Information Technology-Driven Physical Education Teaching Innovation Guarantee System Construction Methods and Practical Paths
Published Online: Mar 19, 2025
Received: Nov 13, 2024
Accepted: Feb 14, 2025
DOI: https://doi.org/10.2478/amns-2025-0539
Keywords
© 2025 Bing Tan, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Modern information technology is a kind of educational method that improves teaching effect and enriches teaching resources by means of modern science and technology, and it is also an important tool for promoting teaching reform [1-2]. Analysis of the characteristics of modern information technology mainly includes two points, the first is diversified teaching, through the use of the Internet, computers, students in the online education platform to participate in a variety of activities, such as virtual experiments, distance learning, etc., not only can enrich the form and content of teaching, but also promote the process of education informatization, and the second is the personalized teaching, that is, modern information technology in the field of education, making education and teaching activities become more personalized [3-5]. Through the introduction of learning analysis tools and management systems, students are monitored online, and learning materials are provided in combination with students’ characteristics and needs; relying on multimedia, digitalization and other technical means, teaching resources are enriched to meet students’ diversified learning needs on the basis of increasing their interest in learning [6-7].
Education, as a fundamental cause to support national rejuvenation, carries the dream of national strength, and physical education, as an important part of education, has the role of nurturing morality, intelligence, diligence, and beauty, and is a fundamental project for realizing the fundamental task of establishing morality and enhancing the comprehensive quality of students [8-10]. Under this educational background, Chinese colleges and universities are vigorously developing physical education. Under the traditional education model, the physical education teaching mode in colleges and universities is often very single, which can’t allow students to carry out effective extension in the process of carrying out physical education courses, and it is difficult to stimulate students’ autonomy, and ultimately can’t fully utilize students’ subjective initiative [11-13]. Therefore, under the traditional teaching mode, it is often difficult for college sports programs to get strong play [14].
Under the background of the deep development of modern information technology, physical education has undergone unprecedented changes. As an important content in education and teaching, physical education is much loved by the majority of students [15-16]. However, because of its traditional one-way teaching, sports training as the main teaching mode gradually exposed the shortcomings, not only reduces the students’ interest in learning, but also affects the achievement of teaching goals [17-18]. In this regard, more and more modern information technology is introduced into physical education teaching, which plays an important role in creating an easy learning environment, reducing the learning burden of students, and broadening the horizons of students’ sports. In order to promote the deep integration of modern information technology and physical education teaching, it is necessary to carry out the research of information technology-enabled physical education teaching innovation [19-20].
In this paper, the QFD method is used as the basis to construct the quality assessment system for computerized physical education teaching. Firstly, we analyze the customer demand, and after completing the construction of the demand database, we carry out data mining and VOC analysis to construct the teaching quality house, which illustrates the degree of coverage between the technical demand and the student demand in the form of a matrix. The evaluation of matching demand and technical ability is carried out and communicated to teaching and monitoring of teaching.A sample of physical education classes taught in a school was surveyed and analyzed using the model.
Instructional design is the process of arranging teaching objectives, teaching conditions, teaching methods, teaching evaluation and other teaching aspects into a teaching plan in an orderly and optimized way by using a systematic approach according to the teaching object and teaching objectives. Instructional design theory follows the principle of optimal learning effect, aiming to enhance students’ interest in learning and improve learning effect.AD-DIE refers to a set of systematic methods for developing teaching and learning, involving five basic steps: analyzing, designing, developing, implementing and evaluating. The model is based on instructional design theory and is a standardized step in the design of instructional content. It can often be used to develop curriculum, design courseware, and instruction, and can also be used as a support system for design and development.Based on the ADDIE model concept, most instructional strategies can be considered. Figure 1 shows the conceptual structure of the ADDIE model, which consists of five phases that will interact and interconnect with each other.The development of ADDIE is about designing and developing a digital teaching and learning platform for sport in strict accordance with the requirements of these five phases. The following section describes how to build a digital teaching platform for sports using the ADDIE model from both the design and development perspectives.
