Table 1
Characteristics of the participant.
| TEACHING | SEX | N (f) | AGE (years) | HEIGHT (cm) | WEIGHT (kg) | BMI (kg/m2) |
|---|---|---|---|---|---|---|
| SA-integrated DTM | Male | 15 | 12.4 ± 0.507 | 141 ± 4.08 | 39.1 ± 3.11 | 21.9 ± 1.22 |
| Female | 15 | 12.3 ± 0.488 | 138 ± 2.80 | 35.3 ± 1.53 | 21.6 ± 1.18 | |
| TT | Male | 15 | 12.5 ± 0.516 | 139 ± 3.51 | 37.3 ± 2.87 | 21.9 ± 1.03 |
| Female | 15 | 12.6 ± 0.507 | 138 ± 3.20 | 36.1 ± 2.90 | 21.3 ± 1.05 |
[i] Note: BMI: Body mass index; DTM: Differentiated teaching model; SA: Smartphones app; TT: Traditional teaching.
Figure 1
Experimental design of study.
Table 2
The teaching program of SA-integrated DTM, and TT for 9 weeks.
| SA-INTEGRATED DTM | TT | ||||||
|---|---|---|---|---|---|---|---|
| WEEKS | DURATION (MIN) | APPS USED | CURRICULUM | ACTIVITY | DURATION (MIN) | CURRICULUM | ACTIVITY |
| 1 | 90 | Pre-Test: student engagement and game performance | |||||
| 2–3 | Course materials: Football | Course materials: Football | |||||
| 10 | Pre-class | Warm-up | 10 | Pre-class | Warm-up | ||
| 60 | Small side game | During-class | Before the learning activity begins, students analyze the basic techniques of football in small side game apps. Learning activity 1: Practice shooting, dribbling and passing in groups (5 people in one group). Learning activity 2: Attacking the goal/defending the goal in a 5 vs 5 game situation (with goalkeeper). Learning activity 3: Full game. | 60 | During-class |
| |
| 10 | After-class | Cool-down | 10 | After-class | Cool-down | ||
| 4–5 | 10 | Pre-class | Warm-up | 10 | Pre-class | Warm-up | |
| 60 | Small side game | During-class | Before the learning activity begins, students analyze the basic techniques of football in small side game apps. Learning activity 1: Practice dribbling, passing, and shooting in groups (5 people in one group). Learning activity 2: Attacking/defending in a 5 vs 5 game situation. Learning activity 3: Real game situations 5 vs 5. | 60 | During-class |
| |
| 10 | After-class | Cool-down | 10 | After-class | Cool-down | ||
| 6 | Mid-Test: student engagement and game performance | ||||||
| 7–8 | 10 | Pre-class | Warm-up | 10 | Pre-class | Warm-up | |
| 60 | Small side game | During-class | Before the learning activity begins, students analyze the basic techniques of football in small side game apps. Learning activity 1: Practice dribbling, passing, and shooting in groups (5 people in one group). Learning activity 2: Keep the ball in one’s own side/attacking the goal/defending the goal. Learning activity 3: Real game situations. | 60 | During-class |
| |
| 10 | After-class | Cool-down | 10 | After-class | Cool-down | ||
| 9 | 90 | Post-Test: student engagement and game performance | |||||
Table 3
Effects of teaching (SA-integrated DTM vs TT) on SE.
