Comparative effects of three different physical education teaching modes on college students' physical fitness during the COVID-19 pandemic: A longitudinal study.

Background: An appropriate teaching mode in physical education is crucial for ensuring effective education outcomes. Given the dynamic nature of the COVID-19 pandemic, teaching modes are often adjusted. However, there is a lack of in-depth research on the impact of different teaching modes on the outcomes of physical education. Our study aims to address this gap by conducting a comparative analysis of the teaching effectiveness of three different physical education modes among Chinese college students, with a focus on evaluating their impact on physical fitness. Method: This study adopted a longitudinal retrospective observational design. We systematically examined the three stages of the COVID-19 pandemic (stage 1: September 2020 to January 2021; stage 2: September 2021 to January 2022 and stage 3: February 2022 to July 2022), along with the three corresponding physical education teaching modes (classroom teaching, online teaching and blended teaching) and administered three physical fitness tests (T1, T2 and T3). The physical fitness test included 7 indicators: body mass index, vital capacity, 50-m run, standing long jump, sit-and-reach, pull-ups (male), 1000-m run (male), sit-ups (female) and 800-m run (female). A mixed ANOVA model was used to analyse the physical fitness test indicators across the three different teaching modes. Results: A total of 3363 college students (1616 males and 1747 females) enrolled in 2020 completed the three physical fitness tests. Most students were aged between 17 and 20 years old, and the BMI criteria indicated a normal distribution. The results indicated that there were significant differences in the overall training effectiveness for all students across vital capacity (p < 0.001, η2 = 0.077), sit-and-reach (p < 0.001, η2 = 0.027), and middle and long-distance running (p < 0.001, η2 = 0.031). Post-hoc multiple comparison analyses further revealed that the blended teaching was the most effective in improving these fitness indicators, whereas the online teaching performed poorly on the training effects of middle and long-distance running. Significant training effects were also shown for sit-ups (p < 0.001, η2 = 0.192) for females and pull-ups (p < 0.001, η2 = 0.020) for males in gender-specific physical fitness indicators. Similarly, blended teaching showed superior results to other teaching modes. Conclusion: These findings emphasize the importance of conducting online physical education during unforeseen public health events and highlight the comprehensive effects of blended physical education in the post-pandemic era. Future initiatives should prioritize targeted interventions to address the observed variations in various physical fitness indicators under different physical education teaching models.

Dose-response relationship between 15 weeks of running and aerobic fitness: a retrospective analysis based on the fun running program.

BACKGROUND: Students' physical fitness, particularly aerobic fitness, has seriously declined during the COVID-19 epidemic. However, in the post-epidemic era, there are few studies on the methods of improving aerobic fitness. Understanding the dose-response relationship between physical activity and aerobic fitness is crucial for developing effective exercise prescriptions. METHOD: This retrospective study reviewed the Fun Running program at Wannan Medical College in China. We conducted a pre-post study design to analyze the impact of 15 weeks of Fun Running training on aerobic fitness. Middle and long-distance running pace (MLDR-P) was used as the primary indicator of aerobic fitness. A paired sample T-test was used to analyze the differences between the two MLDR-Ps. Pearson's correlation was used to examine the correlation between variables. Multiple linear regression was used to determine the extent to which Fun Running components explain the variance in MLDR-P. RESULTS: A total of 3244 college students participated in this study. 15 weeks of Fun Running training can significantly improve the MLDR-P in both females (P < 0.001, ES = 0.68) and males (P < 0.001, ES = 0.72). The MLDR-P was significantly correlated with Fun Running (R2 = 0.95, p < 0.05, for females; R2 = 0.96, p < 0.05, for males). The component that had the greatest impact on MLDR-P was pace (ß = 1.39, for females; ß = 1.09, for males), followed by distance (ß = 0.49, for females; ß = 0.15, for males), and last frequency (ß = -0.03, for all). CONCLUSION: This study fills the gap in research on the dose-response relationship between running and aerobic fitness among college students in the post-epidemic era. The results show that 15 weeks of Fun Running training can significantly improve aerobic fitness. Examination of the dose-response relationship between Fun Running and MLDR-P provides practitioners with valuable insights into prescribing aerobic fitness training, allowing them to develop more effective training programs. Future research should focus on how to implement a hierarchical Fun Running program effectively.

Effects of health education during public health emergencies on the health literacy, emotion and coping style of Chinese junior middle school students: a randomized controlled trial.