ADDIE concept model
The design work of the platform corresponds to the two-phase task of analysis and design of the ADDIE model. The analysis phase involves identifying understood needs, demonstrating actual needs and identifying gaps in between, which involves inviting experts in the field of sport to analyze the content, constructing a pedagogical framework and learning strategies, and reaching a consensus through analysis by curriculum designers and sport experts. The design phase begins with the analysis phase’s results, which will result in numerous foundational elements.
This work entails analyzing the pedagogical content, target audience, and objectives of physical education. The content of physical education can be basically divided into theory and practice.As far as the teaching organization is concerned, it includes both indoor and outdoor teaching.
This work is based on the analysis of the teaching content, which needs to determine the core content of the course and the type of media to be used for the presentation of the content. The core content of the courseware needs to be analyzed by inviting experts in the field of sports to construct a teaching framework and learning strategies; the selection of media types is considered in accordance with the principles of demand and economy, so that under the premise of meeting the teaching needs, professional teaching courseware that can enhance students’ enthusiasm for learning can be provided with the least amount of capital investment.
The design of the digital teaching platform for sports in colleges and universities mainly includes the design of various types of courseware and the design of the informatization platform that carries the courseware. At this stage, it is necessary to design the architecture of the platform, the organizational structure and content of the courseware, the interaction and feedback evaluation mechanism of the system, and the media elements and effects used in the courseware.
Based on the results of the analysis phase, four different types of multimedia courseware are designed, including sports techniques and tactics, sports rules, equipment maintenance and care, and rescue and disposal.All of these courseware can be viewed through the sports digital teaching platform.
The storage, integration and use of courseware requires an informatization platform to realize. The platform uses a SQL Server database to store courseware and develops a courseware management system to manage courseware storage and integration.Based on the web2.0 technology specification, it realizes the networkization of courseware resources, and at the same time, it develops the function of providing cell phones to watch courseware.
The quality of physical education teaching in universities and colleges can be impacted by the following frameworks: organizational system, guarantee system, monitoring system, and information management system. These systems can be roughly divided into three, the first is the quality management system, which is mainly completed by experts and administrative departments, and is used to supervise the operation of the guarantee system; the second is the quality assessment system, which is set up by experts, teachers and students at the same time, and is used to supervise the quality of the guarantee system; and the last is the information feedback system, which is set up by teachers and experts at the same time, and is used to find problems and make improvements in the process of operation. Finally, there is an information feedback system, which is set up by teachers and experts at the same time, and is used to identify problems and improve them during the operation process. The quality assurance system of physical education teaching in colleges and universities should not only include physical education teaching goals, but also the physical education teaching system, and it needs high-quality physical education teachers, high-quality venues, appropriate teaching management system and perfect physical education teaching evaluation system, which constitutes a complete quality assurance system of physical education teaching in colleges and universities.
Figure 2 shows the structure of the quality assurance system for university physical education teaching in colleges and universities.The objectives of college physical education teaching can include five aspects: sports participation, sports skills, physical health, mental health, and social adaptation. The quality standard of sports participation is to guide college students to actively participate in all kinds of sports activities, and the semi-compulsory form can be used to cultivate the ability of college students to exercise consciously, to guide college students to form the consciousness of physical exercise, and to independently design the exercise program suitable for their own physical qualities as much as possible; the quality standard of sports skills is to guide college students to master at least two or more sports, and to learn simple sports skills, so as to promote college students to exercise in the process of exercise. The quality standard of sports skills is to guide college students to master at least two or more sports, and to learn simple sports skills, to promote college students to carry out scientific sports exercise in the process of exercise, to effectively improve the physical quality of college students, and to master simple sports injury treatment methods; the quality standard of physical health is to be able to complete the physical fitness test set up by the school on a regular basis, and in the process of exercising, they can master the knowledge and methods related to physical education, reasonably select the physical fitness supplements needed in the process of exercise, and develop a healthy lifestyle. The quality standard of mental health is that college students can design their own private sports learning goals according to their own physical qualities, adjust their mentality in the process of physical exercise, overcome their fear of physical exercise, develop a positive and optimistic mentality of physical exercise, and adopt appropriate ways to regulate their moods; the quality standard of social adaptation is that college students can show a good spirit of sports ethics, and can correctly adjust their moods. The quality standard of social adaptation is to show a good spirit of sports morality, and to correctly view competition in sports competitions and the cooperative relationship with classmates.
