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<p>This study, from the perspective of micro-educational spaces, aims to explore the mechanisms through which peer effects in physical education influence the improvement of athletic performance. A 2 (Group: Experimental, Control) × 2 (Time: Pre-test, Post-test) mixed two-factor double-blind field experiment was conducted on 74 university students, with a focus on analyzing changes in standing long jump performance within group settings. The results indicate that students positioned adjacent to positive peer models generally showed a significant improvement in their standing long jump performance. Conversely, those located near negative peer models experienced relatively suppressed performance, making it difficult to achieve optimal results. Additionally, the further the spatial distance from the peer models, the weaker the positive or negative influence exerted. The study concludes that peer effects are real and significant within group exercises and broader educational contexts. Spatial distance serves as a key lever in regulating the strength of peer effects and should be a major consideration for physical education teachers when organizing the learning environment and optimizing teaching strategies.</p>

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The peer effects and formation mechanism of improved sports performance: evidence form queue spatial experiments

  • 期刊论文

  • 发表日期：

    2025年2月4日

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  • Jung Hai Su,
  • Shuai Zhang,
  • Cheng Long Miao,
  • Lin Chen,
  • Wei Wei,
  • Meng Meng

摘要

This study, from the perspective of micro-educational spaces, aims to explore the mechanisms through which peer effects in physical education influence the improvement of athletic performance. A 2 (Group: Experimental, Control) × 2 (Time: Pre-test, Post-test) mixed two-factor double-blind field experiment was conducted on 74 university students, with a focus on analyzing changes in standing long jump performance within group settings. The results indicate that students positioned adjacent to positive peer models generally showed a significant improvement in their standing long jump performance. Conversely, those located near negative peer models experienced relatively suppressed performance, making it difficult to achieve optimal results. Additionally, the further the spatial distance from the peer models, the weaker the positive or negative influence exerted. The study concludes that peer effects are real and significant within group exercises and broader educational contexts. Spatial distance serves as a key lever in regulating the strength of peer effects and should be a major consideration for physical education teachers when organizing the learning environment and optimizing teaching strategies.