School Physical Education Classes Research Articles

O USO DE METODOLOGIAS ATIVAS NAS AULAS DE EDUCAÇÃO FÍSICA ESCOLAR NO ENSINO MÉDIO: UMA REVISÃO DE LITERATURA

School Physical Education (EFE) is a mandatory curricular component of Brazilian basic education that must provide students with the acquisition of systematized and organized knowledge about contents provided for in the Common Curricular Curriculum Base (BNCC). However, discipline has been treated with little importance in the school context. Given this, it is necessary to have tools that provide learning consistent with the student's reality, as well as attracting their attention to the benefits of EFE. This article aimed to describe the importance of using active methodologies in school physical education classes in high school. The study adopted a qualitative descriptive approach of the Narrative Literature Review type. The research selected ten (10) scientific articles published between 1997 and 2022. The study revealed the little importance attributed to innovative pedagogical approaches in the area of ​​education that deviate from the traditional model and are related to improving the quality of the school teaching and learning process. The studies surveyed in this review showed the great potential of Active Methodologies in the dynamics of the EFE classroom in high school.

INSERTION OF BADMINTON IN SCHOOL PHYSICAL EDUCATION: EVALUATION AND ANALYSIS

This article is an integrative review that synthesizes and analyzes data from four scientific papers collected from the Scielo database, using the descriptors ‘Methodology,’ ‘Method,’ ‘Badminton as a subject,’ ‘School sport.’ Ten papers were analyzed: one of the studies was carried out in Portuguese public elementary schools; the others in Brazil: in a municipal public school in Natal/RN, Brazil, one that shows badminton as an integral part of the body culture of movement and, the last one, is an experience report of an intervention of the practice of Badminton for primary schools students in Iranduba- AM, with the objectives of synthesizing and analyzing the Insertion of the Net Sport Badminton in School Physical Education Classes. This integrative review enabled the construction of a synthesis of scientific knowledge about a new form of interaction between students and teachers, yielding new attitudinal values for both and inclusion, as well as demonstrating the broad contribution of the Badminton Net Sport in School Physical Education Classes to the improvement and dynamism of School Physical Education classes.

A Study on the Implementation of the Student-Centered Teaching Model in Junior High School Physical Education Classes in Beijing

A Study on the Implementation of the Student-Centered Teaching Model in Junior High School Physical Education Classes in Beijing

The Nutbush Dance Reframed: further analysis related to ‘Doing the Nutbush’

ABSTRACT This article supplements our earlier article on the Nutbush dance, ‘Doing the Nutbush’. After that was published, there was a media frenzy which resulted in many comments on The Guardian site and on the ABC Facebook site. We also received a number of emails. All these contributions have helped fine-tune the history of the dance that we have been examining. Two key things became clear. Around 1970 there was a push in state education departments across Australia to substitute the American line dance, the Madison, for bush dances as a way of updating and making more relevant dance for primary school children. Meanwhile, during the 1960s, another American dance, the Alley Cat, had been becoming popular mostly with children but to some extent also with adults. Around 1975 the Alley Cat started to be danced to Ike and Tina Turner’s Nutbush City Limits in primary school physical education (PE) classes. As this was happening, a few more energetic steps were added to the dance. The result was a dance named after the song, the Nutbush. This then became a popular dance in state primary schools across the country. With the aid of the new information, we have been given, this supplementary article traces this history.

Fostering Competence and Autonomy in High School Physical Education Classes: An Exploration of Intricate Relationships

This study addresses concerns surrounding the assessment of competence through various fitness tests in physical education, specifically assessments misaligning with the conceptualization of physical literacy. The study aimed to deductively analyze student assessment experiences with principles of self-determination theory, focusing on the role of competence in supporting autonomy. Particular instruments, such as the vertical jump and 30 m sprint tests, observed high levels of student preference and perceived significance. Interestingly, while the multistage fitness test was identified by students as a reliable indicator of physical fitness, it garnered limited student selection. While specific movement recommendations are not outlined, the findings underscore several noteworthy considerations. Notably, various factors influence student choices in student-selected fitness assessments, and purpose-driven fitness assessments can contribute to student motivation. The study’s insights provide valuable guidance for structuring physical education programs to foster engagement and autonomy among students.

