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

University of Putra Malaysia (UPM)

Status: Enrolling

Conditions: Physical Fitness

Treatments: Behavioral: Normal teaching; Behavioral: Sport Education Curriculum

Study type: Interventional

Funder types: Other

Identifiers

NCT06322459

Junlong Zhang

Details and patient eligibility

About

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.

Full description

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.

Enrollment: 78 estimated patients

Sex: All

Ages: 13 to 15 years old

Volunteers: Accepts Healthy Volunteers

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.

Trial design

Primary purpose: Basic Science

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Triple Blind

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78 participants in 2 patient groups

Sport Eucation Curriculum

Experimental group

Description:

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).

Treatment:

Behavioral: Sport Education Curriculum

Normal Teaching

Active Comparator group

Description:

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).

Treatment:

Behavioral: Normal teaching