University college sports teaching quality assurance system
The core content of QFD is demand transformation, which is realized by applying HOQ quality house, so as to develop products with customer satisfaction.
The ultimate goal of teaching quality assessment is to satisfy the society and students, and to make the sustainable and healthy development of higher vocational education. For higher vocational colleges and universities, the significance of teaching quality assessment is to promote the construction through the assessment, through the specific implementation of teaching quality assessment work, the social parties will certainly support the teaching quality assessment of higher vocational colleges and universities and the corresponding supervision, through the assessment of teaching quality assessment software platform data collection, processing, analysis and publication, to provide objective information for the employing units to choose the talents based on the information, and inevitably promote higher vocational colleges and universities to put the The basic basis for meeting the social needs of employers’ talent training objectives and quality standards. Figure 3 shows the operational framework and continuous improvement of the teaching quality assessment system.
Teaching quality evaluation system framework
QFD is mainly used to design and develop new products (services) or improve the original products (services), which ensures that the right products (services) enter the market quickly by transforming customer needs into measurable goals [21].
If the employer is compared to the customer and the student is compared to the product, then the higher vocational education is also similar to the product production, and the production process is the teaching process, from this sense, QFD still has great applicability in the higher vocational teaching quality design and improvement. Using QFD, we can quantitatively assess the quality of higher vocational teaching, make some improvements to higher vocational education according to the assessment results, and establish a customer demand (employer)-oriented teaching quality system accordingly.
Borrowing the research results of this project on the indicators of the innovative quality assessment system of physical education teaching, based on the QFD core tool quality house HOQ technology, we constructed the teaching quality house.
Customer demand, i.e. the real voice of customer (VOC) is the most basic input of QFD. The developers of the teaching quality assessment system must collect the various demands of customers (e.g., employers) for the product (students) through various advanced methods and channels (e.g., market questionnaire approach). This is the most difficult and critical step, which is crucial to the success or failure of the entire QFD.
The determination of the importance of the demand is generally carried out after obtaining the customer’s demand, and the commonly used methods are: the importance judgment method with the inquiry survey, the importance judgment method with the repetition frequency, and the importance judgment method with the AHP (Hierarchical Analysis), and the importance judgment method with the AHP (Hierarchical Analysis), and the system sets the importance of the customer’s demand to be
In order to meet customer needs, the academic administrators will refine the design requirements for the product (students), i.e., the requirements for the teaching objectives of the students, and specify the basic qualities that the students to be trained should have.
It should be noted that: the configuration of technical requirements should be targeted, macroscopic and measurable.
The room of the teaching quality house is a relationship matrix, which is used to illustrate the degree of coverage between technical needs and customer needs. If there are too many “weak”, it is not a good thing and should be corrected, because it indicates that the technical requirements do not sufficiently satisfy the customer needs [22].
In the specific implementation of this system,
The importance of technical requirements, for this system, that is, the teaching requirements of the master and slave, in the specific implementation of the formula (1) to calculate the weight of technical requirements
The roof content of the teaching quality house does not need to be calculated, and is used to indicate the interrelationships between the technical requirements as reference information for determining the specific technical parameters of each technical requirement. Generally, a neutral relationship (no correlation) is indicated by the symbol “○”; a positive correlation is indicated by the symbol “◎”; and a negative correlation is indicated by the symbol “△”.
