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

NCT06322459 | Recruiting DMC

• 1 other identifier: Junlong Zhang
• Study Type: interventional
• Target: 78
• Locations: 1 country
• Sites: 1

Brief 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.

Conditions

Physical Fitness

Keywords

Football teaching; Physica fitness; Cognitive; Affective

Outcome Measures

Primary Outcomes (3)

• Cardiovascular fitness test

  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).

  Pretest: before experiment; post-test1: end of 6 weeks; post-test2: end of 12 weeks

• Flexibility test

  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).

  Pretest: before experiment; post-test1: end of 6 weeks; post-test2: end of 12 weeks

• Speed test

  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).

  Pretest: before experiment; post-test1: end of 6 weeks; post-test2: end of 12 weeks

Study Arms (2)

Sport Eucation Curriculum

EXPERIMENTAL

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).

Behavioral: Sport Education Curriculum

Normal Teaching

ACTIVE COMPARATOR

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).

Behavioral: Normal teaching

Interventions

Sport Education Curriculum 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.

Sport Eucation Curriculum

Normal teaching 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).

Normal Teaching

Eligibility Criteria

• Age: 13 Years - 15 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• 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.

You may not qualify if:

• 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.

Sponsors & Collaborators

• Universiti Putra Malaysia: lead

Study Sites (1)

The 19th Middle School

Qinhuangdao, Hebei, 066000, China

RECRUITING

Study Officials

• Junlong Zhang

  University Putra Malaysia

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Junlong Zhang, PHD

CONTACT

0397698153; zhangjunlong2413@gmail.com

Soh Kim Geok, Professor

CONTACT

0397698153; kims@upm.edu.my

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: TRIPLE
• Who Masked: PARTICIPANT, INVESTIGATOR, OUTCOMES ASSESSOR
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Model Details: 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).

Study Record Dates

• First Submitted: March 6, 2024
• First Posted: March 21, 2024
• Study Start: February 25, 2024
• Primary Completion: June 29, 2024
• Study Completion: July 5, 2024
• Last Updated: March 21, 2024

Record last verified: 2024-03

Data Sharing

• IPD Sharing: Will not share

Locations

CN (1)