure  
The planning phase involved identifying the problem of low interest, confidence, and physical activity  
participation among Grade 5 MAPEH learners through informal classroom observations and a brief needs  
assessment, which informed the development of an intervention plan centered on modified games and  
collaborative learning; instructional materials, activity guides, and simple pretest–posttest instruments were  
prepared prior to implementation. During the action phase, the intervention was implemented through a series  
of structured seminar-workshop–style MAPEH sessions incorporating short lectures, demonstrations, and hands-  
on physical activities, conducted for 45 minutes per day over a two-week period. The observation phase focused  
on systematically collecting data throughout the implementation, including pupils’ attendance, participation  
records, field notes on engagement and confidence, and results from pretest and posttest measures related to  
interest and confidence in MAPEH. Finally, the reflection phase involved evaluating the outcomes of the  
intervention by analyzing observed changes in learners’ participation and responses, reflecting on the  
effectiveness of the modified games, and identifying challenges and areas for improvement to inform future  
instructional planning and subsequent action research cycles.  
Research Instrument  
The study utilized a researcher-developed Likert-scale questionnaire administered as both a pre-test and post-  
test to measure the effect of modified games on the physical activity participation of Grade 5 pupils. The  
instrument comprised thirty (30) positively worded statements organized into three dimensions: Active  
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Engagement in Physical Activities, Confidence in Physical Activity Participation, and Enjoyment and  
Motivation in Physical Education, with ten (10) items allocated to each dimension. The Active Engagement  
dimension assessed pupils’ behavioral involvement, effort, persistence, and attentiveness during PE tasks; the  
Confidence dimension measured perceived self-efficacy and belief in one’s ability to perform and improve  
movement skills; and the Enjoyment and Motivation dimension evaluated pupils’ interest, emotional response,  
and intrinsic drive to participate in physical activities. Responses were recorded using a five-point Likert scale  
ranging from 5 – Strongly Agree to 1 – Strongly Disagree, with higher scores indicating higher levels of physical  
activity participation and related psychosocial attributes. The instrument was constructed based on the  
conceptual framework of the study, existing literature on engagement and motor competence in physical  
education, and the contextual characteristics of Grade 5 learners at Mindanao State University–Integrated  
Laboratory School (MSU-ILS)  
Validity and Reliability  
Content validity of the instrument was established through expert review by specialists in Physical Education  
and educational research who evaluated the items for clarity, developmental appropriateness, and alignment with  
the constructs of engagement, confidence, and motivation. Revisions were incorporated based on their  
recommendations to enhance precision and construct representation.  
Internal consistency reliability was examined using Cronbach’s alpha coefficient after the pilot administration  
of the instrument. The computed Cronbach’s alpha values indicated high reliability across the three questionnaire  
dimensions: Active Engagement in Physical Activities (α = 0.88), Confidence in Physical Activity Participation  
(α = 0.86), and Enjoyment and Motivation in Physical Education (α = 0.90). These coefficients exceed the  
commonly accepted threshold of 0.70, indicating strong internal consistency of the instrument. Standardized  
administration procedures and the use of identical items in both the pre-test and post-test further supported  
measurement reliability across time points.  
Data Collection Procedures  
Data collection was conducted in two phases: pre-intervention and post-intervention. The pre-test was  
administered to all 200 participants prior to the implementation of the two-week modified games intervention to  
establish baseline measures of pupils’ active engagement, confidence, and enjoyment in Physical Education  
(PE). The post-test was administered to the same group of pupils after the intervention using the identical  
instrument to determine observable changes in the measured variables. The questionnaire was distributed  
electronically through Google Forms to ensure standardized administration, efficient data collection, and secure  
storage of responses. Clear instructions were provided to pupils, and sufficient time was allotted for completion.  
Formal permission to conduct the study was obtained from the school head/principal of Mindanao State  
University–Integrated Laboratory School (MSU-ILS) and approval from the Executive Committee on Research.  
Participation was voluntary, and confidentiality and anonymity were maintained by not collecting identifying  
personal information and restricting data access to the researchers.  
