Author(s): PAN, Y., ZHANG, Y., YEH, W., HUANG, C., Institution: NANHUA UNIVERSITY, Country: TAIWAN, Abstract-ID: 900

The United Nations Educational, Scientific and Cultural Organization (UNESCO) advocated for Values Education through Sport in 2024, emphasizing that Quality Physical Education aims to foster healthy lifestyles, fair play, and respect for multiculturalism. Similarly, Olympic Values Education (OVE) promotes the core values of Excellence, Respect, and Friendship to facilitate well-rounded personality development and cultivate global citizens. From the perspectives of Self-Determination Theory (SDT) and the Theory of Planned Behavior (TPB), the integration of Olympic Value Education (OVE) and the Sport Education Model (SEM) provides an optimal context for the development of Olympic values. This study aimed to investigate the learning effects, transfer, and underlying experiential mechanisms of integrating OVE into SEM among secondary school students. Employing a pre-experimental design, a 12-week intervention (24 lessons) was conducted with 29 participants (Mean age = 14.48, SD = 0.51; 21 males, 8 females). Quantitative data were collected via the " The Olympic Values Performance Scale for Physical Education " and the " The Transfer of Olympic Values Performance Scale for Physical Education," while qualitative data—including student focus groups, worksheets, teacher interviews, and pedagogical logs—were used to analyze the experiential process. Results indicated significant improvements (p < .05) in four OVE dimensions: "Pursuit of excellence," "Team cohesion," "Friendly support," and "Respect for rules and environment," with effect sizes (Cohen's d) ranging from medium to large. Regarding transfer, all five dimensions reached significance with large effect sizes. Qualitatively, three themes emerged: (1) a shift from external requirements to internal self-regulation and character internalization regarding excellence and respect; (2) SEM facilitated a progression from dependency to team consensus and efficient cooperation, leading to cross-situational value practice; and (3) students demonstrated positive shifts in emotional support, empathy, and social interaction. This study provides empirical evidence for OVE-SEM integration and offers a practical framework for innovative physical education pedagogy.