A Utilização do Lúdico nas Aulas de Educação Física Escolar

This article aims to analyze the importance of using playfulness in school Physical Education classes, highlighting its benefits for the integral development of students. The qualitative bibliographic research carried out reveals that playfulness, through games, play and recreational activities, can contribute to the motor, cognitive, affective and social development of students. Playfulness, as an inherent element of childhood and adolescence, allows children and young people to explore the world, develop skills, build social relationships and learn to deal with their emotions. In school PE, playfulness can be used as a pedagogical tool to make classes more attractive, motivating and meaningful for students, promoting the development of motor, cognitive, affective and social skills. Furthermore, playfulness can make classes more attractive and motivating, increasing students’ interest and participation. The article also discusses the challenges of implementing playfulness in Physical Education classes, such as lack of time, resources and teacher training. Finally, suggestions are presented for playful activities that can be applied in different school contexts, aiming to stimulate creativity, cooperation and pleasure in the practice of physical activities.

Effectiveness of Kinetic Games and Their Impact on Learning Some Basic Basketball Skills for Middle School Students

This study aims to identify the effectiveness of kinetic games and their impact on learning some basic basketball skills for middle school students. The hypotheses of this study suggest that there are statistically significant differences between the experimental and control groups in the post-tests, favoring the experimental group. The research problem was identified through monitoring and reviewing the teaching methods used in middle school physical education classes. It was found that most lessons lack variety in teaching methods and rely on traditional approaches, which do not cater to the individual differences among learners. Consequently, the learning outcomes among students vary, and mastery of skills is not achieved. This issue must be addressed, and solutions must be found. After thorough research and review, it was concluded that kinetic games are the best approach to solve this problem, as they are engaging and stimulating for learning skills. The experimental method was used for the experimental and control groups with pre-tests and post-tests, suitable for the sample and the research problem. The research population consisted of second-grade students at Al-Waseela Boys School, totaling 127 students divided into three sections (A, B, C). Section B was intentionally chosen (by lottery), comprising 42 students, from which 25 students were selected to form the experimental group, with 17 students excluded for statistical reasons. Section A represented the control group with 41 students, from which 25 were selected similarly. A pilot study sample consisted of 10 students from the research population but outside the main sample. After conducting the pilot study, the pre-tests were carried out, followed by the main experiment, which involved applying kinetic games to the experimental group for two months, with two educational units per week (Monday and Wednesday), totaling 16 units. After the main experiment, post-tests were analyzed statistically using SPSS software. The conclusion was that kinetic games play an effective role in learning some basic basketball skills for middle school students. Using kinetic games in skill learning is necessary due to their stimulating and engaging nature for learners

Current teachers' perceptions and students' perspectives regarding activities modalities, instructional settings during primary school physical education classes in China: a cross-sectional observational study.

This study set out to understand the association between teaching practices, teacher confidence, competence, self-efficacy, and the resulting student outcomes. Data regarding teaching behaviours were collected via video recording and then evaluated using the MASTER Observation Tool. The information about demographics, self-reported teaching confidence, competence, self-efficacy, and student outcomes was collected using questionnaires. The association between teacher characteristics, and teacher and/or student outcome variables were tested using a one-way analysis of variance (ANOVA). A total of ten primary schools were involved, including 597 children (age range: 10-12 years, grade 4-6) and 16 grade 4-6 PE teachers (with 16 PE classes). Most of the Physical Education (PE) lesson time was spent in training-form activities (60.2% ± 9.1), followed by instructional time (33.1% ± 8.6%), reflection (3.4% ± 2.3%), and warm-up (2.9% ± 2.0 %). It was observed that teaching behaviours and student outcomes were significantly better in urban than rural areas. Smaller class sizes (21-30 children) were found to have more positive feedback than larger ones (41-50 children). PE teachers with more than 10 years of teaching experience reported more teaching competence and self-efficacy than teachers with less than 10 years of experience. PE teachers with class sizes of 21-30 children enjoyed significantly better scores in self-efficacy than classes with 41-50 children. They also scored more highly in confidence and competence than classes with 41-50 and 51-60 pupils. The current study confirmed that teachers dedicated a large proportion of lesson time to PE delivering training-form activities, followed by instructional time. Teaching behaviour and student outcomes were associated with location and class size, but not gender. The study contributes to our understanding of PE instruction in Chinese primary schools and offers preliminary evidence to improve future PE teaching strategies in the country.

