Field-based vital-capacity changes following a 12-week athletic skills model-informed curriculum: a retrospective non-randomised comparison in one Chinese primary school

Abstract

This retrospective non-randomised comparison examined routine school records from 1,214 students in Grades 2–6 (607 per condition) in one urban public primary school in Southwest China. Curriculum allocation occurred at the level of 28 pre-existing physical-education (PE) teaching groups (14 per condition): 14 groups followed a 12-week Athletic Skills Model (ASM)-informed curriculum and 14 followed routine PE. Mean field-based vital-capacity scores increased by 114.86 ± 254.83 mL in the ASM condition and 45.66 ± 257.91 mL in the routine-PE comparison, corresponding to an unadjusted descriptive between-condition difference in change of 69.20 mL. Individual-level adjusted analyses produced point estimates of similar direction, but student-to-PE-group identifiers were unavailable and empirical cluster-adjusted inference could not be performed. The exact device make/model, manufacturer-specified accuracy, formal test–retest reliability, and testing time of day were not recoverable from archived records. Accordingly, the observed contrast should be interpreted as an exploratory descriptive signal rather than evidence of curriculum effectiveness or confirmed physiological improvement. Prospective multi-school studies should preserve group identifiers, pre-specify analyses, independently monitor fidelity and intensity, and use standardised or blinded outcome assessment.

The authors' abstract, as published at the source. Scientific Reports, 2026 · DOI ↗