The assessment of market competitiveness is conducted by analyzing other institutions and the institution under study, based on the weight of customer demand and the closeness of relationship with technological demand, etc., to see if technological improvement is needed. The specific implementation of this system is expressed by five numbers from 1 to 5, with 1 being the worst (no competitiveness to speak of, and students are not employable) and 5 being the best (having an advantage in competing with other schools, and being able to participate in social competition). If technical improvement is needed, the absolute weight of improvement
The Composite Market Competitiveness Index
Technology assessment completes the calculation and evaluation of each technology need. Check whether the two are consistent or not, otherwise the technical needs (teaching requirements) should be adjusted, that is to say, teaching should be subordinate to the society, that is to say, we can’t have a self-perception that the students I teach are just as good as they are, and as a result, they don’t have the competitiveness in the market [23].
Individual technical competitiveness
The importance of each technical requirement
Comprehensive technological competitiveness index
A model was used to analyze the survey using a sample of physical education teaching classes in a school. The theoretical basis of the questionnaire was mainly to obtain the needs of higher education students for the quality of classroom teaching of teachers. Obtaining information about student needs is a process of listening to the “student voice” and translating student needs into qualitative characteristics of classroom teaching and learning when writing. Higher vocational colleges and universities, “classroom teaching” is a “service” provided by teachers, “customers” are students receiving education, the quality of classroom teaching is felt by students. This study categorized students’ needs for the quality of classroom teaching of higher education teachers into five indicators. The students’ needs were organized according to these five indicators. The sample students were from the CNC program, computer application technology program, preschool program, and applied English program.
A total of 1,000 questionnaires were distributed in this survey, and 927 valid questionnaires were finally recovered, with an effective rate of 92.7%. The basic situation of the recovered valid questionnaires is summarized in the table.
This part of the content is to test whether there is a significant difference between the needs of students of different genders for the quality of classroom teaching in higher vocational colleges and universities, with the help of the relevant formulas in statistics to analyze the data investigated, and get the conclusions as shown in Table 1.
Difference test for different gender students
| Gender | Mean | SD | t | |
|---|---|---|---|---|
| Materiality | Male | 3.98 | 5.466 | 0.317 |
| Female | 4.08 | 5.017 | ||
| Reliability | Male | 4.18 | 9.067 | 0.285 |
| Female | 4.09 | 7.34 | ||
| Reassurance | Male | 4.03 | 6.313 | 0.224 |
| Female | 3.86 | 4.925 | ||
| Responsiveness | Male | 4.12 | 6.458 | 0.318 |
| Female | 4.71 | 5.894 | ||
| Care | Male | 4.08 | 6.729 | 0.279 |
| Female | 4.08 | 5.997 |
The T-values of students of different genders on tangibility, reliability, assurance, responsiveness and caring are all greater than 0.2, yielding a P greater than 0.05, so there is no significant difference between students of different genders on these five dimensions, i.e., there is no close connection between gender and the basic importance of the elements of the demand for classroom teaching quality.
This part of the content is mainly to test whether there is a significant difference between the needs of students of different grades for the quality of classroom teaching in higher vocational colleges and universities, with the help of the relevant formulas in statistics to analyze the data investigated, and get the results as shown in Table 2.
Differences in students of different grades
| Grade | Mean | SD | t | |
|---|---|---|---|---|
| Materiality | First grade | 4.14 | 4.968 | -0.437 |
| Second grade | 4.38 | 8.314 | ||
| Reliability | First grade | 4.4 | 8.268 | -0.108 |
| Second grade | 4.5 | 10.041 | ||
| Reassurance | First grade | 4.14 | 8.036 | -0.049 |
| Second grade | 4 | 6.758 | ||
| Responsiveness | First grade | 4.15 | 7.098 | 0.169 |
| Second grade | 4.44 | 7.891 | ||
| Care | First grade | 3.86 | 6.68 | -0.322 |
| Second grade | 4.53 | 10.028 |
There is no significant difference in the importance of tangibility, reliability, assurance, responsiveness, and caring among students of different grades, i.e., grade level does not affect the importance of students’ demand for classroom teaching quality, and the degree of demand for classroom teaching quality is largely the same regardless of whether it is in the first year or the second year.
This part of the content is to test whether there is a significant difference between the needs of students of different majors for the quality of classroom teaching in higher vocational colleges and universities, with the help of the relevant formulas in statistics to analyze the data investigated, and get the conclusions as shown in Table 3.
