App-supported versus conventional college physical education: Effects on standardized physical fitness scores and exercise motivation in Chinese university students.

The app-supported training group achieved significantly greater improvements in speed compared to the conventional PE control group.

• Quasi-experimental design with 90 freshman students over a 10-week period
• Treatment Group (n=45) used the 'Campus Sports World' app for guided extracurricular training
• Control Group (n=45) followed traditional instruction
• Speed was assessed using standardized physical fitness tests pre- and post-intervention

The app-supported training group achieved significantly greater improvements in explosive power compared to the conventional PE control group.

• Explosive power was among the standardized fitness measures assessed pre- and post-intervention
• Treatment Group (n=45) versus Control Group (n=45) over 10 weeks
• The improvement in explosive power was statistically significant in favor of the Treatment Group
• Participants were freshman university students in China

The app-supported training group achieved significantly greater improvements in flexibility compared to the conventional PE control group.

• Flexibility was one of four standardized fitness dimensions assessed (speed, endurance, explosive power, and flexibility)
• Treatment Group (n=45) using the 'Campus Sports World' app showed significantly greater flexibility gains
• Assessment was conducted pre- and post-intervention across a 10-week period
• Control Group (n=45) followed traditional PE instruction

No significant difference in endurance performance was found between the app-supported and conventional PE groups.

• Endurance was one of four standardized fitness dimensions assessed pre- and post-intervention
• Despite improvements in speed, explosive power, and flexibility, endurance did not differ significantly between groups
• Treatment Group (n=45) and Control Group (n=45) were compared over the 10-week intervention
• The lack of endurance difference may reflect limitations of extracurricular app-guided training for aerobic development

Students in the app-supported Treatment Group reported high levels of both intrinsic and extrinsic motivation post-intervention.

• Motivation was assessed post-intervention only in the Treatment Group (n=45)
• A questionnaire based on Self-Determination Theory (SDT) was used to measure exercise motivation
• Both intrinsic and extrinsic motivation were reported at high levels
• Motivation data were collected only from the Treatment Group and not compared to the Control Group