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Objective <p>This study aimed to develop a physical fitness pedagogy model (PFPM) based on the Sport Education Model (SEM) framework to evaluate whether participation in the SEM-based PFPM was associated with improved instructional outcomes in physical fitness (PF) curriculum in K-12.</p> Methods <p>The SEM-based PFPM was initially developed through a systematic literature analysis. A quasi-experimental design was then applied with eighth-grade students participating in PF courses.Participants were divided into an experimental group and a control group. Post-intervention evaluations measured PF knowledge, exercise enjoyment, teamwork competencies, and health-related fitness indicators.</p> Results <p>Significant differences were found between the experimental and control groups: (1) Extremely statistically significant differences (<i>P</i> &lt; 0.001) in PF knowledge, exercise enjoyment, and teamwork competencies; (2) Statistically significant differences (<i>P</i> &lt; 0.05) in health-related fitness indicators.</p> Conclusion <p>Students in the SEM-based PFPM group showed greater improvements in PF knowledge, exercise enjoyment, teamwork competencies and health-related fitness indicators than the control group. These findings suggest that the SEM-based PFPM may be a promising pedagogical approach for school-based PF curriculum.</p>

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Development and application of a physical fitness pedagogy model based on the sport education model framework: an instructional innovation in physical fitness curriculum

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月20日

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  • Hongliang Guo,
  • Rui Xue,
  • Hongqin Chai,
  • Yazi Long,
  • Trung Thành Lê,
  • Gui Nong,
  • Sisi Li,
  • Xiajian Tang

摘要

Objective

This study aimed to develop a physical fitness pedagogy model (PFPM) based on the Sport Education Model (SEM) framework to evaluate whether participation in the SEM-based PFPM was associated with improved instructional outcomes in physical fitness (PF) curriculum in K-12.

Methods

The SEM-based PFPM was initially developed through a systematic literature analysis. A quasi-experimental design was then applied with eighth-grade students participating in PF courses.Participants were divided into an experimental group and a control group. Post-intervention evaluations measured PF knowledge, exercise enjoyment, teamwork competencies, and health-related fitness indicators.

Results

Significant differences were found between the experimental and control groups: (1) Extremely statistically significant differences (P < 0.001) in PF knowledge, exercise enjoyment, and teamwork competencies; (2) Statistically significant differences (P < 0.05) in health-related fitness indicators.

Conclusion

Students in the SEM-based PFPM group showed greater improvements in PF knowledge, exercise enjoyment, teamwork competencies and health-related fitness indicators than the control group. These findings suggest that the SEM-based PFPM may be a promising pedagogical approach for school-based PF curriculum.