| Variables measured | Teaching | Sex (N) | Pre-Test | Mid-Test | Post-Test | 95% CI | Δ (%) | 2-Way RM ANOVA | ||
|---|---|---|---|---|---|---|---|---|---|---|
| WITHIN SUBJECTS EFFECTS | ||||||||||
| TIME | TEACHING | TIME VS TEACHING | ||||||||
| Vigor (points) | SA-integrated DTM | Male (15) | 14.7 ± 1.91 | 21.6 ± 1.50 | 24.8 ± 2.40 | –7.95 to –5.78 | +30.88 | F = 196.6 p < .001* η2p = 0.871 | F = 128.9 p < .001* η2p = 0.816 | F = 15.2 p < .001* η2p = 0.344 |
| Female (15) | 15.3 ± 1.39 | 17.9 ± 1.67 | 22.4 ± 1.68 | –3.86 to –1.47 | +21.07 | |||||
| TT | Male (15) | 12.5 ± 1.55 | 15.5 ± 1.19 | 19.3 ± 2.53 | –3.84 to –2.16 | +24.26 | ||||
| Female (15) | 13.5 ± 1.41 | 15.1 ± 1.13 | 19.5 ± 0.990 | –2.18 to –1.02 | +20.50 | |||||
| Dedication (points) | SA-integrated DTM | Male (15) | 13.5 ± 1.36 | 22.0 ± 1.46 | 26.4 ± 1.68 | –9.63 to –7.30 | +40.48 | F = 274.2 p < .001* η2p = 0.904 | F = 133.0 p < .001* η2p = 0.821 | F = 67.6 p < .001* η2p = 0.700 |
| Female (15) | 14.4 ± 1.12 | 18.5 ± 1.73 | 24.7 ± 1.95 | –5.18 to –2.95 | +30.99 | |||||
| TT | Male (15) | 13.9 ± 1.03 | 16.6 ± 1.35 | 19.4 ± 2.16 | –3.35 to –1.98 | +18.15 | ||||
| Female (15) | 14.5 ± 1.30 | 16.7 ± 1.29 | 18.9 ± 2.05 | –3.04 to –1.36 | +14.17 | |||||
| Absorption (points) | SA-integrated DTM | Male (15) | 15.6 ± 1.35 | 22.3 ± 1.58 | 27.6 ± 1.59 | –8.13 to –5.21 | +33.36 | F = 464.6 p < .001* η2p = 0.941 | F = 127.4 p < .001* η2p = 0.815 | F = 52.1 p < .001* η2p = 0.642 |
| Female (15) | 15.7 ± 1.53 | 19.7 ± 1.18 | 25.9 ± 1.98 | –4.83 to –3.03 | +28.47 | |||||
| TT | Male (15) | 15.9 ± 1.10 | 18.4 ± 1.12 | 21.8 ± 1.42 | –3.12 to –1.81 | +17.10 | ||||
| Female (15) | 15.8 ± 1.08 | 18.6 ± 1.59 | 21.4 ± 1.92 | –3.64 to –1.96 | +16.39 | |||||
[i] Note: DTM: Differentiated teaching model; SA: Smartphone Apps; TT: Traditional teaching; CI: Confident interval; Δ (%): Delta percentage. Significance level at *p < 0.001.
Figure 2
Percentage change of SE ([A] Vigor, [B] Dedication, [C] Absorption). *Significant differences between pre-, mid-, and post-test in SA-integrated DTM. #Significant differences between pre-, mid-, and post-test in TT.
Table 4
Effects of teaching (SA-integrated DTM vs TT) on GP.
| VARIABLESMEASURED | TEACHING | SEX (N) | PRE-TEST | MID-TEST | POST-TEST | 95% CI | Δ (%) | 2-WAY RM ANOVA | |||
|---|---|---|---|---|---|---|---|---|---|---|---|
| WITHIN SUBJECTS EFFECTS | |||||||||||
| TIME | TEACHING | TIME VS TEACHING | BONFERRONI POST HOC (PRE-, MID-, POST-TEST) | ||||||||
| Base (points) | SA-integrated DTM | Male (15) | 7.47 ± 0.743 | 9.00 ± 1.00 | 12.4 ± 1.64 | –1.82 to –1.25 | +29.13 | F = 355.17 p < .001* η2p = 0.925 | F = 30.45 p < .001* η2p = 0.512 | F = 9.53 p < .001* η2p = 0.247 | SA-DTM vs CG (p < 0.001) |
| Female (15) | 6.87 ± 0.74 | 8.67 ± 0.72 | 11.0 ± 1.60 | –2.23 to –1.37 | +26.54 | ||||||
| TT | Male (15) | 6.07 ± 1.03 | 7.73 ± 0.884 | 9.40 ± 1.06 | –2.16 to –1.17 | +24.48 | |||||
| Female (15) | 6.47 ± 0.834 | 8.13 ± 0.834 | 10.1 ± 1.16 | –2.20 to –1.10 | +24.94 | ||||||
| Adjust (points) | SA-integrated DTM | Male (15) | 6.40 ± 0.828 | 7.73 ± 0.704 | 9.27 ± 0.884 | –1.73 to –0.933 | +20.35 | F = 274.52 p < .001* η2p = 0.904 | F = 31.53 p < .001* η2p = 0.521 | F = 4.86 p = 0.016* η2p = 0.144 | SA-DTM vs CG (p < 0.001) |