Data Analysis  
Both quantitative and qualitative data analysis procedures were employed to comprehensively evaluate the  
effects of the modified games intervention on the physical activity participation of Grade 5 pupils. Quantitative  
data were obtained from the Likert-scale pre-test and post-test questionnaires measuring Active Engagement,  
Confidence in Physical Activity Participation, and Enjoyment and Motivation in Physical Education. All  
quantitative data from the 200 respondents were encoded and analyzed using IBM SPSS Statistics Version 21.  
Descriptive statistics, specifically the computation of mean and standard deviation, were used to summarize  
pupils’ responses for each item and dimension. To determine whether the observed differences between pre-test  
and post-test scores were statistically significant, paired-sample t-tests were conducted for each of the three  
dimensions. The paired-sample t-test is appropriate for comparing the means of the same group measured at two  
different time points and allowed the researchers to determine whether the intervention produced statistically  
significant improvements in pupils’ engagement, confidence, and motivation.  
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In addition to quantitative analysis, qualitative data were collected through pupils’ written reflections included  
in the open-ended section of the post-test questionnaire. These responses were analyzed using a thematic analysis  
approach in which recurring words, phrases, and patterns were identified, categorized, and grouped into  
emerging themes. The qualitative findings were used to support and explain the quantitative results, allowing for  
a deeper interpretation of pupils’ experiences during the intervention.  
In addition to quantitative analysis, qualitative data were collected through pupils’ written reflections included  
in the open-ended section of the post-test questionnaire. Pupils were encouraged to express their experiences,  
feelings, and perceptions regarding the modified games and PE activities. These responses were analyzed using  
a simple thematic analysis approach, wherein recurring words, phrases, and patterns were identified, categorized,  
and grouped into emerging themes. The qualitative findings were used to support, explain, and enrich the  
quantitative results by providing deeper insights into pupils’ lived experiences during the intervention. The  
integration of quantitative and qualitative analyses allowed for a more comprehensive understanding of the  
effectiveness of modified games in enhancing physical activity participation.  
Ethical Considerations  
Ethical standards were strictly observed throughout the conduct of this study to ensure the protection, rights, and  
welfare of all participants. Prior to the implementation of the research, formal approval was obtained from the  
school head/principal of Mindanao State University–Integrated Laboratory School (MSU-ILS), as well as  
clearance from the Executive Committee on Research, ensuring that the study complied with institutional  
research policies and ethical guidelines. Informed consent was secured from the parents or guardians of the  
Grade 5 pupils, and participants were provided with clear explanations regarding the purpose, procedures,  
duration, and expected outcomes of the study.  
Participation in the study was strictly voluntary, and pupils were informed that they could withdraw at any time  
without academic penalty or negative consequences. To protect participants’ privacy, confidentiality and  
anonymity were maintained throughout the research process. No identifying personal information, such as names  
or student numbers, was collected in the questionnaires. All responses were treated with strict confidentiality  
and were used solely for academic and research purposes. Access to the collected data was limited to the  
researchers, and electronic data were securely stored to prevent unauthorized access. These measures ensured  
that the study upheld ethical principles of respect, beneficence, and integrity in educational research.  
RESULTS  
This section presents the findings of the study based on the pre-test and post-test measurements of pupils’ active  
engagement, confidence in physical activity participation, and enjoyment and motivation in Physical Education.  
Descriptive statistics, including the mean and standard deviation, were computed using IBM SPSS Statistics 21  
to summarize pupils’ responses before and after the two-week intervention. A comparative analysis of the pre-  
test and post-test results was conducted to determine observable changes in pupils’ engagement and affective  
responses following the implementation of modified games in PE classes.  
Table 1: Pre-Test and Post-Test of Pupils’ Active Engagement in Physical Activities  
Item  
Active Engagement in Pre-  
Pre-  
Test  
SD  
Pre-Test  
Interpretation  
Post-  
Test  
Mean  
Post-  
Post-Test  
Physical Activities  
Test  
Test SD Interpretation  
Mean  
1
I actively join physical 4.29  
activities during PE  
class.  
.973  
Very High  
4.45  
.759  
Very High  
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2
I participate even when 3.81  
the activity is  
physically tiring.  
.749  
High  
4.15  
.587  
High  
3
4
5
6
I move continuously 3.74  
during PE activities.  
