Effects of Gamified Physical Activity on Sensory Integration Dysfunction in Primary School Children

This study investigated the effects of a gamified physical activity intervention on sensory integration ability and physical fitness in children aged 6-7 years with sensory integration dysfunction. Forty first-grade students from a primary school in China, were randomly assigned to either an intervention group or a control group. The intervention group participated in a 12-week gamified exercise program conducted twice per week for 60 min per session, while the control group attended regular physical education classes. Pre- and post-intervention assessments were conducted for both sensory integration and physical fitness. Repeated measures ANOVA revealed significant interaction effects for vestibular function, tactile defensiveness, and proprioception (all p < .001), but not for learning ability (p = .794). Chi-square analyses indicated a significant improvement in the recovery rate of vestibular function (p < .001), whereas tactile defensiveness, proprioception, and learning ability showed no significant changes (p = .281, p = .178, p = .985, respectively). Additionally, repeated measures ANOVA demonstrated significant interaction effects for the 50-m sprint, one-minute rope skipping, and one-leg stance with eyes closed (all p < .001), but not for standing long jump or sit-and-reach (p = .070, p = .868). These findings suggest that gamified physical activity interventions can produce significant improvements in both sensory integration ability and physical fitness among first-grade children with sensory integration dysfunction.