Data about: Increasing cognitive demands during a cooperation-opposition game can reduce gender disparities on participation
doi: 10.4121/d355b9e7-8173-4043-9424-73a34018057e
CC BY-NC-ND 4.0
,
Eric Roig Hierro
,
Josep Cabedo Sanromà
,
Joana Niubò Solé
,
Giordano Márcio Gatinho Bonuzzi
,
Albert Batalla Flores
Dataset containing socio-demographic information on the participants and an observation protocol of the roles played by each participant in the cooperative-opposition motor game 'Capture the Flag', in its original version (CONTROL) and in a second version modified to increase the cognitive demand (COGNI).
The aim of the present study was to determine gender differences in participation in a motor game according to the cognitive demands of the game. Furthermore, we investigated the potential moderating effect of age on game participation, as the maturation of executive functions and game participation may vary according to developmental stage. 123 students (64 female) from different schools: 35 sixth-grade students (group 1), 50 first-year secondary school students (group 2), and 38 students from a Primary Education Teaching Degree program (group 3) participated in the motor game using the standard version of the game (CONTROL) and the modified version designed to increase cognitive demands (COGNI). Each player was observed for a randomly selected three-minute period from the full game recording for both versions of the game (CONTROL and COGNI). A Physical Education teacher, acting as an external observer, carried out the observations using the observation register adapted from Pic et al. (2020). Offensive (OG, OD, RA, OR, NR, OB, OBF, OC, DO) and defensive (DC, DCF, CO, DP) roles were recorded.
- 2024-10-29 first online, published, posted
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