Effects of slackline training during active breaks and free-time activities break at school on children's attention: a comparison of two-intervention methods

Purpose: To describe the effects of two interventions, regular Physical Education classes plus free active break times and school Physical Education plus Slackline classes during free time, on the attention of schoolchildren. Methods: This is a quasi-experimental study with a quantitative approach. Two groups participated in the interventions: body balance training (Slackline group) (n: 10; age: 7,8±1,93) and free-time activities break (FTA group) (n: 10; age: 7,8±1,22). Attention was assessed using the D-2 test. Repeated measures ANOVA was used. The magnitude of the effect size was estimated by the partial squared eta - η2p. Results: When we analyzed the interactions between time*group, it was not possible to find significant changes attributed to the specificities of the one intervention group, with most results having a medium effect size (η2p≥ 0.06 ≤ 0.25). The results of the paired analysis confirmed that both groups improved the results over time, but the slackline group showed changes with a slightly greater magnitude. Conclusions: Our results demonstrate that in free time, both free physical activities and body balance training are effective for children's attention. However, pairwise analysis revealed that both groups demonstrated improvements over time, with the slackline group showing slightly greater changes in magnitude. Key words: Postural Balance, Physical Education and Training, Exercise, Psychomotor Performance, Cognition

Efeitos de 15 minutos de exercícios físicos na aptidão física de adolescentes: Estudo de protocolo

Overweight, obesity, and low physical fitness (PF) are conditions associated with physical and mental health problems in children and adolescents. Schools and physical education (PE) classes provide ideal environments for promoting physical exercise, improving levels of PF, and preventing obesity in this population. This article outlines the protocol of an experimental study whose primary objective is to assess the effects of a 15-minute physical exercise program implemented during elementary school physical education classes on PF and anthropometric markers of overweight and obesity (AMOO). Enrolled students in 6th to 9th-grade classes within rural elementary schools located in a Southern city in Brazil will participate of the study. The participants will be randomized into the intervention group and control group. The intervention will last for 12 weeks with two sessions per week. Various components of PF and AMOO will be the primary dependent variables. Physical activity level, recreational screen time, sleep duration, physical self-concept, motivation for participating in PE classes, symptoms of anxiety, depression, and stress will be secondary dependent variables. Sociodemographic information and somatic maturation will serve as covariates. All variables will be measured pre and post-intervention. The study’s findings will contribute to a better understanding of the potential of school PE classes to improve PF, AMOO, and, secondarily, health-related behaviors, motivation for participating in PE classes, and the mental health of students.

The Effect of Pedagogical Approach on Physical Activity of Girls During Physical Education

ABSTRACT Purpose: Technical approaches (TAs) such as Direct Instruction are commonly utilized when teaching games in Physical Education (PE) classes, but game-based approaches (GBAs) such as Game Sense (GS) have gained greater interest over the past 30 years. However, little is known about which approach promotes more physical activity (PA). The aim of this study was to compare the PA of girls during single-gender PE classes in an invasion games unit utilizing either a GS approach or a TA. Methods: Two upper primary school PE classes were taught invasion games using a GS approach and two classes were taught using a TA. During each of the 7 lessons students wore a wearable GPS sensor (SPT2, Sport Performance Tracking, Australia) which measured total distance, distance in each speed zone, top speed and 3D load. Results: The GS group traveled a greater distance than the TA group (+203 m, p < .001). This result was explained mostly by a greater distance covered in zone 2 speeds (0.6–1.7 m/s). The 3D load was also significantly higher in the GS group, but there were no group differences in top speed. Conclusions: Findings suggested that a GS thematic invasion unit was more effective in promoting PA levels in all-girl primary PE classes than a traditional sport-based invasion unit.

The Introduction of Minority Folk Sports Games into Primary School Physical Education Classes: Taking the Bamboo Egg Game from the Gelao Ethnic Group as an Example

With the continuous advancement and implementation of the education curriculum reform in the country, course development has become more and more important. The existing resources of the school and the local unique ethnic characteristics are rationally used to develop the curriculum content in line with the student’s development, which is the responsibility of each educator. The bamboo egg game is one of China’s ethnic minority traditional sports activities. Its development is diverse in form, rich in content, has an ethnic interest, can let the students inherit traditional culture, and enhance the consciousness of cooperation. This paper analyzes and researches the importance and practicability of introducing bamboo egg sports into primary school physical education classes, which provides a reference for educators in the development of school-based curricula with minority characteristics.

