Problem Statement: Learning interest serves as the core driver of self-discipline and effort in Physical Education (PE). However, current reality indicates that a large portion of primary school students exhibit apathy and a lack of focus during traditional classes, due to repetitive instructional content and the strong allure of digital entertainment devices. This sedentary trend not only impacts physical fitness but also entails negative consequences for children's mental health and social engagement.

Approach: This study employed a quasi-experimental design with a sample of 120 fourth-grade students, divided into an Experimental Group (EG, n=60) applying a PE program integrated with folk games through a 4-step process (Evocation - Experience - Creativity - Sharing), and a Control Group (CG, n=60) following the standard curriculum. Learning interest was measured using the multidimensional Individual Interest Questionnaire in PE (IIQ-PE), assessing domains: Positive Emotion, Utility Value, and Re-engagement Intention.

Purpose: To identify and quantitatively evaluate the impact of a structured folk game system on enhancing the dimensions of learning interest in primary students, providing empirical evidence for the innovation of PE teaching methodologies.

Results: After an 18-week intervention, the overall interest mean score of the EG increased significantly from 2,86 ±0,52 to 4,38 ±0,38 (p < 0.001), while the CG showed no significant change (2,88 ±0,48 to 2,92 ± 0,4). The "Positive Emotion" index achieved the highest growth rate (53.2%), demonstrating the ability of folk games to activate the joy of movement.