Research on the Influencing Factors and Optimization Training Plan of Standing Long Jump Performance in Middle School Physical Education

Research on the Iinfluencing Factors and Optimization Training Plan of Standing Long Jump Performance in Middle School Physical Education

Song Liangliang

Sichuan Changjiang Vocational College, China

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90300250

Received: 02 March 2025; Accepted: 08 March 2025; Published: 12 April 2025

ABSTRACT

This study aims to explore practical strategies for improving the standing long jump performance of middle school students. By introducing new theories, pioneering methods, and modern technologies in combination with sports science principles, this study optimizes traditional training programs. The study expanded the scope of data comparison and comprehensively applied multiple research methods. The results showed that the new training program can significantly improve students’ standing long jump performance, providing a scientific basis for physical education teaching.

Keywords: Physical Education Entrance Examination; Standing long jump; Explosive Power Training; Sports science; Modern technology

FOREWORD

In the current education system, the importance of the physical education entrance examination has become increasingly prominent, and the standing long jump, as a key project, has attracted much attention. However, traditional physical education teaching methods are ineffective in improving students’ standing long jump performance. The current situation of physical education teaching in Chengdu Middle School is a typical case, and traditional teaching methods are difficult to effectively improve students’ grades. With the continuous development of sports science, new theories, methods, and techniques have provided possibilities for improving standing long jump training. Integrating these new elements into the training program can not only help students achieve better results in the physical education entrance examination but also promote their overall physical and mental health development.

LITERATURE REVIEW

In the past five years, numerous scholars have conducted extensive research on standing long jump training. Cai Rui pointed out in “The Importance and Effective Training Strategies of Core Strength Training for Standing Long Jump” that core strength training is crucial for improving standing long jump performance. As the stable center of the body, the core muscle group can effectively transmit strength and enhance the stability and coordination of the body during jumping. Research has shown that through targeted core training, students’ standing long jump performance has significantly improved. Wei Jianning, Sun Jiduo, and Zhang Jinlong proposed in their experimental study on the influence of core strength training on the standing long jump performance of college students that the application of sports biomechanics analysis in standing long jump training is becoming increasingly widespread. By conducting mechanical analysis on the movements of athletes during takeoff, flight, and landing stages, it is possible to accurately identify problems in technical movements and optimize training programs. Gao Jianjie discussed the application of wearable tracking devices in sports training in his article “The Application of Wearable Intelligent Devices in Sports Training”. This type of device can monitor students’ exercise data in real-time, such as heart rate, exercise trajectory, explosive power, etc., providing data support for personalized training. By analyzing these data, coaches can adjust training intensity and methods promptly to improve training effectiveness. Sun Dongxue studied the effect of integrated neuromuscular training on the athletic ability of male long jumpers in “The Influence of Integrated Neuromuscular Training on Standing Long Jump Performance”. Neuromuscular training emphasizes the use of specific training methods to improve the nerve’s ability to control muscles and enhance muscle response speed and contraction strength, thereby improving standing long jump performance.

RESEARCH OBJECTS AND METHODS

Research Objects

This study selected 60 junior high school students from Chengdu Middle School as samples and randomly divided them into an experimental group and a control group, with 30 students in each group. When grouping, fully consider factors such as students’ gender, physical education foundation, and physical fitness, and use the twice-weekly physical education class time to implement the training plan. The final evaluation is based on the performance of a standing long jump. After each training session, attention is paid to the psychological state of students to ensure that their physiological burden is within an acceptable range. Throughout the entire experiment, strict supervision and monitoring were conducted on all participants to ensure comparability between the two groups of students.

Research Methods

Literature Review Method

By utilizing the digital resource platform of the library and academic databases such as CNKI and Web of Science, we conducted a comprehensive search of relevant literature from the past five years using search terms such as “standing long jump training,” “explosive power enhancement,” “application of sports science in sports training,” and “wearable devices and sports training. Thoroughly study, systematically organize, and analyze the collected literature to provide a solid theoretical foundation for research.

Field Interview Method

Conduct on-site interviews with physical education teachers at Chengdu Middle School. Understand students’ daily training situation, technical points in standing long jump teaching, current training difficulties, and opinions and suggestions on new training methods and techniques, and obtain practical experience information.

Experimental Method

The experiment was conducted on 60 students in the third grade of junior high school, with a duration of 12 weeks. Utilize the physical education class time three times a week for training, with each session lasting 60 minutes. The experimental group adopted an optimized training plan that integrates new theories, methods, and technologies, while the control group continued to use traditional training methods. During the experiment, motion analysis software and wearable tracking devices were used to monitor and analyze students’ training process and motion data.

The experiment was conducted on the track and field of Chengdu Middle School, equipped with standard track and field facilities, long jump sand pits, hurdles, and professional measuring tools. At the same time, motion analysis software is used to conduct 3D modeling analysis of students’ standing long jump movements, while wearable tracking devices record real-time data such as students’ heart rate, movement trajectory, explosive power, etc.

Experimental arrangement

The experiment will be conducted from March to June 2024. The experimental group’s training plan incorporates new content such as core strength training and neuromuscular training, and personalized adjustments are made based on motion analysis and wearable device data. For example, based on the explosive power data monitored by wearable devices, adjust the training intensity and focus of training movements. The control group was trained according to the traditional training plan.

Table 1. 4-Week Training Plan for Experimental Group

Training is conducted through three physical education classes per week, forming a training cycle every four weeks, and repeating the training content of this cycle in the following four weeks.

