Effect of Sport Education on Physical Fitness and Learning Attitude Among Junior High School Students

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

RECRUITING

Clinical Phase

NA

Total Enrollment

78 participants

Study Classification

INTERVENTIONAL

Study Start Date

2024-02-25

Study Completion Date

2024-07-05

Brief Summary

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Since the outbreak of COVID-19, students; sports environment and time have been severely compressed, which has had an unprecedented impact on their physical fitness and sports learning attitude. Therefore, it is urgent to adopt an effective teaching mode that aligns with curriculum reform to improve students; physical quality and learning attitude. The Sports Education Model is one of the most popular teaching models in Western developed countries, but the application in China and the related evidence of improving students; physical quality and learning attitude towards sports are relatively scarce. This study compares and analyzes the influence of the Sports Education Model and Traditional Teaching on junior middle school students; physical fitness and learning attitude, aiming to provide theoretical support for improving students; physical fitness and learning attitude and promoting the Sports Education Model in China. Promote the healthy development of junior middle school students.

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Detailed Description

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In the study, the experimental group underwent a 12-week soccer program based on the Sport Education Model instructional intervention designed for this research. In contrast, the control group discussed and studied traditional soccer teaching content for 12 weeks with their teachers. Employing a Cluster randomized controlled experiment design, the experimental and control groups were randomly assigned to two different schools. Students participated in the Sport Education Model (experimental group) and traditional teaching (control group) sessions three times a week, each lasting 40 minutes (totaling 120 minutes per week). Physical fitness tests and responses to the Students' Attitudes Toward Physical Education Scale (SPEA) were conducted for both groups before the start of the first week. After 12 weeks of instruction, both groups were required to undergo physical fitness tests and respond to the Students' Attitudes Toward Physical Education Scale once again.

Conditions

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Physical Fitness

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Employing a Cluster randomized controlled experiment design, the experimental and control groups were randomly assigned to two different schools. Students participated in the Sport Education Model (experimental group) and traditional teaching (control group).

Primary Study Purpose

BASIC_SCIENCE

Blinding Strategy

TRIPLE

Participants Investigators Outcome Assessors

Study Groups

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Sport Eucation Curriculum

The Teaching experiment period of the Sport Education Model was 12 weeks, 40 minutes per lesson which included warm-up (10 minutes), basic content (20 minutes), rest of basic content (5 minutes), and cool-down (5 minutes).

Group Type EXPERIMENTAL

Sport Education Curriculum

Intervention Type BEHAVIORAL

The six characteristics of The Sport Education Model include season, affiliation, formal competition, culminating event, Record-keeping, and Festivity. The intensity of the training is increasing in the first 30 minutes, and the intensity is gradually decreasing in the next 10 minutes.

Normal Teaching

The Teaching experiment period of Normal Teaching was 12 weeks, 40 minutes per lesson which included warm-up (10-min), basic content (20min), rest of basic content (5min), and cool-down (5min). Normal Teaching includes Teacher-directed learning (10 minutes) and Individual practice (10 minutes).

Group Type ACTIVE_COMPARATOR

Normal teaching

Intervention Type BEHAVIORAL

The intervention content, frequency, and intensity were the same as those in the experimental group, but the type of intervention was different. The most significant difference between the two teaching methods lies in delivering basic content. The Sport Education Model includes Teacher-directed learning (10 minutes) and Team practice (10 minutes); Normal Teaching includes Teacher-directed learning (10 minutes) and Individual practice (10 minutes).

Interventions

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Sport Education Curriculum

The six characteristics of The Sport Education Model include season, affiliation, formal competition, culminating event, Record-keeping, and Festivity. The intensity of the training is increasing in the first 30 minutes, and the intensity is gradually decreasing in the next 10 minutes.

Intervention Type BEHAVIORAL

Normal teaching

The intervention content, frequency, and intensity were the same as those in the experimental group, but the type of intervention was different. The most significant difference between the two teaching methods lies in delivering basic content. The Sport Education Model includes Teacher-directed learning (10 minutes) and Team practice (10 minutes); Normal Teaching includes Teacher-directed learning (10 minutes) and Individual practice (10 minutes).

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

The experimental subjects were students from two junior high schools in Haigang District, Qinhuangdao City, Hebei province. Before enrolling subjects, researchers need to inform them of the proposed study and what they need to participate in. After the subject is informed, the subject is allowed to ask questions. The various criteria and requirements for participation in this study were explained during the meeting. The criteria for inclusion of potential participants are as follows:

1. Participants must be enrolled in junior high school and mixed gender.
2. Participants must be in good health and capable of engaging in regular physical education activities.
3. All participants and their parents have provided written informed consent for their involvement in the study.

Exclusion Criteria

1. Participants failing to complete all tests due to attendance-related issues (25%) or illness during experimental teaching or testing will be excluded.
2. Participants who have already participated in the Sport Education Model will be excluded.

Minimum Eligible Age

13 Years

Maximum Eligible Age

15 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes