A Systematic Study of the Integration of Internet Technology to Improve the Teaching Quality of Physical Education Courses in Colleges and Universities

Today’s Internet technology development speed is changing rapidly. The popularization and development of computers, cell phones and other electronic devices prompt people to acquire knowledge and skills. Learning speed rapidly wants to improve more skills in a short period. Internet education to achieve the learning effect is the necessary development path [1-3]. The dissemination of knowledge learning and development is based on the development of new communication media as a material basis because the knowledge attribute is implicit, through the Internet way of dissemination and embodiment is the real development of knowledge [4-6]. Many courses have been well developed and disseminated using the Internet. At the same time, technical and technological development is bound to push the form of education to a new height. Compared with the traditional teaching mode, Internet education has covered more masses through the Internet has made the knowledge spread to farther places so that more people get the opportunity to receive education [7-8].

Physical education courses, as public classes, have also gained a good opportunity for development in the popularization and development of the Internet. With the advantage of the Internet technology to integrate educational resources, physical education curriculum teaching and new technologies for in-depth integration to each other, synergistic development [9-10]. The form of “Internet + education” can make good use of a variety of ways to stimulate students’ interest in learning, cultivate students’ exercise habits, improve students’ sports literacy, and promote students’ participation in physical education and sports from the root of the overall improvement [11-14]. Applying the media attributes contained in Internet technology in the teaching of physical education courses can make up for the shortcomings and limitations of the traditional teaching mode, such as single and centralized disadvantages [15-18]. Online self-help sports knowledge learning gives students more autonomy, as well as the timeliness, flexibility and richness of acquiring knowledge, and offline teachers’ lectures provide centralized answers to students’ incomprehensible sports knowledge so as to achieve the combination of online and offline and parallel theory and practice [19-21].

In this paper, through the theoretical analysis of the current situation of the teaching development of physical education courses, the necessity of the use of Internet technology in physical education is introduced, and the Internet technology-driven physical education teaching mode is jointly developed by combining the needs of teachers and students and the characteristics of the curriculum. In order to confirm the role of Internet technology-driven physical education teaching mode in improving the quality of physical education courses in colleges and universities, 70 students from a university were selected as the research object of this paper and then divided into experimental and control groups. Taking the research data as the starting point, using the questionnaire survey method, independent sample t-test, and experimental method in the form of mixed, systematic confirmation of the effect of Internet technology on the improvement of the teaching quality of college physical education courses, so far, has completed all the work of this paper.

2

Research on Teaching Physical Education Courses Driven by Internet Technology

2.1

Current development of teaching and learning in physical education programmes

In recent years, the physical fitness of students has been on a downward trend, and the importance of physical education courses has gradually come to the fore. There are four types of problems in traditional physical education courses, namely, outdated teaching mode, unreasonable teaching content, unreasonable assessment and evaluation system, and unfavourable to students’ personality development, which will be described in detail below.

2.1.1

Outdated teaching models for physical education programmes

Most of the teaching of physical education courses is indoctrination, with a single teaching method [22]. Firstly, teachers will teach sports theory knowledge in limited classroom time, and it is difficult for students to understand the more specialized and abstract sports theories. Secondly, the teaching of sports movements is usually based on the model of the teacher’s lecture, teacher’s demonstration, student’s imitation and student’s practice. However, there is a lack of communication between teachers and students in this process, and the accuracy of students’ movements cannot be guaranteed. Finally, due to the limited time of the physical education programme, there is little time for students to freely dispose of their strengths, and students are unable to effectively participate in physical education teaching and give full play to the main role of students.

2.1.2

Unreasonable teaching content of physical education programmes

The teaching content of physical education programmes is constantly changing with the development of the times and the reform of teaching, and the teaching content is becoming more and more standardised, and the quality of physical education teaching materials has been greatly improved. However, the teaching content of physical education courses is relatively single, unable to meet the needs of students’ personalized development. Firstly, the ratio of theoretical content and practical content is unreasonable. Current physical education textbooks are more detailed in theoretical knowledge, but there are relatively few specific technical movements. Secondly, most physical education courses use unified physical education textbooks with single content, which can’t motivate students’ enthusiasm for learning. Finally, the teaching content is not targeted, physical education is not conducted for the student’s physical condition, and the teaching content is not in line with the student’s development needs.

