Wu Yu-Tai, Wu Yu-Feng, Ye Jian-Hong, Nong Weiguaju, Ye Jhen-Ni
Office of Physical Education, Soochow University, Taipei, Taiwan.
Office of Physical Education, Ming Chi University of Technology, Taipei, Taiwan.
Front Public Health. 2025 Jul 9;13:1612710. doi: 10.3389/fpubh.2025.1612710. eCollection 2025.
The COVID-19 epidemic significantly impacted global education patterns. To protect the health of students, many countries and regions implemented online curricula during the peak of the epidemic, allowing teaching to continue despite the suspension of classes. However, whether all subjects, such as physical education (PE), can be effectively learned online is worth exploring.
To achieve the objective of this study, junior high school students in China were invited to fill out an online questionnaire via a snowball sampling method. The retrieved data were validated for reliability and validity, and the three types of online course engagement (behavioral, emotional, and cognitive) were validated through a structural equation model to explore the effects on physiological and psychological health promotion.
The results showed that not all types of online course engagement positively impacted physiological and psychological health promotion. Specifically, behavioral, cognitive, and emotional engagements were shown to positively influence students' perceived physiological health. While emotional and cognitive engagements were also shown to positively influence perceived psychological health, behavioral engagement did not significantly impact psychological health promotion. In addition, the analysis of the quality of online PE courses identified five main influencing factors: (1) lack of learning based on real experiences, (2) insufficient peer interaction, (3) environmental interference, (4) poor internet connection, and (5) poor learning uptake.
The findings showed how students' physical and mental health is promoted through behavioral, emotional, and cognitive engagement in the context of online physical education courses. At the same time, the major confounding factors identified will help physical education teachers to remove these influences and make them better at delivering online physical education programs.
新冠疫情对全球教育模式产生了重大影响。为保护学生健康,许多国家和地区在疫情高峰期实施了在线课程,使教学在停课期间得以继续。然而,像体育等所有学科是否都能通过在线有效学习,值得探讨。
为实现本研究目标,通过滚雪球抽样法邀请中国初中生填写在线问卷。对回收数据进行信效度验证,并通过结构方程模型验证三种在线课程参与度(行为、情感和认知),以探究其对促进生理和心理健康的影响。
结果表明,并非所有类型的在线课程参与度都对促进生理和心理健康有积极影响。具体而言,行为、认知和情感参与度被证明对学生感知到的生理健康有积极影响。虽然情感和认知参与度也被证明对感知到的心理健康有积极影响,但行为参与度对促进心理健康没有显著影响。此外,对在线体育课程质量的分析确定了五个主要影响因素:(1)缺乏基于真实体验的学习,(2)同伴互动不足,(3)环境干扰,(4)网络连接不佳,(5)学习吸收效果差。
研究结果表明了在在线体育课程背景下,学生如何通过行为、情感和认知参与来促进身心健康。同时,所确定的主要混杂因素将有助于体育教师消除这些影响,使其更擅长开展在线体育课程。