Effect of football’s sport education model as intervention on physical fitness and learning attitude among junior high school students in Hebei China

This study evaluates the effects of a 12-week Football Sport Education Model (SEM) on physical fitness and learning attitudes among junior high school students in Qinhuangdao City, Hebei, China. A total of 76 students (aged 13–15) from two randomly selected schools participated in a cluster-randomized controlled trial, with one school assigned to the SEM group and the other to the Standard Teaching (ST) group. Both groups engaged in football training three times a week (36 sessions, 40 minutes per session). Physical fitness was assessed using standardized tests from the Chinese Football Association, while learning attitudes were measured through the Students’ Attitudes Toward Physical Education Scale (SPEA). The Generalized Estimating Equation (GEE) analysis revealed significant group-by-time interaction effects in agility (X²=9.223, p=0.010), speed (X²=6.901, p=0.032), lower body explosiveness (X²=12.430, p=0.002), cardiovascular fitness (X²=15.613, p=0.001), cognitive learning attitude (X²=25.872, p=0.001), affective learning attitude (X²=20.281, p=0.001), and overall learning attitude (X²=29.438, p=0.001), favoring the SEM group. Effect sizes indicated the most notable improvements occurred between weeks 6 and 12, particularly in agility (effect size = 0.895) and learning attitude (effect size = 2.375). No significant differences were found for BMI-for-age, flexibility, or upper body strength (p>0.05). These findings suggest that the SEM is more effective than standard teaching in enhancing both physical fitness and learning attitudes in football, with potential for broader implementation in junior high schools. Future research should explore optimal intervention duration and frequency to maximize the benefits of the SEM in physical education.

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