2.1.3

Unreasonable appraisal and evaluation system

The traditional assessment and evaluation method for physical education courses is single, and the evaluation standard is not scientific. Generally speaking, teachers will organise students’ assessment after the end of physical education course teaching, students need to show collectively or individually, and teachers will score students according to their proficiency and mastery of various sports movements and skills and assess students’ performance. However, this assessment method cannot fully reflect the effects of physical education teaching. Students’ physical quality, interest development, classroom performance, etc., are not included in the assessment system. On the other hand, this traditional assessment method is influenced by teachers’ subjective factors, and the evaluation results are not objective enough.

2.1.4

Unfavourable to students’ personality development

In today’s society, students attach more and more importance to the pursuit of individuality, and there are certain differences between different students in terms of physical fitness, strengths, hobbies and so on, so the teaching of physical education programmes must be targeted. However, most schools carry out physical education teaching in accordance with the syllabus, adopt uniform physical education teaching materials, and the teaching mode is relatively fixed, ignoring the differences among students. Firstly, teachers conducting sports training at the same intensity may result in sports injuries for some students with poor physical fitness, which may affect the teaching effectiveness. Secondly, some students lack interest in the teaching content of physical education programs, their participation is not high, and their learning outcomes are poor. Lastly, sports that students are interested in are not covered in the teaching, which affects students’ development of their personalities.

2.2

Necessity of the use of Internet technology in teaching physical education

With the background of the Internet, it has become an inevitable choice for people to reform the teaching of traditional physical education courses in the development of the times. In view of the four types of problems mentioned above, the necessity of the use of Internet technology in physical education will be elaborated from the optimisation of physical education teaching mode and the optimisation of physical education teaching mode.

2.2.1

Optimising physical education teaching models

The information society’s arrival has led to the explosive growth of most information knowledge in physical education teaching, which has caused problems in the previous teaching mode. At the same time, the knowledge about sports can’t be acquired in a timely manner, which not only affects students’ enthusiasm but also misses the goal of sports teaching. Therefore, colleges and universities can apply Internet technology in sports teaching through such technology to obtain information and knowledge outside the sports textbooks, but also for the action demonstration, and explanation to help. For example, in the process of sports teaching, teachers can use Internet technology to complete the knowledge dynamically and to achieve the full use of famous events and other audio-visual materials so as to improve the standardisation and uniformity of sports teaching. As a result, a good sports and curriculum environment can be created for students, which gradually forms a systematic teaching mode with comprehensive and integrated characteristics.

2.2.2

Consistency with education reform needs

In the context of the new curriculum reform, physical education teaching in colleges and universities is carried out on the premise of Internet technology, which is in line with the basic needs of the reform and belongs to the development trend of the research results in this teaching field. In fact, the use of Internet technology to carry out physical education teaching work facilitates teachers to obtain more valuable data resources, and at the same time, it can save much time, cost talent cost, and deepen the significance of physical education teaching. If Internet technology is applied in teaching management, it can fully leverage its characteristics of sharing and interaction to help teachers and students complete personalized and interactive teaching. In other words, the application of Internet technology in sports teaching in colleges and universities can close the relationship between teachers and students, and under the premise of cooperation and coordination, it can complete the selection and design of sports course content and achieve the comprehensive management of resource knowledge. Based on this, it can not only effectively improve the quality and efficiency of teaching work but also overcome the problems that exist during teaching.

2.3

Internet Technology-Driven Physical Education Teaching Models

In order to make the Internet technology better integrated into the process of sports teaching in colleges and universities, the Internet technology-driven sports teaching mode is deliberately designed to improve the quality of teaching of sports courses in colleges and universities, and the specific implementation paths and principles of this teaching mode are as follows:

2.3.1

Strengthening Physical Education Teachers’ Informational Literacy

In the era of “Internet+”, various information technology and tools have penetrated various fields, including the field of education. For physical education teachers in secondary schools, a high level of information literacy can not only improve teaching effectiveness and efficiency but also better adapt to the developments in the education industry. Schools can organize relevant training courses to help PE teachers master the use of various information technology tools and software and improve their knowledge and skills in information technology. Encourage PE teachers to apply information technology in their daily teaching, such as making multimedia courseware and using online teaching platforms, etc., so as to improve their information literacy through practice. Regular exchange activities are organised among PE teachers to share their experiences and insights in informatisation teaching and to promote cooperation and learning among teachers. An evaluation system for PE teachers’ informatisation literacy is set up to regularly assess their informatisation teaching ability and make targeted improvements based on feedback results.

