Effect of Football's Sport Education Curriculum as Intervention on Physical Fitness and Learning Attitude Among Junior High School Students in Hebei China
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 78
- 试验地点
- 1
- 主要终点
- Cardiovascular fitness test
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Basic Science
- 盲法
- Triple (Participant, Investigator, Outcomes Assessor)
入排标准
- 年龄范围
- 13 Years 至 15 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •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:
- •Participants must be enrolled in junior high school and mixed gender.
- •Participants must be in good health and capable of engaging in regular physical education activities.
- •All participants and their parents have provided written informed consent for their involvement in the study.
排除标准
- •Participants failing to complete all tests due to attendance-related issues (25%) or illness during experimental teaching or testing will be excluded.
- •Participants who have already participated in the Sport Education Model will be excluded.
研究组 & 干预措施
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).
干预措施: Sport Education Curriculum (Behavioral)
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).
干预措施: Normal teaching (Behavioral)
结局指标
主要结局
Cardiovascular fitness test
时间窗: Pretest: before experiment; post-test1: end of 6 weeks; post-test2: end of 12 weeks
Equipment: Soccer field, cones, tape measure, Yo-Yo test software. Procedure: Warm-up, group athletes, select appropriate mode, shuttle runs between cones with increasing speed, complete each run between beeps, record last completed run, measure total distance in meters (m).
Flexibility test
时间窗: Pretest: before experiment; post-test1: end of 6 weeks; post-test2: end of 12 weeks
Equipment: Sit and reach box. Procedure: Participant sits, feet against box, knees extended, bends forward reaching forward with fingertips, measure maximum range without sudden force, knees remain extended, retest if technical issues, measure in centimeters (cm).
Speed test
时间窗: Pretest: before experiment; post-test1: end of 6 weeks; post-test2: end of 12 weeks
Equipment: Soccer field, tape measure, timing gates or stopwatch, cones or poles. Procedure: Thoroughly warm up, sprint 30 meters twice, record the best time, calculated in seconds (s).
次要结局
未报告次要终点
研究者
Junlong Zhang
Principal Investigator
Universiti Putra Malaysia