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

Abstract 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.