A National 20-year Analysis of Weight Lifting-related Injuries and Fractures Among Adolescents.

Increasing strength through weightlifting has become a core component of competitive sports training, recreational exercise programs, and school physical education classes. Although many health benefits exist, there is concern for injury, especially with improper supervision and accelerated progression of training loads. Though organizations have advocated safe training practices, trends in the national health burden of injuries, specifically fractures, associated with weightlifting in the adolescent population have not been investigated. The National Electronic Injury Surveillance System database was queried between 2002 and 2021 for patients aged 11 to 21 years presenting to US Emergency Departments with weight lifting-related injuries. The narrative component of each case identified was analyzed to include only patients noted to be using weightlifting equipment or free weights at the time of injury. Estimates and analyses were performed with 95% CIs. Although there has been some variability in weight lifting-related injuries, the incidence remained roughly constant over the 20 years ( R2 =0.0364). 14,497 cases were identified, reflecting a national estimate of 540,986 total injuries and an annual estimate of 27,049 injuries. Most injuries occurred among 15-to-18-year olds (44.1%±1.6%) and 19-to-21-year olds (38.3%±2.0%). The most common injuries were sprain/strain (36.7%±1.3%), contusion/abrasion (15.7%±0.7%), and fracture (9.9%±0.3%). There were 53,813 estimated fractures, giving an annual incidence of 2,691 fractures. As a portion of all injuries, the number of fractures decreased significantly as patients got older, accounting for 26.8%±3.3% at age 11 and only 8.3%±0.9% at age 21 ( R2 =0.6626). Fingers (37.1%±1.8%) and toes (27.9%±1.4%) were the most fractured body parts. Overall, fractures mainly occurred either at school (25.3%±2.0%) or places of recreation (24.7%±2.2%). Despite the guidelines to improve safety, the national health burden of weight lifting-related injuries among adolescents has remained constant over the past 20 years. Given that most of the fractures occur in the distal extremities, such as toes and fingers, at school and places of recreation, there may be an opportunity to promote safer weightlifting practices and the development of weightlifting equipment with in-built safety mechanisms, especially at gyms and schools. Level III-prognostic.

Outcomes of Implementing Step Game Approach-Based Sport Education Model in Junior High School Physical Education

