Biomechanical and physiological adaptations to reformed physical education models in Chinese universities: A longitudinal analysis of student health outcomes
Abstract
Background: The transformation of physical education in Chinese higher education institutions necessitates empirical evaluation of reformed teaching models’ effectiveness in promoting student health outcomes. This study investigates the longitudinal impact of innovative physical education reforms on students’ physical fitness parameters, emphasizing biomechanical adaptations alongside physiological changes. Methods: A controlled longitudinal study was conducted across three universities in Eastern China, involving 426 undergraduate students (213 intervention, 213 control) over 18 months. Comprehensive physical fitness assessments were performed using standardized protocols, measuring cardiovascular endurance, muscular strength, and body composition. Statistical analyses included repeated measures ANOVA, multivariate regression, and time series analysis. Results: The intervention group demonstrated significantly superior improvements in cardiovascular fitness (ΔVO2max: +4.8 ± 1.2 vs. +2.1 ± 1.1 mL/kg/min, p < 0.001) and muscular strength parameters. Strong correlations between program participation and fitness outcomes (r = 0.68, p < 0.001) were observed. Longitudinal analysis revealed three distinct adaptation phases: initial rapid improvement, plateau phase, and sustained enhancement. Conclusions: The reformed physical education model effectively enhanced student physical fitness across multiple parameters, with sustained improvements throughout the intervention period. These findings provide empirical support for the implementation of innovative teaching methodologies in higher education physical education programs and highlight the critical role of biomechanical adaptations in understanding the effectiveness of these reforms.
References
1. Beauchamp MR, Hulteen RM, Ruissen GR, et al. Online-Delivered Group and Personal Exercise Programs to Support Low Active Older Adults’ Mental Health During the COVID-19 Pandemic: Randomized Controlled Trial. Journal of Medical Internet Research. 2021; 23(7): e30709. doi: 10.2196/30709
2. Bernard RM, Abrami PC, Lou Y, et al. How Does Distance Education Compare with Classroom Instruction? A Meta-Analysis of the Empirical Literature. Review of Educational Research. 2004; 74(3): 379-439. doi: 10.3102/00346543074003379
3. Biel R, Brame CJ. Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting. Journal of Microbiology & Biology Education. 2016; 17(3): 417-422. doi: 10.1128/jmbe.v17i3.1157
4. Chtourou H, Trabelsi K, H’mida C, et al. Staying Physically Active During the Quarantine and Self-Isolation Period for Controlling and Mitigating the COVID-19 Pandemic: A Systematic Overview of the Literature. Frontiers in Psychology. 2020; 11. doi: 10.3389/fpsyg.2020.01708
5. Fincham D. Introducing Online Learning in Higher Education: An Evaluation. Creative Education. 2013; 04(09): 540-548. doi: 10.4236/ce.2013.49079
6. Filiz B, Konukman F. Teaching Strategies for Physical Education during the COVID-19 Pandemic. Journal of Physical Education, Recreation & Dance. 2020; 91(9): 48-50. doi: 10.1080/07303084.2020.1816099
7. Füzéki E, Schröder J, Groneberg DA, et al. Online Exercise Classes during the COVID-19 Related Lockdown in Germany: Use and Attitudes. Sustainability. 2021; 13(14): 7677. doi: 10.3390/su13147677
8. Gallè F, Sabella EA, Ferracuti S, et al. Sedentary Behaviors and Physical Activity of Italian Undergraduate Students during Lockdown at the Time of CoViD−19 Pandemic. International Journal of Environmental Research and Public Health. 2020; 17(17): 6171. doi: 10.3390/ijerph17176171
9. Garn AC, Cothran DJ. The Fun Factor in Physical Education. Journal of Teaching in Physical Education. 2006; 25(3): 281-297. doi: 10.1123/jtpe.25.3.281
10. Gubbiyappa K, Barua A, Das B, et al. Effectiveness of flipped classroom with Poll Everywhere as a teaching-learning method for pharmacy students. Indian Journal of Pharmacology. 2016; 48(7): 41. doi: 10.4103/0253-7613.193313
11. Hallal PC, Andersen LB, Bull FC, et al. Global physical activity levels: Surveillance progress, pitfalls, and prospects. The Lancet. 2012; 380(9838): 247-257. doi: 10.1016/S0140-6736(12)60646-1
12. Hurlbut AR. Online vs. traditional learning in teacher education: a comparison of student progress. American Journal of Distance Education. 2018; 32(4): 248-266. doi: 10.1080/08923647.2018.1509265
13. Kabasakal E, Emiroğlu ON. The effect of rational‐emotive education on irrational thinking, subjective wellbeing and self‐efficacy of typically developing students and social acceptance of disabled students. Child: Care, Health and Development. 2021; 47(4): 411-421. doi: 10.1111/cch.12819