2.3.2

Implementation of digital physical education initiatives

In the context of “Internet Plus”, physical education teaching in institutions can make full use of Internet resources and technical means to broaden and innovate teaching channels and methods. The implementation of digital sports teaching initiatives will help to improve the quality and effectiveness of teaching and, at the same time, enhance students’ sports literacy and comprehensive ability. Incorporate internet technologies and resources to innovate the mode of physical education teaching. For example, the Internet can be used to carry out activities such as online courses, sharing of teaching resources, and online sports competitions to enrich the content and form of teaching. Students can watch sports events, learn sports knowledge, and participate in online discussions through online platforms to enhance their interest and motivation in learning.

2.3.3

Creation of a sports information resource platform

In the process of creating a sports information resource platform, teachers need to incorporate a wide variety of learning websites so that students can own the learning resources they need in the online learning process [23-25]. In addition, teachers can create a WeChat group to serve as an online resource transit station and integrate the relevant sports teaching videos and resources into modules, zones, contents, structures, disciplines, and years. By dividing into categories, each sports activity and sports step can be effectively summarised and organised, and made into simple short videos so that students can refer to the relevant video materials in the process of personalised independent practice. Moreover, the types of these videos must focus on the interesting, not rigidly choose the traditional boring way, otherwise it is not easy to attract the attention of students, and students will not be able to carry out independent physical exercise. In the current environment of physical education curriculum reform, secondary physical education teachers also need to ensure that each student can master one or two professional sports skills, sports skills, so as to cultivate students to carry out lifelong sports learning awareness.

3

Research object and methodology

3.1

Subjects of study

This paper takes the experimental study of Internet technology-driven physical education teaching model in college physical education courses as the object of research, using the experimental method in the experimental subjects for a college in the class of 2022, 70 students from different majors of the physical education elective course (not physical education majors), these students were randomly divided into two groups, the experimental group and the control group, each group has 35 students each.

3.2

Research Methodology

3.2.1

Questionnaire method

A preliminary evaluation of the reliability and accuracy of the scale was conducted using the questionnaire method and the experimental design method. A total of 70 questionnaires were distributed before the start of the experiment, 35 to the experimental group and 35 to the control group. All 70 questionnaires were successfully returned, achieving 100% validity. Subsequently, item analyses, exploratory factor analyses, and validation factor analyses were performed on the returned questionnaires. An in-depth factor analysis was conducted to test the reliability, validity, and predictive power of these questionnaires, all of which were within reasonable limits of reliability and validity for data acquisition.

3.2.2

Independent samples t-test

After getting the experimental results and analysing the questionnaires, the data were collated and statistically analysed using independent samples t-test and the experimental results data were obtained for further analysis. It is assumed that the cluster is obtained by random sampling from a finite population and it is assumed that the random effect of the cluster factor: $μ_{i j} ~ N (0, σ_{b}^{2})$ , the random effect of the individuals: $ε_{e j} ~ N (0, σ_{e}^{2})$ , and that there are ε_ijk ⊥ μ_ij, $σ_{b}^{2} + σ_{e}^{2} = σ^{2}$ , the degree of similarity between the individuals in the cluster, i.e., the internal correlation coefficient (ICC), which can be measured by ρ (percentage of intergroup variation to the total variation):

Definition: (1) $ρ = σ_{b}^{2} / (σ_{b}^{2} + σ_{e}^{2})$

The mean number of observations for individuals within the same group ${\bar{Y}}_{y j} = \sum_{k = 1}^{n_{i}} \frac{Y_{i j k}}{n_{i j}} (i = 1, 2, j = 1 \dots m_{i})$ .

The total mean of observations under each treatment group is ${\bar{Y}}_{i +} = \sum_{j} \sum_{k} \frac{Y_{i j k}}{n_{i}}$ where $n_{i} = \sum_{j} n_{i j}$ , $N = \sum_{i} n_{i}$ the total mean of all observations ${\bar{Y}}_{-} = \sum_{1} \sum_{j} \sum_{k} Y_{i j k} / N$ .

The estimate of the within-group variance is denoted $S_{e}^{2}$ , the estimate of the between-group variance is denoted $S_{b}^{2}$ , and the estimate of the total variance is denoted $S_{t}^{2}$ The expression is given below: (2) $S_{e}^{2} = \frac{\sum_{i = 1}^{2} \sum_{j = 1}^{m_{5}} \sum_{k = 1}^{n_{j j}} {(Y_{i j k} - {\bar{Y}}_{i j *})}^{2}}{\sum_{i = 1}^{2} \sum_{j = 1}^{m_{j}} n_{j j} - \sum_{i = 1}^{2} m_{i}} = \frac{\sum_{i = 1}^{2} \sum_{j = 1}^{m_{i}} \sum_{k = 1}^{n_{j}} {(Y_{i j k} - {\bar{Y}}_{i j *})}^{2}}{N - M}$ (3) $S_{b}^{2} = \frac{\sum_{i = 1}^{2} \sum_{j = 1}^{m} {({\bar{Y}}_{i j *} - {\bar{Y}}_{i * *})}^{2}}{\sum_{i = 1}^{2} m_{i} - 2} = \frac{\sum_{i = 1}^{2} \sum_{j = 1}^{m_{i}} {({\bar{Y}}_{i j *} - {\bar{Y}}_{i * *})}^{2}}{M - 2}$ (4) $S_{t}^{2} = \frac{\sum_{i = 1}^{2} \sum_{j = 1}^{m_{i}} \sum_{k = 1}^{n_{j}} {(Y_{i j k} - {\bar{Y}}_{i * *})}^{2}}{\sum_{i = 1}^{2} \sum_{j = 1}^{m_{j}} n_{j} - 2} = \frac{\sum_{i = 1}^{2} \sum_{j = 1}^{m_{i}} \sum_{k = 1}^{n_{x}} {(Y_{i j k} - {\bar{Y}}_{i * *})}^{2}}{N - 2}$

It is assumed that the mean of the outcome variable in the intervention group is ${\bar{Y}}_{1}$ and the mean of the outcome variable in the control group is ${\bar{Y}}_{2}$ [26]. The independent t-test and whole group t-test statistics (balanced design) are given below: (5) $H_{0} : μ_{1} = μ_{2}$ 1)

Independent t-tests (independent t-tests without the cluster factor). May be expressed: (6) $t_{1} = \frac{{\bar{Y}}_{1 * *} - {\bar{Y}}_{2 * *}}{\sqrt{S_{t}^{2} (\frac{1}{m n} + \frac{1}{m n})}} ~ t (2 m n - 2)$

2)

Whole group t-test (t-test utilising summary measures approach considering group factors). Can be expressed: (7) $t_{2} = \frac{\frac{1}{m} (\sum_{j = 1}^{m} {\bar{Y}}_{1 j *}) - \frac{1}{m} (\sum_{j = 1}^{m} {\bar{Y}}_{2 j *})}{\sqrt{S_{b}^{2} (\frac{1}{m} + \frac{1}{m})}} ~ t (2 m - 2)$

Balanced conditions: (8) $\frac{1}{m} (\sum_{j = 1}^{m} {\bar{Y}}_{1 j *}) - \frac{1}{m} (\sum_{j = 1}^{m} {\bar{Y}}_{2 j *}) = {\bar{Y}}_{1 * *} - {\bar{Y}}_{2 * *}$

Substituting (4) into (1) yields: (9) $\begin{array}{l} S_{t}^{2} = \frac{(m n - m) S_{e}^{2} + (m - 1) S_{b}^{2}}{m n - 1} = \frac{\frac{(m n - m) n (1 - \hat{ρ})}{1 + (n - 1) \hat{ρ}} S_{b}^{2} + (m - 1) S_{b}^{2}}{m n - 1} \\ = \frac{m n (n - 1) (1 - \hat{ρ}) + (m - 1) [1 + (n - 1) \hat{ρ}]}{(m n - 1) [1 + (n - 1) \hat{ρ}]} S_{b}^{2} \end{array}$