&lt;p&gt;目的：Siedentop (1994) 發展的運動教育模式 (Sport Education, SE) 已成為體育課程的主流，但檢驗SE成效的研究多將重點放在認知與情意上 (如：動機、正向情緒等)，SE是否能有效提升學生運動技能尚未有較明確的結論。因此Mesquita等 (2005) 提出階段競賽法 (Step Game Approach, SGA) 融入運動教育模式，藉由每階段比賽或遊戲任務檢驗學生的運動技能表現，瞭解其在賽季前、中是否完整吸收了課堂上的知識，並在運動技能上有所提升。目前國內尚無任何檢驗SGA結合SE (SGA-SE) 教學策略成效之研究發表，因此本研究將採取準實驗設計，將SE-SGA實施於國中體育課中，以瞭解此教學策略對學生運動技能學習成效之影響與學生感受。方法：以新北市立某國中二年級，兩個班級共35位學生為研究對象，實驗組實施SGA-SE之教學，對照組接受SE之教學，進行7週共13節課的課程，兩組學生皆以GPAI運動表現評量進行前、後測，資料以二因子混合設計變異數分析進行統計考驗，並在介入後，對實驗組學生進行半結構式訪談。結果：實驗組學生之運動技能表現提升顯著優於對照組，且實驗組多數學生皆認為自己的排球技能有進步。結論：本研究率先於國內體育課情境檢驗實施SE-SGA之教學成效，發現SE-SGA對學生在運動技能表現上的提升優於單純實施SE教學法。建議未來研究可加入不同變項分析，進一步驗證國內、外研究之差異。也期盼此研究結果能作為往後體育教師在國內實施SGA-SE時之參考依據。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;Purposes: The Sport Education (SE) model, developed by Siedentop (1994), has been widely applied in physical education (PE) across many countries. While SE outcomes have been extensively studied in terms of affective and cognitive dimensions, its impact on skill learning has remained inconclusive. To address this gap, Mesquita et al. (2005) proposed combining the Step Game-Approach (SGA) with the SE model (SE-SGA) to assess students’ skills through step-based games or tasks in PE. However, there has been no study examining the outcomes of SE-SGA-based PE in Taiwan. Therefore, this study aims to explore the effects of SE-SGA on students’ skill learning at middle school PE class, as well as students’ perceptions of SE-SGA-based PE class. Methods: The study involved 35 eighth-grade students from two classes in a middle school in New Taipei City. The experimental group (n = 19) received SE-SGA-based PE, while the control group (n = 16) received SE-based PE over a 7-week period, totaling 13 classes. Sports performance evaluation using the GPAI (Game Performance Assessment Instrument) was conducted before and after the intervention for both groups. The data were subjected to statistical analysis using a two-factor mixed design variance analysis. Additionally, semi-structured interviews were conducted with the experimental group after the intervention. Results: The results demonstrated a significant improvement in sports skills for students in the experimental group compared to their counterparts in the control group. Furthermore, a majority of the students in the experimental group expressed their belief that their sports skills had improved following the intervention. Conclusions: This study represents the inaugural exploration of the implementation of SE-SGA-based PE classes in Taiwan. The findings indicate that SE-SGA can significantly enhance students’ sports skills. In future research, it is recommended to consider multiple variables to better understand the distinctions among different cultures and populations when implementing SE-SGA-based PE. The outcomes of this study serve as a valuable reference for physical educators looking to implement SE-SGA and researchers interested in exploring its outcomes.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

The Effectiveness of Physical Education Classes Through Collaborative Learning Methods for the Physical Development of 11th-Grade Students in Vietnam

Abstract Introduction. Collaborative Learning (CL) is a group learning method that involves mutual support and assistance among individual students to achieve learning goals. The purpose of this study is to assess the effectiveness of a 14-week Physical Education (PE) class using the CL method in enhancing the physical development of 11th-grade students. Material and Methods. Eighty healthy students were randomly selected and divided into two groups: the experimental group with 40 students applying the CL method in PE classes, and the control group with 40 students studying PE using conventional methods. In this study, five fitness tests were used such as a 30-s sit-up test, a 30-m sprint test, a 4 × 10-m shuttle run test, a standing long jump test, and a 5-min running field test. Results. After 14 weeks of experimentation, independent t-test results indicated a significant difference in the mean values between the experimental and control groups at the threshold of p &lt; 0.05. Paired t-test results for the mean values before and after the experiment in both groups also showed a difference, with the physical fitness growth rate of the experimental group being higher than that of the control group. Particularly, the control group exhibited a post-experiment value that had a negative significance. Conclusions. This demonstrates that the experimental results serve as an illustration, confirming the effectiveness of the CL method in high school PE classes. Teachers should enhance the use of CL in the future to achieve higher learning goals.

Relationship of the number of days of participation in school physical education classes in a week with body mass index, number of hospital treatments for school violence, and mental health status among Korean male adolescents

School sports activities may help address obesity, school violence and mental health issues, which can be considered the biggest issues related to adolescents. However, previous research has not examined the relationship between participation in school physical education classes and obesity, school violence and mental health among adolescents by focusing on the number of days adolescents participate in school physical education classes. Therefore, this study investigated the association of the number of days of participation in physical education classes in a week with body mass index, number of hospital treatments for school violence, and mental health status among Korean male adolescents. Data of 25,749 male Korean adolescents were collected from the 2022 Korea Youth Risk Behavior Survey. Data collected were analyzed using frequency analyses, chi-square analyses and multivariate logistic regression analyses. The results showed that the more Korean male adolescents participate in physical education classes in a week, the more likely they are to become healthy, overweight and obese. The more they participate in physical education classes in a week, the less often they are treated in hospitals for school violence. The more they participate in school physical education classes in a week, the less likely they are to experience suicidal ideation but more likely to feel lonely. Overall, increasing the number of physical education classes can help solve adolescents’ health problems, but they must participate actively and voluntarily in the classes. Efforts must be made to increase their active and voluntary participation.

