The article provides an in-depth examination of the theoretical and methodological foundations for analyzing schoolchildren’s interest in digital games and its influence on physical activity motivation. Drawing on flow theory and self-determination theory, the mechanisms by which virtual rewards diminish intrinsic motivation for real physical activity are revealed. The time displacement hypothesis, socio-psychological factors (family and school environment), as well as gender and age differences are thoroughly analyzed. Measurement instruments, longitudinal research designs, multilevel hierarchical models, and experimental approaches are presented as core methodological tools. The positive potential of active digital games (exergames) is emphasized, and practical strategies for maintaining and enhancing physical activity motivation in the digital era are proposed. The study results serve as an important scientific basis for shaping education and public health policies.