Data about: Increasing cognitive demands during a cooperation-opposition game can reduce gender disparities on participation

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 (CONTRAST) 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 (CONTRAST) 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 (CONTRAST 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.

本数据集包含参与者的社会人口学信息，以及“夺旗”（Capture the Flag）合作-对抗动作游戏中每位参与者所扮演角色的观察协议，该游戏包含原始版本（CONTRAST）与为提升认知负荷修改的第二版（COGNI）。
本研究旨在探究不同认知负荷条件下，动作游戏参与行为中的性别差异。此外，由于执行功能成熟度与游戏参与行为可能随发育阶段发生变化，我们同时考察了年龄对游戏参与行为的潜在调节效应。
本次实验共有来自不同院校的123名学生参与，其中女性64名，分为三组：第1组为35名六年级学生，第2组为50名初中一年级学生，第3组为38名小学教育师范专业学生；所有参与者均使用原始版本（CONTRAST）与高认知负荷修改版（COGNI）完成了该动作游戏。
针对两款游戏的完整录像，每位参与者均会被随机选取一段3分钟的时段进行观察记录。一名体育教师作为外部观察员，采用改编自Pic等人（2020）的观察记录表完成了本次观察。本次记录的角色分为进攻类（OG、OD、RA、OR、NR、OB、OBF、OC、DO）与防守类（DC、DCF、CO、DP）。