Differences in different professional students
| Grade | Mean | SD | t | |
|---|---|---|---|---|
| Materiality | Numerical control | 4.27 | 2.785 | -2.41 |
| Computer technology | 4.13 | 3.962 | ||
| Preschool education | 4.23 | 3.864 | ||
| Applied English | 4.74 | 5.109 | ||
| Reliability | Numerical control | 4.47 | 5.474 | 0.123 |
| Computer technology | 4.2 | 3.9 | ||
| Preschool education | 4.12 | 3.82 | ||
| Applied English | 4.05 | 3.083 | ||
| Reassurance | Numerical control | 3.93 | 2.58 | -0.436 |
| Computer technology | 4.02 | 2.584 | ||
| Preschool education | 4.18 | 3.63 | ||
| Applied English | 3.89 | 2.339 | ||
| Responsiveness | Numerical control | 4.37 | 2.386 | 0.495 |
| Computer technology | 4.29 | 5.074 | ||
| Preschool education | 3.84 | 2.375 | ||
| Applied English | 4.34 | 2.428 | ||
| Care | Numerical control | 4.35 | 4.14 | 0.682 |
| Computer technology | 3.97 | 4.415 | ||
| Preschool education | 4.1 | 3.915 | ||
| Applied English | 3.39 | 2.084 |
There is no significant difference between students of different majors in the five dimensions of tangibility, reliability, assurance, responsiveness and caring, (P>0.05) i.e., majors do not affect the importance of the students’ demand for classroom teaching quality, and the students of CNC majors, computer application technology majors, preschool majors, and Applied English majors have roughly the same degree of importance for the classroom teaching quality of teachers in higher vocational colleges and universities.
In summary, in the study of physical education teaching quality based on QFD theory, the consideration of gender, grade and major can be ignored, because these three aspects have very subtle differences in students’ needs for classroom teaching quality factors, and their practical effects are not obvious.
Since customer needs and expectations are constantly changing, a standardized demand database should be established for regular data mining so that customer needs can be better identified and predicted.Demand indicators are identified through analysis, and then quality planning is carried out to clarify quality needs.The quality planning process includes quantitative analysis of demand quality, market competitiveness assessment, quality planning, and goal setting. The first level of quality house is carried out on quality demand and teaching quality, and the second level of quality house is carried out on teaching and teaching assurance quality, which is carried out according to the requirements of the teaching management system, including four aspects of teaching requirements and teaching realization, teaching management, teaching conditions, and teaching monitoring.
The second-level indicators are set as shown in Table 4.
Secondary indicator setting
| A | A1 | The teacher is suitable in appearance, posture and etiquette |
| A2 | Professional and diligent, time is strong (early class, not late, not early, not delay) | |
| A3 | The expression of language is accurate, refined and logical | |
| A4 | Proficient in the operation of various teaching tools | |
| B | B1 | Flexible use of multimedia, models, physical and other auxiliary means |
| B2 | The teaching method is varied, which can be targeted by the students’ differences | |
| B3 | In the field of self-study, analysis and problem solving ability and innovation ability, there is a targeted culture | |
| B4 | Very familiar with the content and relevant fields | |
| C | C1 | Classroom atmosphere is relaxed, democratic, equal, teachers and students have a good interaction |
| C2 | Can complete the teaching task, the student can accept and master the classroom content | |
| C3 | Through teaching, students have effective learning methods, knowledge and development ability | |
| C4 | Ability, analysis and problem solving ability and quality have been improved | |
| D | D1 | Can create a good classroom teaching environment |
| D2 | Ability to manage the behavior and discipline of high school students in classroom teaching | |
| D3 | Good at feedback and regulating classroom teaching | |
| D4 | Be flexible in the emergencies in the classroom | |
| E | E1 | Enthusiastic interest in students’ learning and strict requirements for students |
| E2 | A teacher’s watch, personal character and learning have a great influence on students | |
| E3 | To be able to do professional, moral and moral education | |
| E4 | Stimulate and mobilize students’ interest in learning |
The Quality Needs Matrix is the key to building the entire quality assurance system for teaching and learning. The quality planning is shown in Table 5. Importance judgments were made using an expert scoring method, and after judging from the perspective of the community and the school, a comprehensive importance was obtained Competitive assessment reflects the differences in the fulfillment of the needs of similar schools Quality planning specifies the objectives of each type of need fulfillment as well as the improvement rate and the importance of the improvement The weighting calculation is divided into absolute and relative importance. In this example, the quality needs focus directions are A3 (7.34), B2 (6.07), C1 (6.35), C3 (7.25), C4 (6.64), D4 (7.24), and E1 (7.16).
