Development and Implementation of a “Music Beeps” Program to Promote Physical Fitness in Adolescents

Abstract

This study aimed to develop a physical education fitness program for adolescents to counteract the declining physical activity levels caused by the COVID-19 pandemic, as well as to investigate the program’s effect. This mixed-methods study developed and implemented a five-component “Music Beeps” (MB) program to promote adolescents’ physical fitness. A total of 240 students from two high schools in South Korea—divided into experimental and control groups—participated in 32 sessions over 16 weeks. The changes in students’ fitness were analyzed, and the educational effects were examined via inductive analysis of the observation logs and group and in-depth interviews. The results demonstrated that, whereas the comparison group demonstrated no statistically significant changes in power, muscular strength and endurance, or cardiopulmonary endurance, the experimental group showed changes in all these variables, along with changes in flexibility. Further, the MB program had significant educational effects. First, students reported that musical cues enhanced their fitness motivation and sense of responsibility. Second, record-keeping and active participation contributed to self-led fitness management. Third, activity in a small space with few pieces of equipment led to the positive perception that the program was efficient and enabled regular exercise regardless of climate conditions.

Changes in children’s self-perceived physical fitness: results from a Physical Education internet-based intervention in COVID-19 school lockdown

“…This new approach also adopted in the present study led to consistent positive changes in the SPPF for about 21.2% in girls and 26.4% in boys. Similar effects have been presented qualitatively or in average effects by other researchers [ 49 , 50 ], although traditional Physical Education classes provide more facilities for improving physical fitness and social interaction [ 12 , 29 , 39 , 40 , 47 , 48 ]. In another way, the online classes were adequate for some children, mainly when students create autonomy to learn and practice Physical Education at home, maintaining and improving healthy habits [ 51 ].…”

Change in physical fitness due to the COVID-19 pandemic lockdown in French adolescents: a comparison between two independent large samples from Diagnoform battery

“…Developing online intervention programs of physical activity might be also a relevant strategy whether further mitigation would be taken. Indeed, many studies showed that a remote physical education intervention maintained or even increased physical fitness levels in children and adolescents [43][44][45].…”

Effects of Physical Activity and Psychological Modification-Based Intervention on Physical Fitness, Physical Activity and Its Related Psychological Variables in Female Adolescents

“…The PAPS is a mandatory evaluation program performed once a year on all elementary, middle, and high school students in South Korea. In PAPS, physical fitness consists of five components (i.e., power, muscle strength and endurance, flexibility, cardiovascular endurance) [ 14 ]. The current study measured the essential PAPS evaluation items: 50 m run for power, sit-up for muscular strength and endurance), sitting trunk flexion for flexibility, and shuttle run for cardiovascular endurance [ 15 ].…”

“…Recently, Jeong and colleagues (2020) applied the intervention combining physical fitness training and cognitive modification strategies for 16 weeks to 120 female adolescents. The results indicated that physical fitness (i.e., power, muscle strength and endurance, flexibility, and cardiovascular endurance), as well as psychological variables such as self-efficacy and perceived benefits, and motivation are significantly improved after the intervention [ 14 ].…”