ArticleBioMed research international2026
Differential Effects of Individually Adapted Challenge-Oriented Heidelberg Ballschule Activities Versus Static Version on Motor Competence and Affective Engagement in 9-11-Year-Old Female Children.
Article in BioMed research international, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The widespread decline in motor competence and habitual physical activity (PA) among children underscores the need for innovative, intrinsically motivating pedagogical interventions. This quasiexperimental study examined the differential effects of two variants of the Heidelberg Ballschule program-one featuring individually adapted, challenge-oriented progression aligned with participants' optimal challenge points, and the other using static, nonprogressive tasks-on motor competence, affective engagement (enjoyment of PA), and weekly PA levels in 9-11-year-old female children in Kermanshah, Iran. Thirty girls aged 9-11 years were randomly assigned to either the challenge-oriented group (n = 15) or the static group (n = 15). Both groups engaged in Heidelberg Ballschule ball activities for 8 weeks (three sessions/week, 45-60 min/session). Motor competence was assessed pre- and postintervention using a standardized tool (e.g., Bruininks-Oseretsky Test of Motor Proficiency), affective engagement via a validated enjoyment questionnaire, and PA levels throughout the intervention period via self-report (Physical Activity Questionnaire for Children [PAQ-C]). Results indicated that the challenge-oriented group significantly outperformed the static group in overall motor competence (including gross and fine motor components), reported higher levels of affective engagement/enjoyment during PA, and exhibited greater weekly PA levels. These findings provide preliminary evidence that individually adapted, challenge-oriented Heidelberg Ballschule activities-grounded in the challenge point framework-effectively enhance motor competence, foster positive affective responses to PA, and promote increased PA participation in preadolescent girls. Such approaches hold promise for integration into school-based physical education programs to address motor and activity deficits.
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