Substituting equation (9) into (7) yields t statistics about m, n, ρ, and $S_{b}^{2}$ : (10) $t_{1} = \frac{{\bar{Y}}_{1.} - {\bar{Y}}_{2 n}}{\sqrt{S_{t}^{2} \frac{2}{m n}}} = \frac{{\bar{Y}}_{1.} - {\bar{Y}}_{2 -}}{\sqrt{\frac{m n (n - 1) (1 - \hat{ρ}) + (m - 1) [1 + (n - 1) \hat{ρ}]}{(m n - 1) [1 + (n - 1) \hat{ρ}]} \frac{2}{m n} S_{b}^{2}}}$

Without considering the degrees of freedom, the relationship between the two statistics is as follows: (11) $t_{2} = t_{1} \sqrt{\frac{m n (n - 1) (1 - \hat{ρ}) + (m - 1) [1 + (n - 1) \hat{ρ}]}{n (m n - 1) [1 + (n - 1) \hat{ρ}]}}$

honorific title (12) $k (m, n, ρ) = \sqrt{\frac{m n (n - 1) (1 - \hat{ρ}) + (m - 1) [1 + (n - 1) \hat{ρ}]}{n (m n - 1) [1 + (n - 1) \hat{ρ}]}}$

There is a range of values for t₂ = t₁ × k(m, n, ρ), k(m, n, ρ): (13) $\begin{array}{l} m n (n - 1) (1 - \hat{ρ}) + (m - 1) [1 + (n - 1) \hat{ρ}] - n (m n - 1) [1 + (n - 1) \hat{ρ}] \\ = m n (n - 1) (1 - \hat{ρ}) - (n - 1) [m (n + 1) - 1] (1 + n \hat{ρ} - \hat{ρ}) \\ = (n - 1) (1 - \hat{ρ}) [m n - m (n + 1)] - (n - 1) [m (n + 1) - 1] n \hat{ρ} \\ = - [(m - 1) (n - 1) (1 - \hat{ρ}) + (n - 1) (m (n + 1) - 1) n \hat{ρ}] \end{array}$

When n = 1, t₁ = t₂ can be obtained from equation (11), and then the whole group intervention trial is reduced to a simple randomised intervention trial. In addition, the value of P calculated by statistic t₁ is P₁, and the value of P calculated by statistic t₂ is P₂. There must be m > 1 and n > 1, then equation (13) must be less than 0, then there must be the following equation: (14) $m n (n - 1) (1 - \hat{ρ}) + (m - 1) [1 + (n - 1) \hat{ρ}] < n (m n - 1) [1 + (n - 1) \hat{ρ}]$

That is, no matter what the values of m, n, and ρ are, there is 0 < k(m, n, ρ) < 1, and the two statistics must be related by Eq. t₁ > t₂ without considering degrees of freedom.

3.2.3

Experimental methods

1)

Experimental Objectives

This study takes the experimental class and the control class as the research object, after nearly one semester’s experiment, to explore the teaching mode of this paper in the quality of physical education courses in colleges and universities to improve the actual effect of the quality of teaching, analyse the difference of the effect, and further sort out the positive effect and value of the teaching mode of physical education courses driven by Internet technology for the actual teaching and learning. The role and value of the “Internet technology-driven physical education curriculum teaching mode” can be produced for the actual teaching.

2)

Experimental arrangement

From 25th January 2023 to 25th September 2023, a total of 16 weeks and a total of 32 credit hours. The experiment will be conducted in the stadium of a university.

3)

Planning and design of teaching content

The planning and design of the teaching content is shown in Figure 1. The control group uses traditional teaching methods that are derived from the physical education syllabus of a university. In order to further improve the teaching effect and quality, the experimental group chose the “Internet technology-driven physical education course teaching mode”, and according to the syllabus, the teaching mode was integrated into the teaching process, so as to design the teaching content of the experimental group.

4)

Controls of the teaching experiment

(1)

After comparative testing of the experimental and control groups, there appeared to be no significant differences between the two groups in the same learning environment, either in terms of physical condition, basic skills, basic methodology, drive to learn or interest. There was no significant difference between the two in the same learning environment, either in terms of teaching equipment or the teacher’s perspective.

