Table 2.

Participants' characteristics, duration, data collection and sample selection, other variables measured, and instrument included in the systematic review and meta-analysis.

Study and Country	Study design	N (gender) N (control group and experimental group)	Age and educational level/context	Duration of the study	Data collection and sample selection	Instruments to measure enjoyment/fun	Other variables and measure instruments
Casado-Robles et al. (2020) and Granada (Spain)	Quasi-experimental	114 NR* NR*. Only 99 participated Control G. (44) Experimental G. (55)	M = 14.0 SD = 1.1 2nd and 4th year of Secondary Education1	6 weeks 12 sessions 2 sessions/week 1 h/session	Participants completed pre-test measures and then participated in their classes (SE and traditional teaching). Post-test measures were completed in the last class of each methodology. Cluster Randomized	Multidimensional Sportspersonship Questionnaire (CMD) by Iturbide-Luquin and Elosua-Oliden (2017) This questionnaire consists of 21 items divided into five dimensions: (a) Enjoyment; (b) Respect; (c) Commitment; (d); (e) Participation. All of them are evaluated with a 5-point Likert scale ranging from 1 “Strongly disagree” to 10 “Strongly agree”	Anthropometry. They were recorded following the International Standards for Anthropometric Assessment (Stewart et al., 2011) Perceived habitual physical activity. The perceived habitual physical activity of the participants was assessed using the PACE (Physician-based Assessment and Counseling for Exercise) questionnaire, in its version adapted and validated to the Spanish context for adolescents by Martínez-Gómez et al. (2009) Intention to be physically active. Participants' intention to be physically active was assessed using the Measure of Intention to be Physically Active (MIFA) questionnaire, in its version adapted and validated to the Spanish context by Moreno et al. (2007) Objective levels of physical activity and sedentary behavior. Levels of habitual physical activity and sedentary behavior were assessed objectively using a GT3X accelerometer (ActiGraph, LLC, Pensacola, FL, USA)
Cecchini et al. (2003) and North of Spain	Quasi-experimental	142 (73 women) (69 men) Control G. (70) Experimental G. (72)	M = 12.5 NR* 1st year of Secondary Education	10 sessions 1 h/session	Participants completed the pre-test measures and then participated in their classes (SE and traditional teaching). Post-test measures were completed in the last class of each methodology. Cluster Randomized	Fair Play Attitudes Scale (Cruz et al., 1996) This questionnaire consists of 23 items divided into three dimensions: (a) Hard play; (b) Victory and (c) Fun. All of them are evaluated with a 5-point Likert scale ranging from 1 “Strongly disagree” to 5 “Strongly agree”	Self-control. It was measured through the Child and Adolescent Self-Control Questionnaire (CACIA) (Capafons and Silva, 1998).
Cecchini et al. (2007) and Asturias (Spain)	Quasi-experimental	186 (94 women) (92 men) Control G. (61) Experimental G.A (63) Experimental G.B (62)	M = 13.6 SD = 0.30 2nd year of Secondary Education	2 months	Participants completed the pre-test measures and then participated in their classes (Hellison Programme and traditional teaching). Post-test measures were completed in the last class of each methodology. Cluster Randomized	Fair Play Attitudes Scale (Cruz et al., 1996) This questionnaire consists of 23 items divided into three dimensions: (a) Hard play; (b) Victory and (c) Fun. All of them are evaluated with a 5-point Likert scale ranging from 1 “Strongly disagree” to 5 “Strongly agree”	Self-control. It was measured through the Child and Adolescent Self-Control Questionnaire (CACIA) (Capafons and Silva, 1998).