Introducing the Task as a Challenge Does Not Mitigate the Negative Effect of Gender Stereotype Threat on Motor Skill Learning in Adolescents

Gender stereotype threat is a sociocultural variable that has received significant attention over the past two decades. We explored whether presenting a task as a practical and challenging activity would reduce the negative impact of implicit activation of gender stereotype threat on motor learning in adolescent girls. Forty-five adolescent girls (Mage ± SD: 13.24 ± 1.06) participated in the study and were asked to throw a tennis ball toward a circular target using their nondominant hand. They were asked to perform five throws as an initial assessment and then were randomly assigned to three groups: IS/CH (i.e., implicit stereotype threat activation and framing the task as a challenge), IS/TH (i.e., implicit stereotype threat activation and framing the task as a threat), and the control (with no instructions). In the IS/CH and IS/TH groups, the participants performed the acquisition phase (five blocks of 10 trials) in the presence of a male evaluator. We used verbal instructions to frame the task as a practical and challenging activity (i.e., learning this task might be a big help in physical education classes in school because it improves throwing skills, and it will help improve control over the nondominant arm which is important in daily activities) and/or threat (i.e., show how good you are on this type of task, and based on your scores, we will be able to measure your natural ability at throwing tasks) before the acquisition phase. One day after the acquisition phase, participants were asked to participate in the retention (10 throws) and transfer tests (10 throws from a distance of 6.5 m). Our findings demonstrated that participants in the control group were able to achieve more effective learning compared with participants in the IS/TH and IS/CH groups. Possible reasons for these results were discussed.

Optimising Physical Education Classes in Schools Using Technology: The use of mobile apps for active participation of medically exempt students with a focus on skill development and medical rehabilitation

The literature focuses more on healthy students, and the methodologies for organising physical education lessons do not address in depth the problem of physically exempt students who, with time, transform from exempt students into possible patients. This research aims to develop the application "Info-Scutit-Efort" in physical educa-tion lessons to facilitate learning, assessment of medically exempt students and their en-gagement in directed/adapted effort recovery programs in the physical education lesson. The research also aims to extend the use of the application to cover a broader range of needs. This study highlights the usefulness of the "Info-Scutit-Efort" app to actively and consciously engage 55 medically exempt students (58.2% of the total and 42.8% partially) in physical education lessons. The app, in an enhanced form, offers free and flexible access to different functionalities, in line with all the content of the curriculum and the Medical Checklist, transformed into questions so that the exempted student can access information about previously taught homework, homework taught in real-time, or information about general or particular medical recommendations depending on the diagnosis. In the assessment section, students can access tasks and tests to assess their knowledge, and in the self-assessment section, they can use tools to track their progress. The assessment provided by the app after the session can give the student a grade for previously taught information if they access the homework from the lessons covered, or it can provide a grade for the current assessment to test active and conscious participation in the lesson just taught as well as information about the indications, recovery programs, received from doctors for various conditions for which students have received medical exemption. The results of the simple linear regression analysis revealed that the relationship between the time spent accessing the application (minutes = 18.60±4.821) and the grade received is significant (p &lt;0.05), with a regression coefficient of 0.241 and an R² of 0.762, which means that the time spent accessing the application explains 76.2% of the variation in the grade received.

APPROPRIATENESS OF ASSESSMENT MODES IN SENIOR HIGH SCHOOL PHYSICAL EDUCATION LEARNING STANDARDS

&lt;p&gt;This study determines the appropriateness of assessment modes in Senior High School Physical Education Standards. This study utilized both qualitative and quantitative design, specifically the descriptive-correlational survey method with regression analysis. Furthermore, the researchers used a purposive sampling technique to determine respondents of the study that has been conducted in the University of San Jose-Recoletos Senior High School Department since the focus of the study is very prevalent and practiced in the said locale. Findings revealed that the best assessment mode used in senior high school physical education classes for formative assessment is games, while summative assessment is quarterly assessments and performance assessments primarily through demonstration. The researchers recommend that Physical Education teachers integrate games in the assessment modes they utilized to provide interest to the learners and simultaneously increase their academic performance.&lt;strong&gt;&lt;/strong&gt;&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0013/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Effects of Taekwondo Poomsae Training on Lower Limb Reaction Ability and Balance Performance in Adolescents