(2)

During the examination process, two teachers from the PE teaching team will take up the role of invigilators, while two postgraduate students will take up the duties of invigilators, and their grades will be used as the official record of the examination.

(3)

After the completion of the experiment, the participants were required to undergo a second round of assessment, and this assessment was subdivided into two stages to ensure the accuracy and authenticity of the assessment questionnaire. This test is mainly focused on the quality of teaching and learning in physical education courses in colleges and universities, and its teaching quality is mainly reflected in basic knowledge, skill mastery, and physical education literacy.

4

Experimental analysis of the teaching quality of physical education courses in higher education

In this chapter, at the level of research data, with the help of independent samples t-test to systematically study the role of Internet technology on the improvement of the teaching quality of college physical education courses from three aspects: basic knowledge, skill mastery, and sports literacy. The experimental analysis is operated as follows:

4.1

The role of Internet technology in enhancing basic knowledge

4.1.1

Comparative analysis of basic knowledge before and after control group

The basic knowledge of sports and health is necessary to teach students to exercise, which helps to improve students’ sports and health cultural literacy and form a continuous sports culture. At the end of the teaching experiment, the test paper on the basic knowledge of sports and health was issued again to the students of the two groups, and the data collected before and after the experiment were compared and analysed, and the results of the comparative analysis of the basic knowledge of the control group before and after the experiment are shown in Figure 2. The data shows that after the end of the experiment, students in the control group improved their mastery of basic knowledge of physical education and health compared to before the experiment. Specifically, their average score before the experiment was 50.45 points, while after the experiment it increased to 56.15 points. The significance of this improvement was confirmed by the P value > 0.05, i.e., P value > 0.05. This is a good indication that the traditional teaching mode plays a positive role in promoting students’ mastery of the basic knowledge of physical education and health, but does not have a significant difference. The reason for this is that in the process of teaching physical education, teachers will teach students the basic knowledge related to physical education and health during the demonstration and explanation stage to help students learn the classroom content better and effectively improve students’ mastery of the basic knowledge of physical education and health.

4.1.2

Comparative analysis of basic knowledge before and after the experimental group

Using the independent samples t-test, the student’s basic knowledge of physical education before and after the experimental group was compared and analysed, and the results of the comparative analysis of basic knowledge before and after the experimental group are shown in Figure 3. It can be concluded that there is a significant difference between the performance of the students in the experimental group in the basic knowledge of physical education and health tested after the experiment and before the experiment, and this difference is extremely obvious. Specifically, it is shown that the average score after the experiment has been significantly improved compared with that before the experiment, and the average values of students’ scores before and after the experiment are 52.89 and 80.03, respectively, with a P-value of less than 0.05, i.e., <0.05, which indicates that the experimental group of student’s mastery of knowledge of physical education and health after the experiment has been improved very significantly. The reason for this situation can be attributed to the effective use of the Internet technology-driven physical education curriculum teaching mode in the classroom, where teachers focus on the student’s theoretical knowledge of technical movements and carry out theoretical knowledge in every link of the classroom, for example, in the exploration and explanation, teachers guide students to carry out independent exploration first, and then carry out in-depth explanations, which help students to grasp the theoretical knowledge more profoundly.

4.1.3

Comparative analysis of experimental and control groups after the experiment

For the same reason as above, the results of comparative analysis between the experimental group and the control group after the experiment are shown in Figure 4. As can be seen from the data, the average mastery of students in the experimental group and the control group in the basic knowledge of physical education and health after the experiment is 80.03 points and 56.15 points, respectively. Comparing the p-values of the two groups, the experimental group is much smaller than 0.05, which fully shows that there is a very significant difference in the mastery of basic knowledge of physical education and health of the students in the experimental group after the experiment compared with the control group. This result shows that the application of Internet technology-driven physical education curriculum teaching mode in teaching can more effectively improve students’ understanding and mastery of basic knowledge of physical education and health.

