A60-Metre Sprint Learning Model Based on Traditional Chinese Games for Physical Education Students at Zunyi Medical University Medicine& Technology College China

Abstract

Conventional sprint instruction in higher education often relies on repetitive drills that reduce students' motivation and engagement. This study developed and evaluated a Traditional Chinese Games (TCG)-Based 60-Metre Sprint Learning Model for undergraduate physical education students at Zunyi Medical University Medicine & Technology College, China. A Research and Development (R&D) approach based on the Borg and Gall model was employed, followed by a quasi-experimental pre-test–post-test control group design involving 80 students. Data were collected through observations, interviews, expert validation, questionnaires, and standardized 60-metre sprint tests, and analyzed using descriptive statistics and t-tests. The results showed that the developed model was valid, practical, and significantly more effective than conventional instruction (p < 0.001), improving sprint performance while increasing students' participation, engagement, collaboration, and learning motivation. The findings suggest that Traditional Chinese Games provide an effective and culturally responsive approach to sprint instruction in higher education