University teaching quality planning matrix
| Target | Primary indicator | Secondary indicator | Critical judgment | Competitive assessment | Quality planning | Planning target | ||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| society | school | importance | school | Peer school | Target quality | Horizontal improvement rate | Improvement importance | Absolute importance | Relative importance | |||
| Innovation assurance | A | A1 | 4 | 2 | 3 | 4 | 3 | 3 | 1 | 1 | 3 | 3.37 |
| A2 | 3 | 3 | 3 | 4 | 3 | 3 | 1.46 | 1.168 | 5.12 | 5.74 | ||
| A3 | 4 | 5 | 4 | 5 | 4 | 4 | 1.43 | 1.144 | 6.54 | 7.34 | ||
| A4 | 3 | 3 | 3 | 4 | 3 | 3 | 1 | 1 | 3 | 3.37 | ||
| B | B1 | 4 | 4 | 4 | 5 | 4 | 4 | 1.14 | 0.912 | 4.16 | 4.67 | |
| B2 | 4 | 4 | 4 | 5 | 4 | 4 | 1.3 | 1.04 | 5.41 | 6.07 | ||
| B3 | 5 | 3 | 4 | 3 | 3 | 4 | 1 | 1 | 4 | 4.49 | ||
| B4 | 3 | 3 | 3 | 3 | 2 | 3 | 1 | 1 | 3 | 3.37 | ||
| C | C1 | 5 | 3 | 4 | 4 | 4 | 4 | 1.33 | 1.064 | 5.66 | 6.35 | |
| C2 | 4 | 3 | 3 | 3 | 2 | 3 | 1 | 1 | 3 | 3.37 | ||
| C3 | 4 | 2 | 3 | 4 | 3 | 3 | 1.64 | 1.312 | 6.46 | 7.25 | ||
| C4 | 5 | 3 | 4 | 4 | 4 | 4 | 1.36 | 1.088 | 5.92 | 6.64 | ||
| D | D1 | 4 | 4 | 4 | 4 | 4 | 4 | 1 | 1 | 4 | 4.49 | |
| D2 | 3 | 3 | 3 | 4 | 3 | 3 | 1.38 | 1.104 | 4.57 | 5.13 | ||
| D3 | 3 | 3 | 3 | 3 | 2 | 3 | 1 | 1 | 3 | 3.37 | ||
| D4 | 4 | 5 | 4 | 4 | 3 | 4 | 1.42 | 1.136 | 6.45 | 7.24 | ||
| E | E1 | 3 | 3 | 3 | 3 | 2 | 3 | 1.63 | 1.304 | 6.38 | 7.16 | |
| E2 | 4 | 3 | 3 | 4 | 4 | 3 | 1 | 1 | 3 | 3.37 | ||
| E3 | 3 | 3 | 3 | 4 | 3 | 3 | 1.2 | 0.96 | 3.46 | 3.88 | ||
| E4 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 1 | 3 | 3.37 | ||
| Total | 89.13 | 100.04 | ||||||||||
The first level of quality house is based on the quality planning matrix, and the main function is to translate the talent quality needs into the quality of teaching and learning process, and the relationship matrix describes the connection between the two. Through the calculation of indicator weights, the key processes and quality points in teaching are clarified. According to the teaching quality management model of colleges and universities, customer demand is realized through the teaching process, which is divided into four stages: cultivation plan, teaching implementation, teaching assessment and teaching improvement, in which the teaching improvement is mainly for the process itself. For this reason, teaching quality characteristics are defined as curriculum system design, innovation and practice system design, quality competence system design, course teaching, practice teaching, social practice, assessment, graduation design and student results, and the teaching improvement system is not listed. The design of the first-level quality house for teaching process quality is shown in Table 6.