Table 2. Control Group 4-Week Training Plan

Training Plan Analysis

The experimental group training plan is designed based on the principles of sports science, aiming to comprehensively enhance students’ explosive power, coordination, and technical movements. Core strength training enhances students’ core stability through movements such as plank support and supine leg lifting; Neuromuscular training adopts rapid stretching and contraction compound training to improve the nerve’s ability to control muscles. With the help of motion analysis software and wearable devices, real-time monitoring of students’ training effectiveness and timely adjustment of training plans. The traditional training plan for the control group focuses on basic movement exercises, lacking attention to individual differences among students and targeted training.

Experimental group training load intensity

Real-time adjustment of training load based on student heart rate and fatigue index monitored by wearable devices. When a student’s heart rate is too high or their fatigue index reaches a certain threshold, it is appropriate to reduce training intensity or increase rest time. Ensure that the training intensity can effectively improve students’ physical ability without causing excessive burden on their bodies.

Table 3. Training Load of Experimental Groups

Control group training load intensity

The control group was trained according to traditional training intensity requirements, mainly based on teachers’ experience to judge students’ training status, lacking accurate data support. During the training process, it is difficult to adjust the training intensity promptly based on individual differences among students.

Table 4. Control Group Training Load Intensity

RESULTS AND ANALYSIS

Methods for improving the standing long jump performance of experimental groups

Core Strength Training

Enhance students’ core muscle strength through activities such as plank support and supine leg lifting. In the standing long jump, core strength can stabilize body posture and improve power transmission efficiency. The experimental results show that after core strength training, students’ physical stability is significantly enhanced during takeoff and flight stages, and their standing long jump performance is significantly improved.

Neuromuscular Training

Adopting fast stretching and contraction compound training, such as jumping deep and fast push ups, to improve the nerve’s ability to control muscles. This training method can enhance muscle response speed and contraction strength, enabling students to kick the ground faster and more forcefully during takeoff. After undergoing neuromuscular training, the experimental group of students showed a significant improvement in explosive power and a noticeable improvement in standing long jump performance.

Combining motion analysis to optimize technical actions

Using motion analysis software to conduct 3D modeling and analysis of students’ standing long jump movements, identifying technical issues during takeoff, flight, and landing stages. For example, some students have a low center of gravity when jumping, which prevents them from fully exerting their strength; Some students also have unstable body posture when soaring, which affects their jumping distance. In response to these issues, teachers provide targeted guidance and training to help students optimize their technical movements and improve their standing long jump performance.

Wearable devices assist in personalized training

Develop personalized training plans for students based on data monitored by wearable devices. For students with weaker explosive power, increase the intensity and frequency of explosive power training; For students with poor coordination, focus on coordination training. Through personalized training, the experimental group students were able to improve their weak areas more targeted, and their overall standing long jump performance was effectively improved.

Methods for improving the standing long jump performance of the control group

The control group mainly used traditional training methods, such as vertical jumping in place, single-foot jumping during walking, and 50-meter acceleration running. These training methods can improve students’ physical fitness to a certain extent, but they lack specificity and personalization. During the training process, it is difficult to adjust based on individual differences among students, resulting in relatively limited training effectiveness.

Comparison of standing long jump performance between the experimental group and control group before and after the experiment

Before the experiment began, the standing long jump scores of two groups of students were tested, and the results showed no significant difference in their scores. After 12 weeks of training, the scores of the two groups of students were tested again. Table 5 shows the changes in standing long jump performance of these two groups before and after training.

Table 5. Comparison of Standing Long Jump Performance Between Experimental and Control Groups Before and After Training (n=30)

According to the data in Table 5, there was no significant difference in standing long jump performance between the experimental group and the control group before the start of the experiment. After 8 weeks of intervention, the average standing long jump score of the experimental group increased from 2.35 meters (standard deviation of 0.15 meters) to 2.42 meters (standard deviation of 0.18 meters), showing a statistically significant improvement. The average score of the control group increased from 2.36 meters (standard deviation of 0.14 meters) to 2.39 meters (standard deviation of 0.12 meters) during the same period, although there was an increase, the magnitude was relatively small. Comparing the results of the two groups, it can be seen that the experimental group showed a more significant improvement compared to the control group.

The average standing long jump score of the experimental group students increased from 2.30 meters to 2.42 meters, with a standard deviation of 0.18 meters; The average score of the control group students increased from 2.31 meters to 2.36 meters, with a standard deviation of 0.12 meters. Through data analysis, it can be seen that the improvement in the performance of the experimental group students is significantly greater than that of the control group, and the difference in performance between the experimental group students is smaller, indicating that the new training program can not only effectively improve students’ standing long jump performance, but also narrow the performance gap between students.

CONCLUSION AND SUGGESTIONS

Conclusion

After 12 weeks of training, both the experimental group and the control group showed an improvement in standing long jump performance, with the experimental group showing a more significant improvement. This indicates that the optimized training program that integrates new theories, methods, and technologies has more advantages than traditional training methods in improving the standing long jump performance of middle school students. The application of motion analysis software and wearable tracking devices can provide accurate data support for training, achieve personalized training, and effectively improve training effectiveness. The integration of new content such as core strength training and neuromuscular training has comprehensively improved students’ explosive power, coordination, and technical movements, playing a key role in improving standing long jump performance.

Suggestions

In secondary school physical education teaching, training programs that integrate new theories, methods, and techniques should be widely promoted. Physical education teachers should strengthen their learning of sports science knowledge, master new training methods and techniques, and improve their teaching level. Schools should increase investment in physical education teaching facilities, equip them with advanced equipment such as sports analysis software and wearable tracking devices, and provide guarantees for scientific training. During the training process, it is important to pay full attention to individual differences among students, develop personalized training plans, meet the needs of different students, and further improve their standing long jump performance and physical fitness.

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