.893  
.723  
.985  
.775  
High  
3.95  
4.60  
4.50  
4.25  
.826  
.598  
.607  
.910  
High  
I follow the rules when 4.45  
playing games in PE.  
Very High  
Very High  
High  
Very High  
Very High  
Very High  
I try my best during 4.35  
physical activities.  
I stay involved in the 4.00  
activity from start to  
finish.  
7
8
I do not easily give up 3.81  
during physical games.  
1.046  
1.071  
High  
4.35  
4.45  
.745  
.945  
Very High  
Very High  
I listen carefully to 4.29  
Very High  
instructions  
playing.  
before  
9
I am willing to try new 3.84  
physical activities.  
.969  
.946  
High  
High  
4.55  
4.60  
.605  
.503  
Very High  
Very High  
10  
I stay focused while 4.19  
playing games in PE.  
Note: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree.  
Table 1 presents the pre-test and post-test results of pupils’ active engagement in physical activities during  
Physical Education (PE) classes. The pre-test results indicate that pupils generally demonstrated a High to Very  
High level of active engagement prior to the intervention. Specifically, items such as actively joining physical  
activities (M = 4.29), following game rules (M = 4.45), trying their best (M = 4.35), and listening carefully to  
instructions (M = 4.29) were interpreted as Very High, suggesting that pupils already showed strong positive  
engagement behaviors. However, several indicators such as participating when physically tired (M = 3.81),  
moving continuously (M = 3.74), staying involved from start to finish (M = 4.00), not easily giving up (M =  
3.81), willingness to try new activities (M = 3.84), and staying focused (M = 4.19) were interpreted as High,  
indicating areas with potential for further improvement.  
Following the implementation of the intervention, improvements were observed across all indicators. Most items  
increased to the Very High level, including staying involved from start to finish (M = 4.25), not easily giving up  
(M = 4.35), willingness to try new physical activities (M = 4.55), and staying focused while playing games (M  
= 4.60). Notably, willingness to try new physical activities and staying focused showed marked increases,  
suggesting enhanced enthusiasm and sustained attention during PE activities. While some items remained within  
the High category (e.g., participating when physically tired and moving continuously), their mean scores still  
improved compared to the pre-test results.  
Overall, the findings indicate that the intervention positively influenced pupils’ active engagement in physical  
activities. The upward shift from High to Very High in several engagement indicators suggests that the modified  
games and structured PE activities contributed to strengthening pupils’ participation, persistence, focus, and  
overall involvement during physical education classes.  
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Table 2: Pre-Test and Post-Test of Pupils’ Confidence in Physical Activity Participation  
Item  
Active Engagement Pre-  
Pre-  
Test  
SD  
Pre-Test  
Interpretation  
Post-  
Test  
Mean  
Post-  
Test  
SD  
Post-Test  
Interpretation  
in  
Physical Test  
Mean  
Activities  
1
2
3
4
5
6
I feel confident when 3.68  
1.107  
High  
4.10  
4.35  
3.75  
4.35  
4.70  
4.10  
.718  
.671  
.910  
.671  
.470  
1.071  
High  
playing  
games.  
physical  
I
believe  
I
can 3.94  
.998  
High  
Very High  
High  
perform  
physical  
activities well.  
I am not afraid to 3.26  
1.264  
1.195  
1.157  
1.124  
Moderate  
High  
make  
mistakes  
during games.  
I feel comfortable 3.81  
Very High  
Very High  
High  
playing  
with  
my  
classmates.  
I feel proud when I 4.16  
complete a physical  
task.  
High  
I am confident in my 3.94  
High  
movement  
(running,  
skills  
jumping,  
throwing, etc.).  
7
I
am  
willing  
to 3.32  
an  
1.166  
Moderate  
3.65  
1.182  
High  
demonstrate  
activity in front of  
the class.  
8
I feel brave when 3.87  
joining competitive  
games.  
.846  
1.258  
.931  
High  
High  
High  
4.15  
4.55  
4.10  
.587  
.686  
.788  
High  
9
I
believe  
I
can 3.87  
Very High  
High  
improve my physical  
skills.  
