ESP-4226

Published

2025-11-27

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Vol. 10 No. 11 (2025): published

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Research Articles

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Copyright (c) 2025 Tingting Tong*, Juliet Demalen

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How to Cite

Tingting Tong, & Juliet Demalen. (2025). Implications of fitness app data-driven teaching for P.E. curriculum reform: Linking in-class and extracurricular exercise based on environment-behavior theory. Environment and Social Psychology, 10(11), ESP-4226. https://doi.org/10.59429/esp.v10i11.4226

Implications of fitness app data-driven teaching for P.E. curriculum reform: Linking in-class and extracurricular exercise based on environment-behavior theory

Tingting Tong

Ph.D, Education Institute, Trinity University of Asia: Quezon City, National Capital Region, PH

Juliet Demalen

Ph.D, Education Institute, Trinity University of Asia: Quezon City, National Capital Region, PH


DOI: https://doi.org/10.59429/esp.v10i11.4226


Keywords: fitness app; data-driven teaching; physical education curriculum reform; environmental behavior theory; in-class and extracurricular linkage; structural equation modeling

Abstract

To explore the implications of fitness APP data-driven teaching for physical education curriculum reform, this study constructed a theoretical model of "three-dimensional environment—environmental perception—psychological mediators—behavioral outcomes" based on environmental behavior theory. Employing a quasi-experimental design, a one-year longitudinal study was conducted with 600 university students. The findings reveal that: (1) The information environment constructed by fitness APPs, together with the physical and social environments, constitutes a three-dimensional support system influencing students' exercise behavior, with the path coefficient from information environment to environmental perception reaching 0.467 (p<0.001), confirming the independent dimensional value of digital technology in the physical education ecosystem; (2) Data-driven teaching significantly promotes the linkage between in-class and extracurricular exercise, with the experimental group demonstrating a 126.2% increase in extracurricular exercise frequency and weekly exercise duration extending to 163.7 minutes—153.8% higher than the control group. APP usage rate remained at 63.4% during summer vacation, validating the long-term mechanism of behavioral transfer and consolidation; (3) Self-efficacy and social support play critical mediating roles between environment and behavior, with mediating effects accounting for 73.6% of the total effect, revealing the complete action chain of "environmental reconstruction → cognitive transformation → behavioral change"; (4) Goal orientation, social support, and environmental quality exert significant moderating effects on linkage effectiveness, with high task-oriented students showing substantially stronger linkage intensity (r=0.687) compared to ego-oriented students (r=0.423); (5) Structural equation modeling fit indices comprehensively met excellent standards (CFI=0.968, RMSEA=0.042), providing empirical support for the theoretical model. The study proposes that in-class and extracurricular linkage should adhere to three design principles: environmental continuity, support diversity, and feedback immediacy, while constructing a "school-community-family" physical space network, an "in-class—extracurricular—online" social support network, and a unified data feedback system. Meanwhile, vigilance is required regarding risks such as the digital divide and over-quantification. This research provides theoretical foundations and practical pathways for the paradigm shift in physical education curriculum reform from skill-based instruction toward health behavior habit cultivation.

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