Intervention effect of online and offline blended physical teaching on college students' physical exercise attitude

Abstract

To explore the intervention effect of two different physical teaching modes on college students' physical exercise attitude and provide new perspectives and approaches for the development of physical teaching in colleges and universities. Methods A total of 51 Grade 2020 students from a university in Guangzhou were selected as the experimental subjects and were enrolled in a single-blind experiment. They were divided into the traditional teaching class (31students) and the "online and offline" blended teaching class (30 students) for 18 weeks. Results SPSS 25.0 was used to perform an independent sample T-test and paired sample T-test for the data obtained from the questionnaire, the results show that: (1) Compared with that before the experiment, the physical attitude of students in the traditional teaching class was significantly improved after the experiment (p = 0.046 ⪅0.05); the physical attitude of students in the "online and offline" blended teaching class was considerably improved after the experiment (p = 0.007 ⪅0.01). After the experiment, the physical attitude of students in the "online and offline" blended teaching class was better than that of students in the traditional teaching class. (2) The physical behavioral intention of students in the traditional class changed significantly compared with that before the experiment, which was statistically significant (p ⪅0.05), as shown by a higher intention to participate in physical exercise. (3) The behavioral attitude, the sense of behavioral control, and subjective criteria of the students in the "online and offline" blended teaching class were statistically significant (p ⪅ 0.01 or p ⪅ 0.05), which was reflected in an increased tendency to participate in physical exercise, an increased ability to control physical exercise behavior and a more accurate subjective evaluation of participation in physical exercise. Both teaching modes can effectively correct students' attitudes towards participation in physical exercise; but the effect of "online and offline" blended teaching on improving students' physical exercise attitude was significantly better than that of traditional teaching.