10  
I feel confident even 4.00  
when the game is  
challenging.  
Note: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree.  
Table 2 presents the pre-test and post-test results of pupils’ confidence in physical activity participation. The pre-  
test findings show that pupils generally demonstrated a High level of confidence, with most items falling within  
the High interpretation range. However, two indicators—being unafraid to make mistakes during games (M =  
3.26) and willingness to demonstrate an activity in front of the class (M = 3.32)—were interpreted as Moderate,  
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suggesting that some pupils initially experienced hesitation in risk-taking and public performance during  
physical activities.  
Following the two-week intervention, improvements were observed across all indicators. Several items increased  
to the Very High level, including belief in performing physical activities well (M = 4.35), comfort in playing  
with classmates (M = 4.35), pride in completing physical tasks (M = 4.70), and belief in improving physical  
skills (M = 4.55). Notably, the previously Moderate indicators improved to High, indicating enhanced  
willingness to take risks and participate more confidently in class activities. Other items such as confidence in  
movement skills, bravery in competitive games, and confidence during challenging games also showed increases  
in mean scores, although they remained within the High category.  
Overall, the results suggest that the intervention had a positive impact on strengthening pupils’ confidence in  
physical activity participation. The upward shift from Moderate to High and from High to Very High across  
several items reflects improved self-belief, peer comfort, resilience, and readiness to engage in both cooperative  
and challenging physical activities.  
Table 3: Pre-Test and Post-Test of Pupil’s Enjoyment and Motivation in Physical Education  
Item  
Active Engagement in Pre-  
Pre-  
Test  
SD  
Pre-Test  
Interpretation  
Post-  
Test  
Mean  
Post-  
Test  
SD  
Post-Test  
Interpretation  
Physical Activities  
Test  
Mean  
1
2
3
4
5
6
7
8
I enjoy participating in 4.10  
PE activities.  
1.106  
1.080  
.833  
High  
High  
High  
High  
High  
High  
High  
High  
4.30  
4.50  
4.45  
4.65  
4.45  
4.35  
4.15  
4.10  
.979  
.827  
.826  
.489  
.686  
.587  
.875  
.788  
Very High  
Very High  
Very High  
Very High  
Very High  
Very High  
High  
I feel excited when we 4.03  
have physical games.  
I look forward to PE 4.19  
class.  
Playing games in PE 4.03  
makes me happy.  
1.016  
.898  
I feel motivated to join 3.84  
physical activities.  
I prefer active games 3.48  
over sitting activities.  
1.061  
1.014  
.931  
I like playing games 3.81  
with modified rules.  
I enjoy working with my 4.00  
High  
classmates  
games.  
during  
9
I feel energetic during 3.87  
PE class.  
.991  
.873  
High  
High  
4.50  
4.70  
.513  
.571  
Very High  
Very High  
10  
I
think  
physical 4.19  
activities are important  
for me.  
Note: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree.  
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Table 3 presents the pre-test and post-test results of pupils’ enjoyment and motivation in Physical Education  
(PE). The pre-test findings indicate that all items were interpreted as High, suggesting that pupils already had a  
generally positive disposition toward PE activities prior to the intervention. Indicators such as enjoying  
participation (M = 4.10), looking forward to PE class (M = 4.19), and recognizing the importance of physical  
activities (M = 4.19) reflect an encouraging baseline level of enjoyment and motivation, although there was still  
room for enhancement.  
After the two-week intervention, notable improvements were observed across most indicators. Several items  
increased to the Very High level, including enjoyment in participating in PE (M = 4.30), excitement during  
physical games (M = 4.50), happiness while playing games (M = 4.65), motivation to join physical activities (M  
= 4.45), preference for active games (M = 4.35), feeling energetic (M = 4.50), and recognition of the importance  
of physical activities (M = 4.70). Items related to liking games with modified rules and enjoying working with  
classmates remained within the High level but still demonstrated an increase in mean scores.  
Overall, the results suggest that the intervention positively enhanced pupils’ enjoyment and intrinsic motivation  
toward Physical Education. The shift from High to Very High in most indicators indicates that the modified  
games and interactive PE strategies effectively strengthened pupils’ enthusiasm, energy, and positive emotional  
responses during physical activities.  
