Abstract
PURPOSE: The "Learning, practice and competition" (L-P-C) is an important teaching method in the new round of school physical education curriculum reform in China. This study aims to explore the intensity characteristics of integrated of L-P-C badminton teaching and explore potential associations with changes in college students' cardiorespiratory fitness and mental health. METHODS: A 16-week single-group pre-post experiment was conducted among 133 college students (average age: 18.08 ± 0.39 years, height: 167.23 ± 5.13 cm, BMI: 22.20 ± 3.60 kg/m(2)). Exercise intensity was quantified using Polar OH1 heart rate (HR) monitors, while cardiorespiratory fitness and mental health were evaluated by the 20-m shuttle run and the Symptom Checklist-90 (SCL-90) respectively, before the 1st and at the 16th weeks of the experiment. RESULTS: During the L-P-C, students primarily engaged in moderate intensity activity (52%). Compared with the "learning" and "practice", the "competition" phase demonstrated the highest proportion of moderate to high intensity activity (χ(2) = 54.89, p < 0.001, W = 0.21), with an obviously higher proportion among male students (z = -3.60, p < 0.001, r = -0.31) and skilled students (z = -4.52, p < 0.001, r = -0.39). Significant differences were found in cardiorespiratory fitness (z = -6.87, p < 0.001, r = -0.60). Additionally, significant differences were identified during pre- and post-test in the General Severity Index (GSI; z = -5.47, p < 0.001, r = -0.47), and the Positive Symptom Distress Index (PSDI; z = -3.10, p = 0.002, r = -0.69). CONCLUSION: This study suggests that the L-P-C badminton model primarily elicits moderate-intensity exercise, which is influenced by gender and skill levels. Participation in this integrated teaching model was accompanied by improvements in cardiorespiratory fitness and psychological well-being. However, due to the lack of a control group, these findings should be interpreted as associative rather than causal.