Table 2

Characteristics of the final study sample

Authors (Year)	Country	Sample	Educational stage	Number of sessions	Pedagogical models	Approach	Variables	Instruments	Effect size
Harvey et al. (2017)	United States	94 Primary Education students 39 girls 55 boys 79 Secondary Education students 45 girls 34 boys	Primary and Secondary Education	65 sessions	Teaching Games for Understanding (TGFU)	Quantitative	Intrinsic motivation	CS	−0.17 [−0.46; 0.11]
							Extrinsic motivation		0.00 [−0.28; 0.28]
							Amotivation		−0.02 [−0.30; 0.27]
							Autonomy	NSMQ	0.10 [−0.18; 0.38]
							Competence		0.02 [−0.25;0.31]
							Relatedness		0.03 [−0.25;0.31]
Navarro-Patón et al. (2017)	Spain	104 students 45 girls 59 boys	Primary Education	10 sessions	Cooperative Learning	Quantitative	Competence	EMMDCR	0.74 [0.35; 1.14]
							Amotivation	SMM	0.05 [−0.33; 0.44]
							Intrinsic motivation		0.03 [−0.35; 0.42]
							Extrinsic motivation		0.30 [−0.08; 0.69]
Navarro-Patón et al. (2018)	Spain	98 students 45 girls 53 boys	Primary Education	6 sessions	Cooperative Learning	Quantitative	Autonomy	EMMDCR	0.02 [−0.37; 0.41]
							Competence		0.07 [−0.31; 0.46]
							Amotivation	SMM	−0.17 [−0.57; 0.23]
							Intrinsic motivation		−0.14 [−0.54; 0.25]
							Extrinsic motivation		0.13 [−0.26; 0.53]
Puente-Maxera et al. (2018)	Spain	38 students 19 girls 19 boys	Primary Education	10 sessions	Sport Education	Mixed	Intrinsic motivation	CMI EMMD	−0.91 [−1.60; −0.22]
							Autonomy	Interviews	0.16 [−0.48; 0.80]
							Competence		0.14 [−0.50; 0.78]
							Relatedness		0.36 [−0.28; 1.01]
Hortigüela-Alcalá et al. (2019)	Spain	96 Primary Education students 52 girls 44 boys 83 Secondary Education students 45 girls 38 boys	Primary and Secondary Education	27 sessions	Cooperative Learning	Mixed	Intrinsic motivation	PeerMCYSQ	1.74 [1.41; 2.07]
Manzano & Valero-Valenzuela (2019)	Spain	25 students 11 girls 14 boys	Primary Education	(-)	Personal and Social Responsibility Model	Mixed	Autonomy	PNSE	0.98 [0.17, 1.79]
							Intrinsic motivation		0.51 [−0.29; 1.31]
							Extrinsic motivation	EME	−0.32 [−1.11; 0.48]
							Amotivation		0.64 [−0.17; 1.45]
Manzano-Sánchez & Valero-Valenzuela (2019)	Spain	206 Primary Education students 114 girls 92 boys 65 Secondary Education students 25 girls 40 boys 29 teachers	Primary and Secondary Education	(-) 7 months in duration	Personal and Social Responsibility Model	Mixed	Autonomy	PNSE	0.10 [−0.21; 0.42]
							Competence		−0.003 [−0.32; 0.31]
							Motivación		0.51 [0.19; 0.83]
							Extrinsic motivation	EME	−0.15 [−0.47; −0.17]
							Amotivation		0.03 [−0.29; 0.35]
Engels & Freund (2020)	Germany	285 students 138 girls 147 boys	Primary and Secondary Education	18 sessions 6 weeks	Cooperative Learning	Quantitative	Autonomy	FEFS-J	0.20 [−0.02; 0.43]
							Competence		0.24 [0.01; 0.48]
							Relatedness		0.46 [0.22; 0.70]
Fernández-Río et al. (2020)	Spain	290 students 138 girls 152 boys	Primary and Secondary Education	30 sessions	Gamification	Mixed	Intrinsic motivation	PLCS	0.35 [−0.03; 0.73]
