Gamification in athletics for future martial arts coaches
DOI:
https://doi.org/10.15391/ed.2026-2.02Keywords:
gamification, athletics, sports coaches, martial arts, higher education, self-determination theory, Internet of Things, digital competence, professional training, motivation, instructional designAbstract
Purpose. To present and provide a scientific rationale for a comprehensive model of gamified athletics instruction for future martial arts coaches as an innovative instrument for the professionalization of higher sports education. Material and Methods. The methodological framework of the study was based on an integration of theoretical, analytical, and statistical methods. Analysis, synthesis, generalization, and systematization of scholarly sources on gamification, digital technologies, and education were employed. A design-oriented approach and an author-developed questionnaire were used to verify the proposed framework. The study involved 10 academic staff members from higher education institutions specializing in sport sciences. Internal consistency (Cronbach’s alpha), content validity (I-CVI, S-CVI/Ave), and inter-expert agreement (Cohen’s Kappa) were assessed. Results: a comprehensive framework for implementing a gamified approach to teaching athletics to future martial arts coaches in higher education is substantiated. The proposed framework is grounded in self-determination theory, flow theory, and constructivist learning approaches, and emphasizes the interrelationship between motivation, self-regulation, and the development of professional competencies. It integrates motivational mechanics (missions, levels, badges, experience points, quests, and leaderboards) with digital learning environments, learning management systems, mobile applications, and Internet of Things technologies, thereby ensuring formative assessment and continuous monitoring of learning progress. The results of the expert survey indicate an overall positive perception of the proposed framework, with mean values corresponding to moderate to high levels of agreement with the assessed statements. The questionnaire demonstrated high internal consistency (Cronbach’s α=0,88) and substantial inter-rater agreement (Cohen’s κ=0,78), confirming its reliability and stability. Overall, the findings suggest that the proposed gamified learning framework is theoretically grounded and methodologically suitable for the initial verification of gamified athletics instruction within the professional training system of future martial arts coaches. Conclusions. The proposed gamification model is a theoretically grounded and methodologically sound tool for improving the quality of professional training of future martial arts coaches. Its implementation is oriented toward fostering intrinsic motivation, self-regulation, and the formation of professional identity.
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