4.2

The role of Internet technology in enhancing skill acquisition

Taking the college sports basketball course as an example, the basketball skill mastery test is divided into dribbling, passing, and jump shots, with the help of the control test comparison method, to explore the role of Internet technology on skill mastery enhancement and its detailed analysis process is shown as follows:

4.2.1

Comparative analysis of skill acquisition before and after control group

The results of the comparison of test scores before and after the experiment in the control group are shown in Figure 5. The control group adopts the conventional sports skills teaching method. Students learn basketball skills mainly through the teacher’s intuitive demonstration; in the process of learning more imitation of the teacher’s technical movements, the principle of technical movements is not very clear, so the students don’t know whether their technical movements are correct in the process of practicing, and the problems that arise in practice can only be solved by the teacher’s tour guidance. Problems that arise during practice can only be solved under the teacher’s touring guidance. Due to the limited teaching time, coupled with a large number of people, it is not easy to complete the content of the class to ensure quality and quantity. If the teacher instructs everyone to master the content of what they have learned, it is difficult to complete the task and the content of the class. If we want to cover the entire content of this lesson, we cannot instruct everyone, and some students may not be able to master the technical movements properly. Because of the differences in the basic level and receptive ability of each student, the students with good foundation and strong receptive ability can master the technical movements learned faster and better in the process of learning, while the students with poor foundation and poor receptive ability can not master the content learned well. In the use of conventional physical education skills teaching method in the control group of the technical indicators by paired samples t-test found that the effect of dribbling technology is not significant (T = 2.328, P>0.05), the effect of shooting in place technology is not significant (T = 2.431, P>0.05), and the effect of two-person marching passes shooting technology is not significant (T = 3.062, P>0.05). It shows that the use of conventional physical education teaching methods has some improvement on the students’ basketball skill level, but the improvement is not significant.

4.2.2

Comparative analysis of skill acquisition before and after the experimental group

The results of the comparison of skill mastery before and after the experimental group are shown in Figure 6, which shows that the indicators in the experimental group of the Internet technology-driven physical education curriculum teaching model were found to have a significant effect on dribbling technology (T = 19.248, P < 0.05), a significant effect on the technique of the in-situ jumper (T = -13.294, P < 0.05), and a significant effect on the two-person marching pass and shooting technique was significant (T = 18.091, P < 0.05). The use of networking technology-driven physical education curriculum teaching mode in basketball technology teaching has resulted in a significant increase in students’ basketball skill levels. The main reason for this is to fully mobilise students’ enthusiasm and initiative, and to be brave to express their views in the process of learning, and not to be afraid of speaking out their imperfect views, or even wrong views, as the saying goes, failure is the mother of success, and it is only by exploring to find out where the problems lie and solving them that we can improve the degree of skill mastery.

4.2.3

Comparative analysis of experimental group and control group after the experiment

The comparative analysis of the experimental group and the control group after the experiment is shown in Figure 7. It can be seen that the indicators in the experimental group and the control group after the experiment were found by independent samples T-test, in the use of the Internet technology-driven physical education curriculum teaching model than the use of conventional physical education skills teaching method for the improvement of dribbling technology performance is significant (T = 6.083, P < 0.05), the effect of the in-situ jumping and shooting technology is significant (T = -3.476, P < 0.05), the effect of two people marching between the passing and shooting technique was significant (T = 4.308, P < 0.05). It indicates that the Internet technology-driven physical education curriculum teaching mode in basketball technology teaching has a more substantial improvement in students’ basketball technical level, which is more conducive to the mastery of students’ sports skills. As can be seen from the statistical results, the results of the students in the control group also improved, indicating that the conventional sports skills teaching method also has a certain effect on the learning and mastery of students’ basic skills. The experimental group’s students’ scores increased considerably, indicating that the Internet-driven physical education curriculum teaching model has a significant teaching effect on students’ mastery of the three basic basketball skills. The increase in the experimental group’s grades is higher than that of the control group, indicating that the Internet technology-driven physical education curriculum teaching mode has a more significant effect on the teaching of these three basic techniques, and the teaching effect is significantly better than that of the conventional physical education skills teaching method, which is more conducive to improving the level of student’s mastery of the basic techniques of basketball, and their mastery of the sports techniques and their application.

