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高校功能性体能训练融入高中田径专项教学的实验研究

An Experimental Study on Integrating Functional Fitness Training into Specialized High School Track and Field Instruction

Study on China Physical Science / 2026,8(1): 7-14 / 2026-01-20 22 14

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• Authors: 曾杰 陈正黉 王淋枝 罗鑫
• Information:

  四川农业大学，雅安

• Keywords:
  Functional physical training in colleges and universities; Specialized teaching of track and field; Functional movement screening; Physical performance; High school sports students
  高校功能性体能训练; 田径专项教学; 功能性动作筛查; 体能表现; 高中体育生
• Abstract: This study aimed to examine the effects of integrating functional fitness training into high school track and field instruction on students’ functional movement patterns, specific physical fitness components, and core endurance, providing practical insights for optimizing track and field teaching models. Seventy-six track and field students from Gulin Middle School were recruited, of whom four withdrew, leaving 72 participants. Students were randomly assigned to an experimental group (n=36) or a control group (n=36). A pre- and post-test controlled experimental design was implemented over 12 weeks, with sessions conducted 4–5 times per week, approximately 90 minutes each. The experimental group received functional fitness training integrated into the regular track and field curriculum, while the control group followed the standard curriculum. Primary outcome measures included FMS total score, standing long jump, vertical jump, T-shaped sprint, and 1000-meter run; secondary outcomes included plank and side bridge performance. Data are expressed as mean ± standard deviation (x̄ ±s). Paired t-tests assessed within-group changes, and independent t-tests compared between-group differences in change (Δ). Statistical significance was set at α=0.05.The experimental group’s FMS total score increased from 12.44±2.79 to 17.14±2.50 (t=19.42, p<0.001). Between-group comparisons of Δ indicated superior performance in the experimental group for standing long jump (2.24±0.05→2.31±0.05 m vs 2.23±0.04→2.23±0.04 m; t(Δ)=11.85, p<0.001, g(Δ)=2.76), vertical jump (44.53±2.52→49.50±2.55 cm vs 44.22±2.51→44.19±1.97 cm; t(Δ)=10.28, p<0.001, g(Δ)=2.40), T-shaped sprint (11.71±0.36→11.31±0.39 s vs 11.69±0.35→11.69±0.32 s), and 1000-meter run (4.57±0.21→4.44±0.21 min vs 4.57±0.20→4.58±0.21 min; t(Δ)=-8.99, p<0.001, g(Δ)=-2.10). Core endurance also improved significantly in the experimental group, with plank performance increasing from 85.86±20.09 to 101.58±22.54 s and side bridge from 57.47±12.29 to 69.28±14.60 s, both showing significant between-group differences: plank t(Δ)=19.12, p<0.001, g(Δ)=4.46; side bridge t(Δ)=3.42, p=0.002, g(Δ)=0.80.A 12-week intervention integrating functional fitness training into high school track and field instruction significantly enhances students’ functional movement patterns, explosive power, agility, aerobic endurance, and core endurance, supporting its broader implementation in secondary school sports programs. 目的：探讨高校功能性体能训练融入高中田径专项教学对学生功能性动作模式、专项体能与核心耐力的影响，为优化高中田径专项教学模式提供实践参考。选取古蔺中学田径专项训练队体育生76名，实验过程中脱落4名，最终纳入72名；按整群随机法进行分组，实验组与对照组各36名。采用前后测对照实验设计，干预周期12周，每周4～5次，每次约90min；实验组在常规田径专项教学框架内融入功能性体能训练，对照组维持原有田径专项教学不变。主要指标为FMS总分、立定跳远、原地纵跳摸高、T型跑、1000米跑；次要指标为平板支撑与侧桥支撑时长。计量资料以x̄±s表示，组内比较采配对t检验，组间比较以变化量（Δ）进行独立样本t检验，显著性水平α=0.05。结果：实验组FMS总分由干预前12.44±2.79分升至干预后17.14±2.50分（t=19.42，p<0.001）。以Δ进行组间比较，实验组较对照组在立定跳远（2.24±0.05m→2.31±0.05mvs2.23±0.04m→2.23±0.04m；t(Δ)=11.85，p<0.001，g(Δ)=2.76）、原地纵跳摸高（44.53±2.52cm→49.50±2.55cmvs44.22±2.51cm→44.19±1.97cm；t(Δ)=10.28，p<0.001，g(Δ)=2.40）、T型跑（11.71±0.36s→11.31±0.39svs11.69±0.35s→11.69±0.32s；t(Δ)=-8.28，p<0.001，g(Δ)=-1.93）及1000米跑（4.57±0.21min→4.44±0.21minvs4.57±0.20min→4.58±0.21min；t(Δ)=-8.99，p<0.001，g(Δ)=-2.10）改善更显著。核心耐力方面，实验组平板支撑（85.86±20.09s→101.58±22.54s）与侧桥支撑（57.47±12.29s→69.28±14.60s）提升均显著，且Δ组间差异显著：平板支撑t(Δ)=19.12，p<0.001，g(Δ)=4.46；侧桥支撑t(Δ)=3.42，p=0.002，g(Δ)=0.80。在12周教学干预条件下，将高校功能性体能训练融入高中田径专项教学可显著改善学生功能性动作模式，并在爆发力、敏捷性、有氧耐力及核心耐力等体能指标上获得更优的提升效果，具有推广应用价值。
• DOI: https://doi.org/10.35534/scps.0801002 (registering DOI)
• Cite: 曾杰，陈正黉，王淋枝，等．高校功能性体能训练融入高中田径专项教学的实验研究［J］．中国体育研究，2026，8（1）：7-14.