BACKGROUND: Schools are high incidence places for public health emergencies. Good health literacy helps students cope with public health emergencies. Overall, the health literacy of young students is relatively low. Health education can promote health literacy, but the health education related to public health emergencies for Chinese junior middle school students needs to be improved. To design and implement health education courses related to public health emergencies for junior middle school students and examine the impact on their health literacy, emotions, and coping styles. METHODS: From March to December 2022, 724 students in Grade 7 and Grade 8 of two junior middle schools in Changzhou were randomly divided into a course group (n = 359) and a control group (n = 365). The course group received an age-appropriate health education course that addressed public health emergencies; there were 12 classes, one per week. The control group received general health education. One week before and after the courses, the two groups of students were assessed with the Adolescent Health Literacy Evaluation Scale under Public Health Emergencies (AHLES-PHE), the Depression Self-Rating Scale for Children (DSRSC), the Generalized Anxiety Disorder 7-item scale (GAD-7), and the Simplified Coping Style Questionnaire (SCSQ). RESULTS: After the courses were completed, the scores of AHLES-PHE [156.0 (45.0,180.0) vs. 165.0 (54.0,180.0), P < 0. 05] in the course group increased significantly. The positive rate of DSRSC [81 (22.6%) vs. 57 (15.9%), P < 0.05] and GAD-7 [45 (12.5%) vs. 29 (8.1), P < 0.05]in the course group were significantly lower than those before courses. There was no significant difference in the above indices before and after courses in the control group (P > 0.05). CONCLUSION: This suggests that the health education courses related to public health emergencies designed in this study has an effect on improving health literacy, depression and anxiety in junior middle school students.

Comparative research on the development of college students' physical fitness based on online physical education during the COVID-19 pandemic.

BACKGROUND: There are few studies that focus on the impact of online physical education teaching on college students during the coronavirus disease 2019 (COVID-19) pandemic. This research focuses on the impact of online physical education among medical school students in China by comparing physical fitness test results for three consecutive years from 2019 to 2021. METHOD: This study is a longitudinal survey. The subjects of the experiments were students enrolled in a medical school who completed a physical fitness test for three consecutive years from 2019 to 2021. The student subjects were divided into two groups, namely, male and female. The test indices included body mass index (BMI), vital capacity (VC), 50-metre run, sit-and-reach, standing long jump, pull-up (male), 1000-metre run (male), sit-ups (female) and 800-metre run (female). Repeated measures ANOVA method was used in physical fitness test indices at three consecutive time points ranging from 2019 to 2021. The Greenhouse-Geisser correction was applied when Mauchly's hypothesis test did not meet the assumption of sphericity, and the Bonferroni method was used for pairwise comparisons. RESULTS: A total of 3360 students (1490 males and 1870 females) completed physical fitness tests in three consecutive years from 2019 to 2021. The proportion of overweight and obesity in male students was significantly higher than that in female students (28.0% vs. 12.7%). For all subjects, in 2020, the BMI and VC indexes improved, while the 800-/1000-metre running indexes declined. In 2021, all indexes except sit-and-reach increased. CONCLUSION: The pairwise comparisons of physical fitness test results from 2019 to 2021 show that online physical education is effective in improving all items except long-distance running. Future research needs to involve a larger and geographically more dispersed sample to further analyse the effectiveness of online physical education.

Physical performance is associated with visual acuity in university students: results of a school-based study.

OBJECTIVE: The aim of our study is to explore the relationship between physical performance and visual acuity in university students in China. METHODS: tests of standing long jump, 50-meter dash and pull-ups sit-ups were conducted. The visual acuity was measured using a logarithm of the minimum angle of resolution (logMAR) chart. Pearson correlation was used to test the correlation of physical performance with visual acuity in university students. RESULTS: The number of pull-ups was negatively associated with visual acuity in the left eye for male students, while a negative correlation was found between the time of the 50-meter dash and visual acuity in the right eye for female students. CONCLUSIONS: Our study identified that physical exercise might help improve visual acuity. University students should practice strength exercises to improve physical performance.

