Enhancing Male Students' Soccer Skills, Motivation, and Learning Engagement through Short Video Techniques: A Study in a Jiangxi Province University
Abstract
This conceptual study delves into the intricate dynamics surrounding the impact of short video techniques on male students' soccer education in Jiangxi Province, China. This research utilises a complete framework to investigate the interaction between many factors, including the independent variable of short video approaches and the dependent variables of soccer skills, learning motivation, and learning engagement. The conceptual framework visually illustrates the potential pathways through which short video techniques may influence male soccer education experiences. The paradigm considers the mediating functions of learning motivation and engagement while also considering moderating and contextual elements within the specific educational environment of Jiangxi Province. This study contributes to theoretical discourse by bridging innovative pedagogical methods with practical applications in soccer education. Insights from this study have implications for educators, policymakers, and future empirical research. By embracing the potential of short video techniques, educators can enhance soccer skills while nurturing intrinsic motivation and engagement. The significance of this study lies in its ability to guide educational practices and stimulate empirical investigations to validate hypothesised relationships. As male students navigate the realm of soccer education, this paper offers a valuable compass that enriches their learning journey in Jiangxi Province and beyond.
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Li, Y. (2021). Effects of Situated Game Teaching through Set Plays on College Students' Tactical Knowledge, Skill Performance, Game Play, and Situational Interest in Physical Education. The Ohio State University.
Li, Y. (2022). Inheritance and development of traditional culture: a new path for design education reform in China.
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Sang, Y., & Hiver, P. (2021). Engagement and companion constructs in language learning: Conceptualizing learners’ involvement in the L2 classroom. Student engagement in the language classroom, 17-37.
Siddiki, S., Heikkila, T., Weible, C. M., Pacheco‐Vega, R., Carter, D., Curley, C., ... & Bennett, A. (2022). Institutional analysis with the institutional grammar. Policy Studies Journal, 50(2), 315-339.
Tian, H., Mason, A. M., Liu, C., & Burgess, S. (2023). Relaxing parametric assumptions for non-linear Mendelian randomization using a doubly-ranked stratification method. Plos Genetics, 19(6), e1010823.
Tzenios, N. (2020). Clustering Students for Personalized Health Education Based on Learning Styles. Sage Science Review of Educational Technology, 3(1), 22-36.
Wen, X., & Piao, M. (2020). Motivational profiles and learning experience across Chinese language proficiency levels. System, 90, 102216.
Yan, L., Whitelock‐Wainwright, A., Guan, Q., Wen, G., Gašević, D., & Chen, G. (2021). Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study. British Journal of Educational Technology, 52(5), 2038-2057.
Ybarra, A. M. (2023). Teachers’ Perspectives on Multimodal Texts in Middle School Reading Language Arts Classrooms in the Rio Grande Valley (Doctoral dissertation, The University of Texas Rio Grande Valley).
Published
2024-06-01
How to Cite
ZHIPENG, Zhang; RAHMAN, Fadzilah Abd.
Enhancing Male Students' Soccer Skills, Motivation, and Learning Engagement through Short Video Techniques: A Study in a Jiangxi Province University.
International Journal of Advanced Research in Education and Society, [S.l.], v. 6, n. 2, p. 91-103, june 2024.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/26507>. Date accessed: 14 july 2025.
Section
English Section
