Gamified Versus Traditional Balance Training: Effects on Balance and Motivation in Collegiate Student-Athletes
- 1Exercise Physiology Ohio University.
- 2Health Sciences and Kinesiology Georgia Southern University.
- 3Kinesiology and Applied Physiology University of Delaware.
Abstract
Background
Gamified balance platforms offer engaging alternatives to traditional balance tools; however, their comparative effectiveness in improving dynamic balance and motivation in athletic populations remains unclear.Hypothesis/Purpose: To compare the effects of gamified (Wii Fit) versus traditional (wobble board) balance training on dynamic balance and intrinsic motivation in collegiate athletes.Study design
Quasi-experimental controlled trial.Methods
Thirty healthy collegiate athletes (5 males, 25 females; 19.8 ± 0.9 years) were pseudo-randomized to gamified training (n = 9), traditional training (n = 11), or a control group (n = 10). Participants in the training groups completed twelve 15-minute supervised sessions (three times per week for four weeks). Dynamic balance was assessed pre- and post-intervention using the modified Star Excursion Balance Test (mSEBT) and the Dynamic Postural Stability Index (DPSI). Motivation was evaluated post-training using the Intrinsic Motivation Inventory (IMI). Group x time differences were analyzed using repeated measures ANOVA with Tukey post hoc tests, and IMI scores were compared between training groups using one-way ANOVAs.Results
Both training groups showed significant improvements in anterior reach (gamified: +6.5 ± 10.2 cm; traditional: +6.5 ± 10.3 cm) and mSEBT composite scores (gamified: +21.6 ± 11.9 cm, d = 1.84; traditional: +18.5 ± 14.6 cm, d = 1.54) compared with control (-2.3 ± 10.5 cm; p < 0.01). DPSI scores did not change significantly (p > 0.28). IMI interest/enjoyment scores were higher in the gamified group (5.0 ± 1.2) than the traditional group (3.2 ± 1.3; p < 0.01, d = 1.50).Conclusion
Gamified balance training produced similar biomechanical improvements to traditional balance training while eliciting greater enjoyment. It may serve as an engaging option for balance rehabilitation and injury-prevention programs in athletes.Level of evidence
2.
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BibTeX
@article{anderson2026gamified,
title = {{Gamified Versus Traditional Balance Training: Effects on Balance and Motivation in Collegiate Student-Athletes}},
author = {Melissa N Anderson and Marie N Davidson and Barry Munkasy and Barry Joyner and Thomas A Buckley},
journal = {International journal of sports physical therapy},
year = {2026},
month = nov,
doi = {10.26603/001c.172561},
url = {https://europepmc.org/article/PMC/PMC13727002},
note = {CC BY-NC},
}
RIS
TY - JOUR
TI - Gamified Versus Traditional Balance Training: Effects on Balance and Motivation in Collegiate Student-Athletes
AU - Melissa N Anderson
AU - Marie N Davidson
AU - Barry Munkasy
AU - Barry Joyner
AU - Thomas A Buckley
PY - 2026
DA - 2026/11/01
JO - International journal of sports physical therapy
DO - 10.26603/001c.172561
UR - https://europepmc.org/article/PMC/PMC13727002
AB - Background Gamified balance platforms offer engaging alternatives to traditional balance tools; however, their comparative effectiveness in improving dynamic balance and motivation in athletic populations remains unclear.Hypothesis/Purpose: To compare the effects of gamified (Wii Fit) versus traditional (wobble board) balance training on dynamic balance and intrinsic motivation in collegiate athletes.Study design Quasi-experimental controlled trial.Methods Thirty healthy collegiate athletes (5 males, 25 females; 19.8 ± 0.9 years) were pseudo-randomized to gamified training (n = 9), traditional training (n = 11), or a control group (n = 10). Participants in the training groups completed twelve 15-minute supervised sessions (three times per week for four weeks). Dynamic balance was assessed pre- and post-intervention using the modified Star Excursion Balance Test (mSEBT) and the Dynamic Postural Stability Index (DPSI). Motivation was evaluated post-training using the Intrinsic Motivation Inventory (IMI). Group x time differences were analyzed using repeated measures ANOVA with Tukey post hoc tests, and IMI scores were compared between training groups using one-way ANOVAs.Results Both training groups showed significant improvements in anterior reach (gamified: +6.5 ± 10.2 cm; traditional: +6.5 ± 10.3 cm) and mSEBT composite scores (gamified: +21.6 ± 11.9 cm, d = 1.84; traditional: +18.5 ± 14.6 cm, d = 1.54) compared with control (-2.3 ± 10.5 cm; p < 0.01). DPSI scores did not change significantly (p > 0.28). IMI interest/enjoyment scores were higher in the gamified group (5.0 ± 1.2) than the traditional group (3.2 ± 1.3; p < 0.01, d = 1.50).Conclusion Gamified balance training produced similar biomechanical improvements to traditional balance training while eliciting greater enjoyment. It may serve as an engaging option for balance rehabilitation and injury-prevention programs in athletes.Level of evidence 2.
SN - 2159-2896
ER -