{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,19]],"date-time":"2026-10-19T16:38:29Z","timestamp":1792427909758,"version":"4.5.0"},"reference-count":70,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,2,2]],"date-time":"2026-02-02T00:00:00Z","timestamp":1769990400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Innovative instructional approaches are increasingly advocated in physical education to enhance both motor skill development and psychological adaptation. However, few studies have directly compared micro-level (AI-assisted) and macro-level (Big-Unit) teaching models, or examined the psychological mechanisms underlying performance improvements in adolescent winter-sport environments.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      A three-arm, quasi-experimental longitudinal study was conducted with 129 first-year middle school students (AI-assisted:\n                      <jats:italic>n<\/jats:italic>\n                      = 42; Big-Unit:\n                      <jats:italic>n<\/jats:italic>\n                      = 43; Conventional:\n                      <jats:italic>n<\/jats:italic>\n                      = 44). Participants completed an 8-week speed-skating intervention consisting of 24 on-ice lessons. Learning motivation, self-efficacy, psychological resilience, and related psychological constructs were assessed at baseline (T1), mid-intervention (T2), and post-intervention (T3). Skating performance was evaluated using electronic 500-m timing. Linear mixed-effects models, ANCOVA, and structural equation modeling were applied to assess Group \u00d7 Time interactions and mediation pathways.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Both AI-assisted and Big-Unit teaching produced significantly larger improvements in 500-m performance than conventional instruction (AI: \u22125.59 s; Big-Unit: \u22127.60 s; Conventional: \u22121.80 s; all\n                      <jats:italic>p<\/jats:italic>\n                      &amp;lt; 0.001). All 13 psychological outcomes showed strong Group \u00d7 Time interactions favoring the innovative groups [all \u03c7\n                      <jats:sup>2<\/jats:sup>\n                      <jats:sub>(4)<\/jats:sub>\n                      &amp;gt; 137.28,\n                      <jats:italic>q<\/jats:italic>\n                      &amp;lt; 0.001]. ANCOVA confirmed substantial adjusted Group effects for changes in learning motivation, self-efficacy, psychological resilience, and anxiety\/stress (partial \u03b7\n                      <jats:sup>2<\/jats:sup>\n                      = 0.650\u20130.927). Mediation analyses identified a statistical suppression pattern, in which increases in learning motivation and self-efficacy served as significant indirect pathways linking innovative instruction to performance gains. However, the direct technical impact remained the dominant driver.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>AI-assisted and Big-Unit teaching substantially enhance both technical performance and psychological functioning in adolescent speed skating. Statistical mediation models support learning motivation as a plausible mechanism linking teaching mode to performance, with self-efficacy providing additional support. These findings highlight the complementary potential of technology-enhanced and mastery-oriented pedagogies to modernize physical education through both direct technical renovation and indirect psychological adaptation.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1750654","type":"journal-article","created":{"date-parts":[[2026,2,2]],"date-time":"2026-02-02T06:32:07Z","timestamp":1770013927000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":2,"title":["AI-assisted and Big-Unit teaching enhance speed-skating performance through psychological mechanisms in adolescents: evidence from a three-arm intervention study"],"prefix":"10.3389","volume":"17","author":[{"given":"Yongheng","family":"Zhao","sequence":"first","affiliation":[{"name":"School of Wushu, Henan University","place":["Kaifeng, China"]},{"name":"Graduate School, Kyungil University","place":["Gyeongsan-si, Republic of Korea"]},{"name":"School of Physical Education and Health Science, Mudanjiang Normal University","place":["Mudanjiang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yunbo","family":"Wang","sequence":"additional","affiliation":[{"name":"School of Physical Education and Health Science, Mudanjiang Normal University","place":["Mudanjiang, China"]},{"name":"Graduate School, Harbin Sport University","place":["Harbin, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Limeng","family":"Liu","sequence":"additional","affiliation":[{"name":"School of Physical Education and Health Science, Mudanjiang Normal University","place":["Mudanjiang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Chi","family":"Ma","sequence":"additional","affiliation":[{"name":"School of Physical Education and Health Science, Mudanjiang Normal University","place":["Mudanjiang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Zhongtang","family":"Li","sequence":"additional","affiliation":[{"name":"School of Physical Education, Jiangsu Second Normal University","place":["Nanjing, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,2,2]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"105","DOI":"10.1016\/j.learninstruc.2017.09.009","article-title":"Good-vs. poor-trial feedback in motor learning: the role of self-efficacy and intrinsic motivation across levels of task difficulty","volume":"55","author":"Abbas","year":"2018","journal-title":"Learn. 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