Physical performance is associated with visual acuity in university students: results of a school-based study

SUMMARY OBJECTIVE The aim of our study is to explore the relationship between physical performance and visual acuity in university students in China. METHODS tests of standing long jump, 50-meter dash and pull-ups sit-ups were conducted. The visual acuity was measured using a logarithm of the minimum angle of resolution (logMAR) chart. Pearson correlation was used to test the correlation of physical performance with visual acuity in university students. RESULTS The number of pull-ups was negatively associated with visual acuity in the left eye for male students, while a negative correlation was found between the time of the 50-meter dash and visual acuity in the right eye for female students. CONCLUSIONS Our study identified that physical exercise might help improve visual acuity. University students should practice strength exercises to improve physical performance.

RESUMO OBJETIVO O objetivo deste estudo é explorar a relação entre desempenho físico e acuidade visual em alunos universitários da China. MÉTODOS testes de salto em distância em pé, corrida de 50 metros, flexões e abdominais foram realizados. A acuidade visual foi medida através de um logaritmo do quadro de ângulo mínimo de resolução (logMAR). A correlação de Pearson foi utilizada para testar a correlação entre o desempenho físico e a acuidade visual em alunos universitários. RESULTADOS O número de flexões apresentou uma associação negativa com a acuidade visual do olho esquerdo em estudantes do sexo masculino e uma correlação negativa foi encontrada entre o tempo da corrida de 50 metros e a acuidade visual do olho direito em estudantes do sexo feminino. CONCLUSÃO O nosso estudo identificou que o exercício físico pode ajudar a aumentar a acuidade visual. Os estudantes universitários devem praticar musculação para melhorar o desempenho físico.

The relationship between obesity and forced vital capacity among university students.

OBJECTIVE: We sought to explore the relationship between vital capacity and obesity among university students in China. METHODS: A cross-sectional study was designed to collect the routine health screening data for university students in 2013. The height, weight and force vital capacity of students were measured, and BMI was calculated with height and weight, so as to estimate the relationship between force vital capacity and obesity. RESULTS: Based on Working Group on Obesity references in China, obesity has a higher force vital capacity in both male and female university students. No correlation was found between vital capacity and BMI. CONCLUSION: obesity may have effect on pulmonary function among university students, which is a reference for further epidemic study.

Objetivo: Hemos tratado de explorar la relación entre la capacidad vital y la obesidad entre los estudiantes universitarios en China Métodos: Un estudio transversal fue diseñado para recoger los exámenes de salud para estudiantes universitarios en 2013. La altura, el peso y la fuerza así como la capacidad vital de los estudiantes, y el IMC se calcula con la altura y el peso, así como para estimar la relación entre la capacidad de la fuerza vital y la obesidad. Resultados: Basado en el Grupo de trabajo sobre la obesidad de referencia en China, la obesidad tiene una clara prevalencia sobre la capacidad vital en tanto hombres y mujeres estudiantes universitarias. No se encontró ninguna correlación entre la capacidad vital y el IMC. Conclusión: La obesidad puede tener efecto sobre la función pulmonar entre los estudiantes universitarios, lo que supone una referencia para profundizar el estudio de la epidemia.

The relationship between obesity and forced vital capacity among university students / La relación entre la obesidad y la capacidad vital forzada en estudiantes universitarios (China)

Objective: We sought to explore the relationship between vital capacity and obesity among university students in China. Methods: A cross-sectional study was designed to collect the routine health screening data for university students in 2013. The height, weight and force vital capacity of students were measured, and BMI was calculated with height and weight, so as to estimate the relationship between force vital capacity and obesity. Results: Based on Working Group on Obesity references in China, obesity has a higher force vital capacity in both male and female university students. No correlation was found between vital capacity and BMI. Conclusion: obesity may have effect on pulmonary function among university students, which is a reference for further epidemic study (AU)

Objetivo: Hemos tratado de explorar la relación entre la capacidad vital y la obesidad entre los estudiantes universitarios en China Métodos: Un estudio transversal fue diseñado para recoger los exámenes de salud para estudiantes universitarios en 2013. La altura, el peso y la fuerza así como la capacidad vital de los estudiantes, y el IMC se calcula con la altura y el peso, así como para estimar la relación entre la capacidad de la fuerza vital y la obesidad. Resultados: Basado en el Grupo de trabajo sobre la obesidad de referencia en China, la obesidad tiene una clara prevalencia sobre la capacidad vital en tanto hombres y mujeres estudiantes universitarias. No se encontró ninguna correlación entre la capacidad vital y el IMC. Conclusión: La obesidad puede tener efecto sobre la función pulmonar entre los estudiantes universitarios, lo que supone una referencia para profundizar el estudio de la epidemia (AU)