14. Van Doorn JR, Van Doorn JD. The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students. Frontiers in Psychology. 2014; 5. doi: 10.3389/fpsyg.2014.00324
15. Kizilcec RF, Reich J, Yeomans M, et al. Scaling up behavioral science interventions in online education. Proceedings of the National Academy of Sciences. 2020; 117(26): 14900-14905. doi: 10.1073/pnas.1921417117
16. Lavie CJ, Ozemek C, Carbone S, et al. Sedentary Behavior, Exercise, and Cardiovascular Health. Circulation Research. 2019; 124(5): 799-815. doi: 10.1161/circresaha.118.312669
17. Lopata C, Wallace NV, Finn KV. Comparison of Academic Achievement Between Montessori and Traditional Education Programs. Journal of Research in Childhood Education. 2005; 20(1): 5-13. doi: 10.1080/02568540509594546
18. Lucey CR, Johnston SC. The Transformational Effects of COVID-19 on Medical Education. JAMA. 2020; 324(11): 1033. doi: 10.1001/jama.2020.14136
19. Lurati AR. Health Issues and Injury Risks Associated With Prolonged Sitting and Sedentary Lifestyles. Workplace Health & Safety. 2017; 66(6): 285-290. doi: 10.1177/2165079917737558
20. Mao S, Guo L, Li P, et al. New era of medical education: asynchronous and synchronous online teaching during and after COVID-19. Advances in Physiology Education. 2023; 47(2): 272-281. doi: 10.1152/advan.00144.2021
21. Mehraeen E, Karimi A, Mirghaderi P, et al. The Impact of COVID-19 Pandemic on the Levels of Physical Activity: A Systematic Review. Infectious Disorders - Drug Targets. 2023; 23(4). doi: 10.2174/1871526523666230120143118
22. Pinho CS, Caria ACI, Aras Júnior R, et al. The effects of the COVID-19 pandemic on levels of physical fitness. Revista da Associação Médica Brasileira. 2020; 66(suppl 2): 34-37. doi: 10.1590/1806-9282.66.s2.34
23. Ripley-Gonzalez JW, Zhou N, Zeng T, et al. The long-term impact of the COVID-19 pandemic on physical fitness in young adults: a historical control study. Scientific Reports. 2023; 13(1). doi: 10.1038/s41598-023-42710-0
24. Sanders DA, Mukhari SS. The perceptions of lecturers about blended learning at a particular higher institution in South Africa. Education and Information Technologies. 2023; 29(9): 11517-11532. doi: 10.1007/s10639-023-12302-6
25. Savage MJ, James R, Magistro D, et al. Mental health and movement behaviour during the COVID-19 pandemic in UK university students: Prospective cohort study. Mental Health and Physical Activity. 2020; 19: 100357. doi: 10.1016/j.mhpa.2020.100357
26. Smith GG, Ferguson D, Caris M. Teaching on-Line versus Face-to-Face. Journal of Educational Technology Systems. 2002; 30(4): 337-364. doi: 10.2190/ffwx-tjje-5afq-gmft
27. Sun J, Chang J, Zhu E, et al. Comparative research on the development of college students’ physical fitness based on online physical education during the COVID-19 pandemic. BMC Public Health. 2023; 23(1). doi: 10.1186/s12889-023-15599-7
28. Sun K, Huang C, Ren H, et al. Crisis and response: Chinese sports narrative under COVID-19 pandemic. Journal of Shanghai University of Sport. 2020; 44(5): 1-15. doi: 10.16099/j.sus.2020.05.001
29. Theoret C, Ming X. Our education, our concerns: The impact on medical student education of COVID‐19. Medical Education. 2020; 54(7): 591-592. doi: 10.1111/medu.14181
30. Vandoni M, Carnevale Pellino V, Gatti A, et al. Effects of an Online Supervised Exercise Training in Children with Obesity during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health. 2022; 19(15): 9421. doi: 10.3390/ijerph19159421
31. Wilson OWA, Holland KE, Elliott LD, et al. The Impact of the COVID-19 Pandemic on US College Students’ Physical Activity and Mental Health. Journal of Physical Activity and Health. 2021; 18(3): 272-278. doi: 10.1123/jpah.2020-0325
32. Yu J, Jee Y. Analysis of Online Classes in Physical Education during the COVID-19 Pandemic. Education Sciences. 2020; 11(1): 3. doi: 10.3390/educsci11010003
33. Zhang D, Qin C, Zhang H, Zeng X. Implementation and thoughts of online teaching of physical education in colleges and Universities under COVID-19 Epidemic. Journal of Shenyang Sport University. 2020; 39(3): 10-17. doi: 10.12163/j.ssu.20200616
34. Zhao L, Ao Y, Wang Y, et al. Impact of Home-Based Learning Experience During COVID-19 on Future Intentions to Study Online: A Chinese University Perspective. Frontiers in Psychology. 2022; 13. doi: 10.3389/fpsyg.2022.862965
Copyright (c) 2025 Author(s)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright on all articles published in this journal is retained by the author(s), while the author(s) grant the publisher as the original publisher to publish the article.
Articles published in this journal are licensed under a Creative Commons Attribution 4.0 International, which means they can be shared, adapted and distributed provided that the original published version is cited.
Submit a Paper