4.3

The Role of Internet Technology in Enhancing Physical Literacy

This subsection uses independent samples t-test to verify the role of Internet technology on the enhancement of physical education literacy in terms of learning styles, interest and participation, classroom performance, co-operation spirit, and these four items. The experimental analysis process is shown below:

4.3.1

Comparative analysis of physical literacy before and after control group

The results of the comparative analysis of physical literacy before and after the control group are shown in Figure 8. It can be reflected that the learning style, interest participation, classroom performance, and co-operative spirit of the students in the control group were improved after they were taught with the traditional teaching mode, but there was no significant difference, indicating that the traditional teaching mode was not obvious in improving the student’s classroom performance. The reason for this may be that the traditional teaching mode lacks novelty in the teacher’s way of classroom introduction, ignores the students’ independent investigation in the classroom, and fails to fully mobilise the students’ initiative and enthusiasm in the classroom, which leads to the low effect of the student’s performance in the classroom.

4.3.2

Comparative analysis of physical literacy before and after the experimental group

Figure 9 demonstrates the comparative analysis of physical literacy before and after the experimental group, and it was found that the students in the experimental group showed a very significant improvement in their learning styles, interest participation, classroom performance, and co-operation spirit after the experiment. The P-values of the four dimensions are all <0.05, i.e., all <0.05, indicating that there is a very significant difference compared with the pre-experiment. The teaching method used in this paper has focused on the students’ subjective position, and their self-initiative has been further enhanced. At the same time, the teacher plays the role of an active guide in this process, encourages the students to grow together in cooperation with their classmates, and effectively cultivates the students’ independent inquiry ability and the spirit of solidarity and collaboration, thus achieving better teaching results.

4.3.3

Comparative analysis of experimental and control groups after the experiment

The comparative analysis between the experimental and control groups after the experiment is shown in Fig. 10, in which CG and EG denote the control group and the experimental group, respectively. It can be reflected that there are significant changes in the experimental group students’ learning style, interest and participation, classroom performance, cooperation spirit, and dimensions compared with the control group students, and their p-values are 0.019, 0.004, 0.002, 0.036, respectively, which are less than 0.05, which indicates that the experimental group students are significantly higher than the control group students in the development of these four dimensions. The above analysis shows that applying the teaching model of this paper to the teaching of physical education courses is more conducive to the development of students’ learning styles, interest and participation, classroom performance, and spirit of co-operation shown in the classroom, which effectively improves the effect of students’ classroom learning and further develops students’ willful quality of solidarity and co-operation.

5

Conclusion

Given the current state of physical education courses, we propose an Internet-driven approach to teaching physical education courses. The teaching characteristics of physical education courses are combined to create the Internet-driven physical education teaching model. The Internet-driven physical education teaching model is analyzed by the differences in basic knowledge, skill mastery, and physical education literacy to show the facilitating effect of Internet technology on the improvement of the quality of physical education course teaching in colleges and universities. After analysis, it was found that before the experiment, there was no significant difference between the experimental and control groups in basic knowledge, skill mastery, and sports literacy. After a period of teaching implementation, the experimental group and the control group have significant differences in basic knowledge, skill mastery, and sports literacy, which meets the significant difference condition of P<0.05. It shows that the traditional sports teaching mode is difficult to meet the current teaching needs, and the Internet-driven sports teaching mode designed in this paper is very good for meeting the teaching needs of students and teachers so that the quality of teaching in colleges and universities has been significantly improved.

Lingua:: Inglese

Frequenza di pubblicazione:: 1 volte all'anno
Argomenti della rivista:: Scienze biologiche, Scienze della vita, altro, Matematica, Matematica applicata, Matematica generale, Fisica, Fisica, altro

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A Systematic Study of the Integration of Internet Technology to Improve the Teaching Quality of Physical Education Courses in Colleges and Universities

Qiang Fang

Pubblicato online: 05 feb 2025

Ricevuto: 23 set 2024

Accettato: 09 gen 2025

DOI: https://doi.org/10.2478/amns-2025-0057

Parole chiaveQuestionnaire method, Independent samples t-test, Experimental method, Teaching physical education programmes, Internet technology

© 2025 Qiang Fang, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Parole chiave
Questionnaire method, Independent samples t-test, Experimental method, Teaching physical education programmes, Internet technology