ArticlePloS one2026
App-supported versus conventional college physical education: Effects on standardized physical fitness scores and exercise motivation in Chinese university students.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- From "wanting to exercise" to "sticking with exercise": motivational profiles and configurational pathways to high exercise adherence among college students-an LPA and fsQCA analysis.Frontiers in psychology · 2026Article
- Need-supportive digital sports platform and physical activity outcomes in university physical education: an intact-class quasi-experimental study based on self-determination theory.Frontiers in psychology · 2026Article
- Associations of internal/institutional motivation with physical activity among Chinese college students: exercise self-efficacy as a mediator.Frontiers in psychology · 2026Article
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Authors and funding
2 authors.
Funding
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Abstract
This study evaluated the effectiveness of an app-supported training model versus conventional physical education (PE) on college students' basic athletic abilities and described exercise motivation in the app-supported condition. A quasi-experimental study was conducted with 90 freshman students over a 10-week period. Participants were assigned to a Treatment Group (n = 45), using the "Campus Sports World" app for guided extracurricular training, and a Control Group (n = 45) following traditional instruction. Physical fitness was assessed pre- and post-intervention using standardized tests for speed, endurance, explosive power, and flexibility. Motivation was assessed post-intervention in the Treatment Group via a questionnaire based on Self-Determination Theory. Results indicated that the Treatment Group achieved significantly greater improvements in speed, explosive power, and flexibility compared to the Control Group. However, no significant difference was found in endurance performance. Furthermore, students in the Treatment Group reported high levels of both intrinsic and extrinsic motivation. These findings suggest that integrating mobile applications into college PE can enhance skill-related fitness, and the observed motivation profile provides context for students' engagement with the app-supported model, supporting the adoption of blended learning approaches in higher education.
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Registered trials
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