&lt;p&gt;背景：學習跆拳道運動有助於兒童與青少年成長與體適能表現，但學習跆拳道品勢的研究較少，因此本研究希望了解學習跆拳道品勢訓練後的身體適能表現。目的：探討從事8週跆拳道品勢訓練後，對國中少年下肢爆發力、反應能力與平衡能力的影響。方法：招募未有運動習慣及跆拳道訓練經驗之男性國中生16名，隨機分配實驗組 (n = 8)(參與學校體育課程+跆拳道品勢訓練)，控制組 (n = 8)(學校體育課程)，進行8週的訓練課程。訓練前後進行身高體重及腿長測量、動態平衡能力、反應能力及下肢爆發力的測驗，並以混合設計二因子變異數分析，比較兩組別反應能力與平衡能力之差異，當交互作用達顯著時，以LSD法進行事後比較。以獨立樣本t檢定考驗實驗組與訓練組進步百分比是否有達顯著性，並以皮爾森績差相關分析與受試者下肢平衡能力與反應能力的相關性。結果：實驗組與控制組在爆發力與平衡表現上組別因子上達到顯著差異 (p &lt; .05) 且實驗組與控制組進步百分比也達顯著差異 (p &lt; .05)。反應能力組別因子與時間因子未達顯著差異 (p &gt; .05)，進步百分比也未達顯著差異 (p &gt;.05)。訓練前反應能力與平衡表現為低度相關 (r = .352 , p = .10)，訓練後反應能力與平衡表現之間達中度相關 (r = .665，p &lt; .05)。結論：跆拳道品勢訓練可以顯著提升國中少年的下肢爆發力與下肢平衡能力。爆發力、反應能力、平衡表現進步幅度都大於控制組。訓練後反應能力與平衡表現之間存在相關性，可能是跆拳道品勢訓練提升了學童身體協調與感覺統合。未來可針對不同跆拳道訓練方式與不同年齡層了解訓練與身體發展的差異。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;Background: Learning Taekwondo can contribute to the growth and physical fitness performance of children and adolescents. However, there is limited research on learning Taekwondo Poomsae. Therefore, this study aims to understand the impact of learning Taekwondo Poomsae on physical fitness performance. Purpose: The purpose of this study was to investigate the effects of 8 weeks of Taekwondo Poomsae training on lower limb explosive strength, reaction ability, and balance in junior high school adolescents. Methods: Sixteen male junior high school students with no prior sports experience or Taekwondo training were recruited. The participants were randomly assigned to either the experimental group (n = 8) (participating in school physical education classes plus Taekwondo Poomsae training) or the control group (n = 8) (participating only in school physical education classes). Both groups underwent an 8-week training program. Before and after the training, all participants underwent measurements of height, weight, leg length, dynamic balance ability, reaction ability, and lower limb explosive strength. The participants’ data were analyzed using a mixed-design two-factor analysis of variance to compare the differences in reaction ability and balance ability between the two groups. When the interaction effect was significant, post hoc comparisons were performed using the LSD method. Independent sample t-test was used to test the significance of improvement percentage between the experimental and control groups. Pearson correlation analysis was used to examine the relationship between lower limb balance ability and reaction ability. Results: The experimental group showed significant differences in explosive strength and balance performance compared to the control group (p &lt; .05). Moreover, the improvement percentages in both explosive strength and balance performance were significantly different between the two groups (p &lt; .05). However, there were no significant differences in reaction ability between groups or in the improvement percentage (p &gt; .05). Before the training, there was a low correlation between reaction ability and balance performance (r = .352, p =.10). After the training, there was a moderate correlation between reaction ability and balance performance (r = .665, p &lt; .05). Conclusion: Taekwondo Poomsae training can significantly improve lower limb explosive strength and balance in junior high school adolescents. The improvement in explosive strength, reaction ability, and balance performance was greater in the experimental group than the control group. The correlation between reaction ability and balance performance after training suggests that Taekwondo Poomsae training may enhance the students’ body coordination and sensory integration. Future studies could explore the differences in training and physical development across different Taekwondo training methods and age groups.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;