Coppola et al. (2020) and Italy	Quasi-experimental	66 (35 women)(31 men) Control G. (32) Experimental G. (34)	M = 8.6 SD = 0.4 4th year of Primary Education	22 weeks 1 session/week 1 h/session	Participants completed pre-test measures and then participated in their classes (Tactical Model and traditional teaching). Post-test measures were completed in the last class of each methodology. Cluster Randomized	Physical Activity Enjoyment Scale (PACES) questionnaire (Carraro et al., 2008) This questionnaire consists of 16 items. All of them are evaluated with a 5-point Likert scale ranging from 1 “Strongly Disagree” to 5 “Strongly Agree”	This study only measured enjoyment
Cuevas et al. (2016) and Spain	Quasi-experimental	86 (49 women) (37 men) Control G. (43) Experimental G. (43)	M = 15.65 SD = 0.78 4th year of Secondary Education	19 sessions 55 min/twice a week	Participants completed the pre-test measures and then participated in their classes (DE and traditional teaching). Post-test measures were completed in the last class of each methodology. Cluster Randomized	Spanish version (Balaguer et al., 1997) of the original Intrinsic Satisfaction Classroom Scale (ISC) (Duda and Nicholls, 1992) This questionnaire consists of 16 items divided into two dimensions: (a) Satisfaction/Enjoyment; (b) Boredom. All of them are evaluated with a 5-point Likert scale ranging from 1 “Strongly disagree” to 5 “Strongly agree”	Motivational regulation. It was measured through the Questionnaire for the Evaluation of Motivation in Physical Education (CMEF) (Sánchez-Oliva et al., 2012) Intention to be physically active. It was measured through the Intention to Be Physically Active Scale (IPAS) (Hein et al., 2004), but the Spanish version of the Spanish version was used (Moreno et al., 2007)
Gil-Arias et al. (2020) and Southeast Spain	Quasi-experimental	292 (140 women)(152 men) Control G. (144) Experimental G. (148)	M = 10.41 SD = 0.49 5th year of Primary Education	8 weeks 16 sessions 50 min/twice a week	Participants completed pre-test measures and then participated in their classes (Hybrid TGfU/ED and direct instruction). Post-test measures were completed in the last class of each methodology. Cluster Randomized	Spanish version (Sicilia et al., 2014) of Physical Activity Class Satisfaction Questionnaire (Cunningham, 2007) This questionnaire consists of 45 items divided into nine dimensions, although in this study only (a) Fun/Enjoyment; (b) Interaction with others; (c) Experiences of mastery; (d) Experience of fun were evaluated. All of them are evaluated with an 8-point Likert scale ranging from 1 “Strongly Disagree” to 8 “Strongly Agree”	Autonomy support. The Spanish version (Conde et al., 2010) of the Autonomy Support Strategies Questionnaire of coaching strategies (Conroy and Coatsworth, 2007) Satisfaction of Basic Psychological Needs (BPN) To assess satisfaction with BPN, the Spanish adaptation of the BPN in exercise scale (Vlachopoulos and Michailidou, 2006), specific to the context of physical education, was used (Moreno-Murcia et al., 2008, 2009) Autonomous motivation. The Spanish version (Ferriz et al., 2015) of the Perceived Locus of Causality Questionnaire was used to provide composite scores for autonomous motivation (Goudas et al., 1994) Friendship goals. The Spanish adaptation (Méndez-Giménez et al., 2014) of the friendship relationship goals questionnaire (Elliot et al., 2006) was used
Lis-Velado and Carriedo (2019) and North of Spain	Quasi-experimental	92 (42 women)(50 men) Control G. (45) Experimental G. (47)	M = 10.38 SD = 0.55 5th year of Primary Education	3 sessions 60 min/session	Participants completed the pre-test measures and then participated in their classes (Brave League and traditional competitive system). Post-test measures were completed in the last class of each methodology. Cluster Randomized	Fair Play Attitudes Scale (Cruz et al., 1996) This questionnaire consists of 23 items divided into three dimensions: (a) Hard play; (b) Victory and (c) Fun. All of them are evaluated with a 5-point Likert scale ranging from 1 “Strongly disagree” to 5 “Strongly agree”	Goal orientations. The Spanish version (Cervelló et al., 1999) of the Perception of Success Questionnaire (POSQ) (Roberts and Balagué, 1991; Roberts et al., 1998) was used Pressure-strain and effort. Two of the four subscales of the Intrinsic Motivation Questionnaire (IMI) by McAuley et al. (1989), which was translated and validated in Spanish by Escartí and Gutiérrez (2001), were used to measure the pressure-strain and effort perceived by the students
Spittle and Byrne (2009) NR*	Quasi-experimental	115 (18 women) (97 men) Control G. (74) Experimental G. (41)	NR* NR* 2nd year of Secondary Education	10 weeks 100 min/weeks	Participants completed the pre-test measures and then participated in their classes (SE and traditional teaching). Post-test measures were completed in the last class of each methodology. Cluster Randomized	Intrinsic Motivation Inventory (IMI) (Ryan, 1982), reformulated for use in sport settings by McAuley et al. (1989) This questionnaire consists of 18 items divided into four dimensions: (a) Enjoyment/Interest; (b); Effort/Importance; (c) Perceived Competence; Pressure/Strain. All of them are evaluated with a 5-point Likert scale ranging from 1 “Strongly disagree” to 5 “Strongly agree”	Goal orientation. Goal orientations were assessed using the Task and Ego Orientation in Sport Questionnaire (TEOSQ). (Duda and Nicholls, 1992) Motivational climate. Perceived motivational climate was measured with the Perceived Motivational Climate in Sport Questionnaire (PMCSQ). (Walling et al., 1993)