Quality design of teaching process
| Quality requirement | Innovation quality | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Primary indicator | Secondary indicator | Importance | Culture plan | Teaching implementation | Teaching appraisal | ||||||
| curriculum | Innovative practice system | Innovation ability system | Course teaching | Practical teaching | Social practice | Course examination | Graduation design | Student achievement | |||
| A | A1 | 3.37 | 6 | 8 | 7 | 6 | 6 | 9 | 9 | 4 | 7 |
| A2 | 5.74 | 7 | 4 | 8 | 7 | 4 | 4 | 4 | 8 | 3 | |
| A3 | 7.34 | 7 | 3 | 4 | 8 | 5 | 5 | 4 | 8 | 6 | |
| A4 | 3.37 | 4 | 5 | 7 | 5 | 6 | 8 | 9 | 6 | 3 | |
| B | B1 | 4.67 | 5 | 7 | 6 | 4 | 6 | 5 | 4 | 4 | 8 |
| B2 | 6.07 | 3 | 8 | 9 | 7 | 8 | 9 | 6 | 4 | 7 | |
| B3 | 4.49 | 4 | 8 | 4 | 4 | 5 | 6 | 7 | 6 | 6 | |
| B4 | 3.37 | 4 | 6 | 7 | 4 | 4 | 9 | 7 | 6 | 9 | |
| C | C1 | 6.35 | 5 | 4 | 5 | 7 | 5 | 7 | 6 | 7 | 9 |
| C2 | 3.37 | 5 | 5 | 4 | 4 | 7 | 3 | 4 | 7 | 9 | |
| C3 | 7.25 | 7 | 3 | 7 | 7 | 5 | 8 | 9 | 6 | 7 | |
| C4 | 6.64 | 5 | 4 | 4 | 3 | 8 | 3 | 5 | 5 | 4 | |
| D | D1 | 4.49 | 5 | 3 | 8 | 4 | 9 | 7 | 5 | 8 | 7 |
| D2 | 5.13 | 5 | 6 | 8 | 3 | 8 | 9 | 4 | 8 | 7 | |
| D3 | 3.37 | 4 | 5 | 6 | 3 | 6 | 5 | 3 | 7 | 6 | |
| D4 | 7.24 | 5 | 6 | 4 | 6 | 7 | 4 | 4 | 5 | 4 | |
| E | E1 | 7.16 | 4 | 7 | 8 | 8 | 6 | 6 | 5 | 7 | 6 |
| E2 | 3.37 | 4 | 4 | 3 | 5 | 4 | 8 | 9 | 6 | 8 | |
| E3 | 3.88 | 9 | 8 | 6 | 5 | 8 | 5 | 5 | 6 | 7 | |
| E4 | 3.37 | 4 | 4 | 5 | 7 | 5 | 6 | 4 | 8 | 3 | |
| Characteristic importance | 519.11 | 545 | 662 | 650 | 635 | 762 | 762 | 691 | 786 | ||
| Relative importance | 8.63 | 9.07 | 11.01 | 10.81 | 10.56 | 12.67 | 12.67 | 11.49 | 13.07 | ||
As can be seen from Table 6, the proportion of each stage of the teaching realization process is comparable 28.71% for the training program, 34.04% for the teaching implementation, and 37.23% for the teaching assessment, and the top four, 13.07% for the graduation design, 12.67% for the practice teaching, 12.67% for the students’ achievements, and 11.49% for the social practice, are all student-oriented projects with a proportion of 49.9%, indicating that in the studied institution that strengthening the training efforts related to students’ practical skills is the key to meeting customer needs and gaining competitive advantage.