| Female (15) | 6.07 ± 0.704 | 7.67 ± 0.816 | 9.93 ± 1.10 | –1.60 to 0.190 | +27.91 | ||||||
| TT | Male (15) | 6.87 ± 0.640 | 8.33 ± 0.617 | 10.8 ± 1.26 | –1.88 to –1.06 | +25.45 | |||||
| Female (15) | 6.47 ± 0.640 | 8.13 ± 0.990 | 10.6 ± 1.45 | –2.28 to –1.05 | +28.02 | ||||||
| Decision-making (points) | SA-integrated DTM | Male (15) | 5.73 ± 0.884 | 9.27 ± 1.10 | 12.9 ± 1.73 | –4.25 to –2.81 | +50.47 | F = 386.9 p < .001* η2p = 0.933 | F = 73.2 p < .001* η2p = 0.723 | F = 21.3 p < .001* η2p = 0.432 | SA-DTM vs CG (p < 0.001) |
| Female (15) | 7.00 ± 0.926 | 9.67 ± 1.29 | 13.2 ± 1.86 | –3.21 to –2.13 | +37.32 | ||||||
| TT | Male (15) | 5.27 ± 0.799 | 7.73 ± 0.799 | 9.93 ± 1.39 | –3.02 to –1.92 | +37.57 | |||||
| Female (15) | 6.14 ± 0.949 | 8.14 ± 0.770 | 10.5 ± 1.16 | –2.51 to –1.49 | +30.78 | ||||||
| Skill execution (points) | SA-integrated DTM | Male (15) | 4.47 ± 0.743 | 7.53 ± 0.834 | 12.3 ± 2.19 | –3.60 to –2.53 | +65.90 | F = 443.8 p < .001* η2p = 0.939 | F = 21.6 p < .001* η2p = 0.426 | F = 36.9 p < .001* η2p = 0.560 | SA-DTM vs CG (p < 0.001) |
| Female (15) | 5.13 ± 0.834 | 8.47 ± 0.743 | 12.2 ± 2.11 | –3.87 to –2.79 | +54.57 | ||||||
| TT | Male (15) | 5.47 ± 0.834 | 6.73 ± 0.594 | 9.07 ± 0.884 | –1.76 to –0.777 | +28.90 | |||||
| Female (15) | 5.60 ± 0.632 | 7.47 ± 0.915 | 10.4 ± 1.35 | –2.37 to –1.36 | +36.31 | ||||||
| Support(points) | SA-integrated DTM | Male (15) | 9.07 ± 1.28 | 12.3 ± 1.53 | 15.7 ± 1.45 | –4.04 to –2.36 | +31.63 | F = 342.2 p < .001* η2p = 0.922 | F = 95.2 p < .001* η2p = 0.767 | F = 16.0 p < .001* η2p = 0.356 | SA-DTM vs CG (p < 0.001) |
| Female (15) | 10.4 ± 1.55 | 13.8 ± 1.47 | 15.9 ± 1.30 | –4.28 to –2.52 | +23.95 | ||||||
| TT | Male (15) | 7.80 ± 1.08 | 9.53 ± 1.77 | 11.5 ± 1.55 | –2.66 to –0.810 | +21.49 | |||||
| Female (15) | 7.83 ± 1.09 | 9.53 ± 1.36 | 12.1 ± 1.44 | –2.12 to –1.34 | +24.34 | ||||||
| Cover(points) | SA-integrated DTM | Male (15) | 7.81 ± 0.834 | 10.1 ± 1.12 | 12.0 ± 1.10 | –3.13 to –1.53 | +24.07 | F = 224.78 p < .001* η2p = 0.886 | F = 5.33 p = 0.028* η2p = 0.155 | F = 6.84 p = 0.002* η2p = 0.191 | SA-DTM vs CG (p < 0.001) |
| Female (15) | 7.47 ± 0.990 | 9.13 ± 1.36 | 11.7 ± 1.80 | –2.16 to –1.17 | +25.19 | ||||||
| TT | Male (15) | 7.81 ± 0.834 | 9.56 ± 0.892 | 11.0 ± 1.03 | –2.47 to –1.13 | +18.00 | |||||
| Female (15) | 7.73 ± 1.03 | 9.00 ± 1.13 | 10.9 ± 1.46 | –1.88 to –0.658 | +18.77 | ||||||
| Guard/mark(points) | SA-integrated DTM | Male (15) | 8.60 ± 1.12 | 9.80 ± 1.01 | 14.1 ± 1.64 | –1.43 to –0.971 | +28.92 | F = 475.1 p < .001* η2p = 0.942 | F = 28.6 p < .001* η2p = 0.496 | F = 36.6 p < .001* η2p = 0.558 | SA-DTM vs CG (p < 0.001) |
| Female (15) | 9.20 ± 1.21 | 10.6 ± 1.24 | 14.0 ± 1.73 | –1.40 to 0.163 | +23.65 | ||||||
| TT | Male (15) | 7.60 ± 1.40 | 8.80 ± 1.26 | 11.2 ± 1.26 | –1.43 to –0.971 | +21.53 | |||||
| Female (15) | 7.93 ± 1.16 | 9.33 ± 1.29 | 11.5 ± 1.25 | –1.75 to –1.05 | +20.46 | ||||||
[i] Note: DTM: Differentiated teaching model; SA: Smartphone Apps; TT: Traditional teaching; CI: Confident interval; Δ (%): Delta percentage. Significance level at *p < 0.001.