DISCUSSION  
The present study sought to determine the effect of modified games on Grade 5 pupils’ physical activity  
participation, particularly in terms of active engagement, confidence, and enjoyment and motivation in Physical  
Education. The findings indicate that the two-week modified games intervention led to observable improvements  
across all three dimensions, with several indicators shifting from High to Very High levels of interpretation.  
Quantitative results demonstrated increased mean scores in persistence, willingness to try new activities,  
confidence in performance, and enjoyment of PE tasks, while qualitative reflections revealed enhanced  
enthusiasm, reduced hesitation, and stronger peer collaboration. These patterns suggest that integrating  
developmentally appropriate modified games can effectively strengthen pupils’ behavioral, cognitive, and  
affective participation in PE. The effectiveness of game-based pedagogies in improving engagement and  
motivation is consistent with recent evidence emphasizing learner-centered approaches in physical education  
(Abad et al., 2020; Barba-Martín et al., 2020; Gouveia et al., 2022; Morales-Belando et al., 2022; Lopes et al.,  
2021).  
The improvement in active engagement may be attributed to the structural characteristics of modified games,  
which promote continuous involvement, decision-making, and inclusive participation. The observed increase in  
pupils’ persistence, focus, and willingness to try new physical activities aligns with the premise that modified  
games reduce performance pressure while maintaining meaningful physical exertion. Game-based pedagogies  
encourage sustained moderate-to-vigorous physical activity by maximizing active time and minimizing  
inactivity (Gouveia et al., 2022). Moreover, the integration of cooperative elements likely strengthened pupils’  
attentiveness and rule-following behaviors, reinforcing active participation (Morales-Belando et al., 2022).  
Research also suggests that contextualized, game-centered instruction enhances engagement more effectively  
than traditional technique-driven methods (Abad et al., 2020; Barba-Martín et al., 2020). However, some studies  
caution that engagement gains may depend on teacher facilitation quality and contextual factors, which can  
moderate intervention effects (Casey & Goodyear, 2021; Ho et al., 2023).  
The increase in pupils’ confidence in physical activity participation reflects the potential of modified games to  
strengthen perceived motor competence and self-efficacy. Pupils who initially reported moderate levels of  
confidence in demonstrating skills or making mistakes exhibited improvements after the intervention, suggesting  
reduced fear of failure and enhanced self-belief. According to self-efficacy theory, mastery experiences and  
supportive feedback are primary contributors to confidence development (Bandura, 2021; Holfelder & Schott,  
2022). The collaborative and non-threatening nature of modified games likely provided repeated success  
experiences, reinforcing pupils’ competence perceptions. Recent studies affirm that pedagogical models  
emphasizing understanding and participation improve perceived competence and confidence (Morales-Belando  
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et al., 2022; Gouveia et al., 2022; Liu et al., 2022). Conversely, research has noted that short-term interventions  
may not produce long-lasting confidence changes without sustained reinforcement (Coulter et al., 2023),  
suggesting the importance of continued implementation.  
The significant improvements in enjoyment and motivation underscore the affective benefits of modified games  
in PE. Pupils reported higher excitement, happiness, energy, and intrinsic motivation after the intervention,  
indicating that the learning environment became more emotionally engaging. Enjoyment has been identified as  
a strong predictor of continued physical activity participation in children (Lopes et al., 2021). Game-based  
approaches stimulate intrinsic motivation by promoting autonomy, competence, and relatedness, consistent with  
self-determination theory (Ryan & Deci, 2020; Vasconcellos et al., 2021). The emphasis on active play and peer  
interaction may have strengthened pupils’ positive emotional associations with PE (Abad et al., 2020; Morales-  
Belando et al., 2022). Nonetheless, some literature highlights that motivational effects can diminish if novelty  
fades, emphasizing the need for varied and progressive activity design (Kirk, 2023).  
