Monitoring the Impact of Two Pedagogical Models on Physical Load in an Alternative School Sport Using Inertial...

Area of Science:

• Sports Science
• Physical Education Pedagogy
• Biomechanical Analysis

Background:

• Physical Education (PE) sessions impose physical and physiological demands on students.
• Understanding these demands is crucial for designing effective health and fitness interventions.
• Current PE models require evaluation for optimizing student engagement and load management.

Purpose of the Study:

• To quantify and compare external and internal load in secondary school students.
• To assess the impact of a Game-Centered Model (GCM) versus a Hybrid Model (GCM + Sport Education Model) on physical demands.
• To evaluate the effectiveness of inertial sensors in monitoring student physical activity.

Main Methods:

• 47 first-year secondary students participated in two intervention groups.
• Pre- and post-intervention 4 vs. 4 matches were conducted.
• WIMU Pro™ inertial measurement units and heart rate monitors collected kinematic, neuromuscular, and physiological data.

Main Results:

• No significant pre- to post-intervention improvements were noted, potentially due to intervention duration.
• The Hybrid Model elicited higher external load (kinematic and neuromuscular) in the post-test compared to GCM.
• Inertial sensors provided objective quantification of physical demands.

Conclusions:

• The Hybrid Model demonstrated greater potential for enhancing students' physical engagement in PE.
• Inertial sensor technology is a valid and practical tool for monitoring and adapting PE instructional strategies.
• Objective load monitoring can inform pedagogical adjustments for improved student outcomes.