Merino-Barrero et al. (2020)	Spain	72 students 34 girls 38 boys 4 teachers	Primary and Secondary Education	29 sessions 5 months in duration	Personal and Social Responsibility Model	Quantitative	Autonomy	BPNES	0.54 [0.07; 1.01]
							Competence		0.28 [0.13; 0.79]
							Relatedness		0.46 [−0.006; 0.93]
							Intrinsic motivation	Physical Education Motivation Questionnaire	0.69 [0.21; 1.16]
							Amotivation		−0.74 [−1.21; −0.21]
Quintas et al. (2020)	Spain	417 students 222 girls 195 boys	Primary Education	12 sessions	Gamification	Quantitative	Intrinsic motivation	PLCS	−0.18 [−0.40; 0.05]
							Extrinsic motivation		0.12 [−0.10; 0.35]
							Amotivation		−0.07 [−0.30; 0.15]
							Autonomy	BPNES	−0.003 [−0.32; 0.31]
							Competence		−0.04 [−0.27; 0.17]
							Relatedness		−0.007 [−0.21; 0.23]
Gaspar et al. (2021)	Spain	111 students	Primary Education	16 sessions	Teaching Games for Understanding (TGFU)	Quantitative	Autonomy	BPNES	1.20 [0.80; 1.61]
							Competence		1.25 [0.85; 1.65]
							Relatedness		1.15 [0.75; 1.55]
							Intrinsic motivation	CMEF-EP	0.55 [0.17; 0.92]
							Amotivation		−0.49 [−0.87; −0.12]
Gil-Arias et al. (2021)	Spain	292 students 140 girls 152 boys 6 teachers 2 women 4 men	Primary Education	16 sessions	Model hybridization (Sport Education and TGFU)	Quantitative	Autonomy	BPNs	0.86 [0.62; 1.10]
							Competence		0.78 [0.54; 1.02]
							Relatedness		0.90 [0.66; 1.14]
							Intrinsic motivation	PLCQ	0.72 [0.49; 0.96]
Rodríguez-Martínez et al. (2021)	Spain	32 students 14 girls 18 boys	Primary Education	8 sessions	Model hybridization (Cooperative Learning and self-construction of materials)	Quantitative	Autonomy	BPNES	0.25 [−0.23; 0.73]
							Competence		0.16 [−0.32; 0.64]
							Relatedness		1.10 [0.58; 1.62]
							Intrinsic motivation	PLOC	−0.75 [−1.25; −0.24]
							Amotivation		−0.56 [−1.06; −0.06]
Železnik-Mežan et al. (2023)	Slovenia	157 students 71 girls 86 boys	Primary Education	30 sessions	Cooperative Learning	Quantitative	Relatedness	MC	0.25 [−0.06; 0.57]
Manzano-Sánchez & Gómez-López (2023)	Spain	192 Primary Education students 222 Secondary Education students	Primary and Secondary Education	(-) 5 months	Personal and Social Responsibility Model	Quantitative	Intrinsic motivation	EME	0.76 [0.56; 0.96]
							Amotivation		−0.72 [−0.92; −0.52]
							Autonomy	PNSE	0.26 [0.07; 0.46]
							Competence		0.39 [0.20; 0.59]
							Relatedness		0.37 [−0.007; 0.76]
Fernández-Bustos et al. (2024)	Spain	121 students	Primary Education	12 sessions	Health-based Physical Education	Quantitative	Amotivation	CMEFEP	−0.18 [−0.53; 0.16]
							Intrinsic motivation		0.44 [0.09; 0.79]
							Extrinsic motivation		0.11 [−0.24; 0.45]
Pizarro et al. (2024)	Spain	11 students 3 girls 8 boys	Primary Education	14 sessions	Model hybridization (Ludotechnical Model and TGFU)	Quantitative	Intrinsic motivation	EMD	1.49 [0.55; 2.44]
							Amotivation		−0.96 [−1.84; −0.08]
Source: Own elaboration.

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