The convergence between quantitative increases and qualitative reflections strengthens the credibility of the  
findings. Pupils’ written expressions describing PE as “more fun,” “exciting,” and “less stressful” support the  
statistical improvements observed in engagement and confidence scores. This triangulation indicates that  
modified games not only improved measurable indicators but also reshaped pupils’ perceptions and emotional  
responses toward physical activity. Similar integration of behavioral and affective outcomes has been reported  
in recent PE intervention studies (Gouveia et al., 2022; Morales-Belando et al., 2022; Ho et al., 2023). The  
alignment between numerical gains and lived experiences reinforces the conclusion that learner-centered  
pedagogies can influence both participation patterns and psychological readiness for physical activity (Liu et al.,  
2022; Casey & Goodyear, 2021).  
The findings highlight important implications for classroom practice and school-based PE programs.  
Implementing modified games even within a short two-week period can enhance engagement, confidence, and  
enjoyment among elementary learners. Schools may adopt structured yet flexible game-based modules to foster  
inclusive and motivating PE environments. Teacher professional development should emphasize game-centered  
pedagogies that maximize active participation and reduce performance anxiety (Barba-Martín et al., 2020;  
Morales-Belando et al., 2022). Policymakers and administrators can integrate modified games into PE  
curriculum frameworks to promote sustained physical activity behaviors (Gouveia et al., 2022; Lopes et al.,  
2021). Such strategies may contribute to strengthening school-based physical activity culture and long-term  
health outcomes. In line with the World Health Organization (WHO) recommendations that children should  
engage in at least 60 minutes of moderate-to-vigorous physical activity daily, integrating modified games into  
regular PE instruction may serve as a practical strategy to help schools contribute to these global physical activity  
targets.  
Despite its promising findings, the study has several limitations. Although the sample size consisted of 200  
Grade 5 pupils, all participants were drawn from a single educational institution, which may limit the  
generalizability of the findings to other school contexts. The absence of a control or comparison group also  
restricts the ability to attribute the observed improvements solely to the modified games intervention.  
Additionally, the intervention period lasted only two weeks, which may not fully capture long-term behavioral  
changes in pupils’ physical activity participation.  
The study relied primarily on self-reported questionnaire responses, which may introduce response bias, as  
pupils might provide socially desirable answers. Future research should consider integrating objective measures  
of physical activity, such as activity trackers or structured observation tools, to strengthen the validity of the  
findings. Furthermore, implementing longer intervention periods and multiple action research cycles may help  
determine whether the positive effects of modified games can be sustained over time.  
Future research should consider longitudinal designs to examine the sustainability of engagement and confidence  
gains over extended periods. Implementing multiple action research cycles may provide deeper insights into  
continuous improvement processes. Comparative or quasi-experimental designs with control groups could  
strengthen causal conclusions. Further studies may also explore the impact of modified games on objective  
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physical activity measures and academic outcomes. Expanding research across diverse school contexts would  
enhance generalizability and scalability.  
CONCLUSION  
The findings of this study demonstrate that the integration of modified games into Physical Education classes  
positively influenced the physical activity participation of 200 Grade 5 pupils at Mindanao State University–  
Integrated Laboratory School (MSU-ILS). The consistency of improvements across a relatively large group of  
participants strengthens the evidence supporting modified games as an effective learner-centered instructional  
strategy in elementary PE. Across the three measured dimensions active engagement, confidence in physical  
activity participation, and enjoyment and motivation observable improvements were recorded after the two-week  
intervention. Several indicators shifted from High to Very High levels, particularly in areas related to persistence,  
willingness to try new activities, pride in task completion, and emotional enthusiasm toward PE. These results  
suggest that modified games serve as an effective learner-centered strategy that promotes not only behavioral  
involvement but also psychosocial development in physical education settings.  
Furthermore, the convergence of quantitative increases and positive qualitative reflections strengthens the  
conclusion that modified games contribute to a more inclusive, motivating, and developmentally appropriate PE  
environment. By reducing performance pressure, encouraging cooperation, and maximizing active participation  
time, the intervention enhanced pupils’ self-confidence, enjoyment, and sustained engagement in physical  
activities. Although the study was limited to a single action research cycle and a specific school context, the  
outcomes provide practical evidence that structured, game-based instructional strategies can meaningfully  
enhance pupils’ participation in PE. Overall, this study affirms the value of modified games as a viable and  
effective approach for promoting active, confident, and motivated learners in elementary physical education.  
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