NCT06322459

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

Effect of Football's Sport Education Curriculum as Intervention on Physical Fitness and Learning Attitude Among Junior High School Students in Hebei China

• Status: Unknown
• Phase: N/A
• Study type: Interventional
• Enrollment: 78 (estimated)
• Sponsor: Universiti Putra Malaysia · Academic / Other
• Sex: All
• Age: 13 Years – 15 Years
• Healthy volunteers: Accepted

Summary

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.

Detailed 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.

Conditions

• Physical Fitness

Interventions

Type	Name	Description
BEHAVIORAL	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.
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).

Timeline

• Start date: 2024-02-25
• Primary completion: 2024-06-29
• Completion: 2024-07-05
• First posted: 2024-03-21
• Last updated: 2024-03-21

Locations

1 site across 1 country: China