# [PERSON] and Sonic at the Olympic Games: Effect of Gamification on Future Physical Education Teachers
## 4 Discussion
\begin{table}
\begin{tabular}{c c c c c c c c c c c c c} \hline \hline  & & **AU** & **COM** & **RS** & **SS** & **GP** & **POI** & **PI** & **INRE** & **IM** & **IR** & **ER** & **AMO** \\ \hline AU & Corr & 1 & & & & & & & & & & & \\  & Sig. & & & & & & & & & & & & \\  & Com & Corr & 0.406 \({}^{**}\) & 1 & & & & & & & & & & \\  & Sig. & 0.002 \({}^{**}\) & 0.292 \({}^{**}\) & 1 & & & & & & & & & \\  & Sig. & 0.000 & 0.000 & & 0.000 & & & & & & & & & \\  & Sg. & Corr & 0.326 \({}^{**}\) & 0.146 \({}^{**}\) & 0.234 \({}^{**}\) & 1 & & & & & & & & \\  & Sig. & 0.000 & 0.049 & 0.002 & & & & & & & & & & \\  & GP & Corr & 0.352 \({}^{**}\) & 0.153 & 0.256 \({}^{**}\) & 0.705 \({}^{**}\) & 1 & & & & & & & \\  & Sig. & 0.000 & 0.041 & 0.001 & 0.000 & & & & & & & & \\  & POI & Corr & 0.386 \({}^{**}\) & 0.146 & 0.295 \({}^{**}\) & 0.474 \({}^{**}\) & 0.500 \({}^{**}\) & 1 & & & & & & \\  & Sig. & 0.000 & 0.052 & 0.000 & 0.000 & 0.000 & & & & & & & \\  & PI & Corr & 0.248 \({}^{**}\) & 0.004 & 0.200 \({}^{**}\) & 0.560 \({}^{**}\) & 0.557 \({}^{**}\) & 0.491 \({}^{**}\) & 1 & & & & & \\  & Sig. & 0.000 & 0.956 & 0.009 & 0.000 & 0.000 & 0.000 & 0.000 & & & & & \\  & INRE & Corr & 0.342 \({}^{**}\) & 0.162 \({}^{**}\) & 0.257 \({}^{**}\) & 0.417 \({}^{**}\) & 0.425 \({}^{**}\) & 0.554 \({}^{**}\) & 0.474 \({}^{**}\) & 1 & & & & \\  & Sig. & 0.000 & 0.056 & 0.001 & 0.000 & 0.000 & 0.000 & 0.000 & & & & & \\  & IM & Corr & 0.136 & 0.056 & 0.092 & 0.028 & 0.022 \({}^{**}\) & 0.638 & 0.022 & 0.053 & 1 & & & \\  & Sig. & 0.061 & 0.440 & 0.203 & 0.703 & 0.770 & 0.411 & 0.772 & 0.498 & & & & \\  & IR & Corr & 0.045 \({}^{**}\) & -0.118 & 0.060 & 0.023 & 0.039 \({}^{**}\) & -0.027 & 0.025 \({}^{**}\) & 0.077 & 0.531 \({}^{**}\) & 1 & & \\  & Sig. & 0.534 & 0.097 & 0.400 & 0.759 & 0.601 & 0.725 & 0.745 & 0.314 & 0.000 & & & \\  & ER & Corr & 0.036 & 0.056 & 0.062 & 0.057 \({}^{**}\) & -0.030 & 0.043 \({}^{**}\) & -0.030 & 0.015 & 0.101 \({}^{**}\) & 0.082 & 1 & \\  & Sig. & 0.610 & 0.407 & 0.383 & 0.440 & 0.684 & 0.566 & 0.695 \({}^{**}\) & 0.841 & 0.157 & 0.249 & & \\  & AMO & Corr & \(-\)0.033 & -0.107 & 0.016 & -0.140 & -0.107 & -0.055 \({}^{**}\) & -0.093 \({}^{**}\) & -0.075 \({}^{**}\) & -0.360 \({}^{**}\) & -0.266 \({}^{**}\) & 0.191 \({}^{**}\) & 1 \\  & Sig. & 0.660 & 0.147 & 0.826 & 0.068 & 0.167 & 0.483 & 0.236 & 0.348 & 0.000 & 0.000 & 0.099 & \\ \hline \hline \end{tabular}  
* \(p<0.05\): significant correlation at 0.05 level (bilateral);
* \(p<0.01\): significant correlation at 0.01 level (bilateral); AU: autonomy; COM: competence; RS: relationship; SS: Social Skills; GP: Group Processing; POI: Positive Interdependence; PI: Promoting Interaction; INRE: Individual Responsibility; IM: intrinsic motivation; IR: identified regulation; ER: external regulation; AMO: motivation.  
\end{table} 
Table 6: Bivariate correlations. process with the different phases leads students, both male and female, to nurture their basic psychological needs, linking this circumstance to greater autonomous motivation and better psychological growth [16; 44]. These results found in our research can be interpreted as a sample of high values of intrinsic and self-determined motivation [32; 45]. This aspect has resulted in students creating a positive environment for the psychological needs of future teachers since the gamified environment created generates positive relationships, competition and autonomy among students through cooperative challenges. Therefore, this methodological tool presents the necessary elements to develop the basic psychological needs [16] of future teachers in the area of physical education. A key element in education is motivation, and in this case, the results show that after the implementation of gamification, through motor problem solving and active participation, the values of intrinsic and self-determined motivation are quite high [5; 15; 16; 18; 23; 24; 46; 47; 48; 49; 50], both in general and by gender, coinciding, moreover, with the framework of the self-determination theory [27; 29].