In order to ensure that customer needs are effectively communicated within the teaching system, the quality characteristics of the teaching realization process should be re-expanded to other sub-systems within the teaching management system to ensure that the activities in the teaching management, teaching conditions, and teaching monitoring sub-systems are able to support and ensure the important quality characteristics of the teaching realization. The configuration of teaching quality assurance functions is shown in Table 7. Among them, A~K are teaching program management, course teaching management, practical teaching management, extracurricular activities management, graduation design management, faculty construction, teaching resources construction, practice platform construction, teaching inspection, professional evaluation, and customer satisfaction measurement.
Teaching quality guarantee function configuration
| Primary indicator | Secondary indicator | importance | Teaching management | Teaching condition | Teaching monitoring | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| A | B | C | D | E | F | G | H | I | J | K | |||
| Culture plan | curriculum | 8.63 | 4 | 5 | 4 | 3 | 6 | 4 | 8 | 8 | 6 | 6 | 4 |
| Innovative practice system | 9.07 | 3 | 4 | 7 | 4 | 4 | 9 | 4 | 8 | 8 | 6 | 4 | |
| Innovation ability system | 11.01 | 8 | 7 | 3 | 7 | 7 | 4 | 4 | 8 | 3 | 6 | 6 | |
| Teaching implementation | Course teaching | 10.81 | 6 | 3 | 5 | 8 | 8 | 6 | 7 | 9 | 4 | 7 | 9 |
| Practical teaching | 10.56 | 8 | 4 | 7 | 5 | 8 | 3 | 9 | 4 | 4 | 7 | 8 | |
| Social practice | 12.67 | 3 | 4 | 6 | 4 | 3 | 4 | 7 | 4 | 7 | 6 | 6 | |
| Teaching appraisal | Course examination | 12.67 | 4 | 4 | 7 | 3 | 6 | 3 | 8 | 4 | 9 | 5 | 8 |
| Graduation design | 11.49 | 8 | 6 | 5 | 7 | 4 | 8 | 6 | 4 | 6 | 7 | 7 | |
| Student achievement | 13.07 | 3 | 5 | 4 | 6 | 3 | 7 | 5 | 7 | 5 | 7 | 5 | |
| Characteristic importance | 518.97 | 466.82 | 533.45 | 526.06 | 533.45 | 526.06 | 535.29 | 528.83 | 644.41 | 608.02 | 579.86 | ||
| Relative importance | 8.65 | 7.78 | 8.89 | 8.77 | 8.89 | 8.77 | 8.92 | 8.81 | 10.74 | 10.13 | 9.66 | ||
| Competitive evaluation | School | superior | superior | good | superior | good | superior | good | superior | superior | superior | good | |
| Average of the same school | superior | good | good | good | superior | medium | superior | good | good | good | medium | ||
| Quality target | good | superior | superior | good | good | good | superior | superior | good | superior | superior | ||
From the analysis of Table 7, it can be seen that 10.74% of teaching inspection, 10.13% of professional assessment, and 9.66% of student satisfaction measurement are the focuses of quality assurance activities, and given that the course teaching management activity is the weakest one of its kind, the management system should be strengthened to work in the management system.
This paper proposes an information-based physical education teaching model based on the ADDIE concept, constructs a quality assurance system for physical education teaching in colleges and universities, and designs a teaching quality assessment model for QFD. Taking the physical education teaching class of a school as a sample, the process of using the model for investigation and analysis found that there is no significant difference in the degree of importance attached to tangibility, reliability, assurance, responsiveness, and caring among students of different genders, grades, and majors, and that the degree of demand for the quality of classroom teaching is roughly the same. The directions of emphasis for the need for quality physical education instruction were A3 (7.34), C3 (7.25), D4 (7.24), and E1 (7.16). Teaching inspections at 10.74%, professional evaluations at 10.13%, and student satisfaction measures at 9.66% were the highest percentage of quality assurance activities.
Research Project on Teacher Education Curriculum Reform in Henan Province in 2025: Construction and Enhancement Strategy of Digital Literacy Evaluation Index System for Physical Education Normal Students under OBE Education Concept (2025-JSJYB-027).