Viciana et al. (2020) and Ceuta (Spain)	Quasi-experimental	123 (60 women) (63 men) Only 109 participated Control G. (42) Experimental G. (67)	NR* NR* 3rd year of Secondary Education	12 sessions	Participants completed the pre-test measures and then participated in their classes (SE and traditional teaching). Post-test measures were completed in the last class of each methodology. Cluster Randomized	Spanish version adapted to physical education (Baena-Extremera et al., 2012a) of the Sport Satisfaction Instrument This questionnaire consists of 8 items divided into two dimensions: (a) Satisfaction/Fun; (b) Boredom. All of them are evaluated with a 5-point Likert scale ranging from 1 “Strongly disagree” to 5 “Strongly agree”	Motivation toward Physical Education. The Spanish version of the Perceived Locus of Causality (Moreno et al., 2009) was used. Perceived physical fitness, sport competence and coordination. For these physical self-concept subscales, two questionnaires were used (a) the Spanish version of the Physical Self-perception (Moreno and Cervelló, 2005); (b) the Spanish version of the Physical Self-description (Tomás, 1998) Effort and self-improvement. The effort and improvement subscale belonging to the Spanish version of the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2). (González-Cutre et al., 2008) Relationship. The Spanish version of the Cuestionario Basic Psychological Needs in Exercise (BPNES) (Sánchez and Núñez, 2007)
							Cooperative learning and important role. The cooperative learning and important role subscales belonging to the Spanish version of the PMCSQ-2 (González-Cutre et al., 2008) Classroom climate. Classroom climate was measured with the Spanish version of the Classroom Environment Inventory (Marcelo, 1992) Sportsmanship. The Spanish version of the Multidimensional Scale of Sport Orientations (MSOS) by Martín-Albo et al. (2006) Intention to be physically active questionnaire. The Spanish version of the intention to be physically active (Moreno et al., 2007) Autonomy support. Spanish version of the BPN (Sánchez and Núñez, 2007)
Wallhead and Ntoumanis (2004) and North of England	Quasi-experimental	51 NR* NR* Control G. (26) Experimental G. (25)	M = 14.3 SD = 0.48 2nd year of Secondary Education	8 sessions 1 h/sesssion	Participants completed pre-test measures and then participated in their classes (SE and traditional teaching). Post-test measures were completed in the last class of each methodology. Cluster Randomized	Intrinsic Motivation Inventory (IMI) (Ryan, 1982), reformulated for use in sport settings by McAuley et al. (1989) This questionnaire consists of 18 items divided into four dimensions: (a) Enjoyment/Interest; (b); Effort/Importance; (c) Perceived Competence and (d) Pressure/Strain. All of them are evaluated with a 5-point Likert scale ranging from 1 “Strongly Disagree” to 5 “Strongly Agree”	Goal orientation. Goal orientations were assessed using the Task and Ego Orientation in Sport Questionnaire (TEOSQ). (Duda and Nicholls 1992) Perceived autonomy. Students' perceived autonomy was assessed using a 20-item questionnaire adapted to physical education by Goudas et al. (1994). The items were taken from the Academic Self-Regulation Questionnaire (ASRQ) (Ryan and Connell, 1989) and the Academic Motivation Scale (Vallerand et al., 1992) Perceptions of motivational climate. These were assessed with the Learning and Performance Orientation in Physical Education Classes Questionnaire (LAPOPECQ). (Papaioannou, 1995)
Wallhead et al. (2014) and Midwestern (United States)	Quasi-experimental	568 (310 women) (258 men) Control G. (287) Experimental G. (281)	M = 14.75 SD = 0.48 3rd year of Secondary Education	9 months 2 session/week 45 min/sesssion	It is possible that different types of activities (e.g., cooperative games vs. team sports vs. individual sports) may have caused temporary fluctuations in student motivation. Cluster Randomized	Intrinsic Motivation Inventory (IMI) (Ryan, 1982), reformulated for use in sport settings by McAuley et al. (1989) This questionnaire consists of 18 items divided into four dimensions: (a) Enjoyment/Interest; (b); Effort/Importance; (c) Perceived Competence and (d) Pressure/Strain. All of them are evaluated with a 5-point Likert scale ranging from 1 “Strongly disagree” to 5 “Strongly agree”	Type of autonomous motivation. Autonomous motivation type was assessed using the Perceived Locus of Causality Questionnaire presented by Goudas et al. (1994) NPB. The NPB Scale adapted to physical education (Ntoumanis, 2005) Intention to be physically active. The Physical Activity Intention Scale followed the model of (Fishbein and Ajzen, 2010).

^NR*, not reported.

¹According to the Spanish educational system.