Monitoring the Impact of Two Pedagogical Models on Physical Load in an Alternative School Sport Using Inertial Devices.

Abstract

(1) Background: Physical Education sessions subject students to various physical and physiological demands that teachers must understand to design interventions aimed at improving health and fitness. This study aimed to quantify and compare external and internal load before and after implementing two intervention programs: one based on the Game-Centered Model and another Hybrid Model that combines the Game-Centered Model with the Sport Education Model. (2) Methods: A total of 47 first-year secondary school students participated, divided into two naturally formed groups. Pre- and post-intervention assessments involved 4 vs. 4 matches monitored using WIMU Pro™ inertial measurement units and heart rate monitors to collect kinematic, neuromuscular, and physiological data. The combined use of inertial sensors and heart rate monitors enabled the objective quantification of students' physical demands. (3) Results: No significant improvements were observed between pre- and post-tests, possibly due to the short duration of the interventions. However, the Hybrid Model generated higher levels of external load, both kinematic and neuromuscular, in the post-test. (4) Conclusions: The Hybrid Model appears more effective in increasing students' physical engagement. Inertial sensors represent a valid and practical tool for monitoring and adjusting instructional strategies in school-based Physical Education.