Physical Education Professionals Research Articles

Examination of Pre-Service Physical Education Teachers' Beliefs on Physical Education Profession

This research examines pre-service physical education teachers' (PPETs’) beliefs on the physical education profession (BPEP). A convergent mixed-method research design was administered. The descriptive information form, PPET-BPEP, and open-ended questions were used to collect the data. 218 PPETs’ studying in PETE program and pedagogical formation certificate program participated in this research. Non-parametric tests were used for quantitative data, and content analysis was used for qualitative data. While gender did not differ significantly between the programs, there was a significant difference in the "value of PE profession" sub-domain. There is a substantial difference between those whose first career choice is PE teacher and those who don't, and those who want to become a PE teacher after graduation and those who don't. Those whose first career choice is PE teaching tend to this profession for reasons such as having an athlete identity, dream job, role model effect, and a desire to make children love and teach sports. Those who want to be a PE teacher after graduation stated the following reasons for their preference: want to endear sports to children, love and want to take care of children, dream job, want to explain the importance of the profession, want to be involved in sports and some features of the work. In conclusion, it is recommended that more research should be done on PPETs’ beliefs on the PE profession.

Stakeholder perceptions of the feasibility of e-portfolio-based assessment of physical literacy in primary health and physical education

ABSTRACTBackgroundPhysical literacy (PL) is widely acknowledged as an integral component of high-quality physical education programmes. However, what constitutes appropriate assessment of PL remains a contested issue. This study drew on Whitehead’s conceptualisation of PL as a lifelong journey and investigated how primary school teachers can support students’ PL learning through innovative and engaging assessment methods. The study specifically examined the feasibility of using e-portfolios to facilitate quality PL learning and quality assessment in Physical Education (PE), from different stakeholder perspectives.MethodsThis interpretive study employed a qualitative design and methods to investigate aspects of feasibility with three purposive participant samples, each bringing different perspectives to the inquiry: established leaders in the field with expertise in PL (n = 11), primary PE professionals with experience in PL and/or assessment (n = 5), and professionals with specialist knowledge in use of e-portfolios and digital technologies (n = 4). Semi-structured interviews with participants were audio-recorded and transcribed. Data was analysed using an inductive thematic approach to identify emergent themes.ResultsAll participants identified e-portfolios as a powerful tool for engaging students in their PL journey and facilitating opportunities for self-reflection and progress evaluation. Findings revealed insights into three overarching themes. These included: philosophical, pedagogical, and pragmatic considerations needing to be addressed for the successful implementation of e-portfolio assessment to support students’ PL journey. Philosophical alignment highlighted the need for teachers to identify the conceptualisation of PL that underpins and guides assessment practices. Pedagogical alignment necessitates student-centred approaches that foster self-reflection on PL development. Pragmatic alignment requires whole-school approaches to resourcing to facilitate e-portfolio assessment and PL development.ConclusionDespite the inherent challenges and tensions associated with assessing PL, e-portfolios are identified as a potent tool for engaging primary aged students in their PL journey. Findings provide direction for primary educators looking to leverage e-portfolios as a means of promoting and supporting PL.

Deportigualízate: enacting critical intersectional feminist pedagogy in Spanish PESTE

ABSTRACT Background Physical education is seen as a subject that can both entrench but also challenge inequities. Within Spain, there is legislation requiring educators to teach about gender equity in schools across all subjects. Given this, topics around gender (and equity more broadly) are being taught in some Spanish Physical Education-Sport Tertiary Education (PESTE) programmes. Purpose The purpose of this paper is to explore university students’ experiences of engaging with a critical intersectional feminist pedagogy unit in a Spanish PESTE programme. Methods This paper represents one participatory action research study that is part of a larger research project exploring equity in physical education. The authors use qualitative data generation methods (including interviews, evaluations, field notes, and others) as well as data analysis (narrative analysis, descriptive coding, concept coding) to develop the findings. Findings The findings examine two teaching moments from the unit that students resonated with the most. In so doing, the authors examine the specific factors that the students discussed the most as affecting the way they think about equity in health, physical activity, and education. Conclusions The authors conclude by arguing that critical approaches to physical education that draw on embodied pedagogies and emplaced criticality have the ability to make ripples of change that can help raise issues of equity amongst future physical education professionals.

Follow-Up of Eight-Weeks Detraining Period after Exercise Program on Health Profiles of Older Women

Background: The multicomponent training program (MTP) is a physical exercise strategy used to combat the sedentary lifestyle in older women (OW). However, periods of interruption in training are common in this population. The aim of our study was to analyze the 8-week MTP effects followed by two, four, and eight weeks of interruption on the lipid profile (LP) and functional capacity (FC) of OW. Methods: Twenty-one OW (experimental group [EG], 67.6 ± 3.1 years; 1.55 ± 0.35 m) were subjected to an 8-week MTP followed by a detraining period, and 14 OW (control group [CG], 69.4 ± 4.7 years; 1.61 ± 0.26 m) maintained their daily routine. FC (i.e., 30-s chair stand [30-CS], 8-foot up and go [8-FUG], 6-min walk [6-MWT], handgrip strength [HGS], and heart-rate peak during 6-WMT [HRPeak]), total cholesterol (TC) and triglycerides (TG) were assessed before and after MTP and two, four, and eight weeks after MTP. Results: 8-week MTP resulted in higher FC and decreased LP values in EG (p < 0.05); two and four weeks of detraining did not promote changes. After eight weeks of detraining TC (ES: 2.74; p = 0.00), TG (ES: 1.93; p = 0.00), HGS (ES: 0.49, p = 0.00), HRPeak (ES: 1.01, p = 0.00), 6-MWT (ES: 0.54, p = 0.04), and 8-FUG (ES: 1.20, p = 0.01) declined significantly. Conclusions: Periods of more than four weeks of detraining should be avoided to promote a good quality of life and health in OW. If older people interrupt training for a period longer than four weeks, physical-education professionals must outline specific training strategies to maintain the adaptations acquired with MTP. Future studies should establish these criteria based on ideal training volume, intensity, and frequency.

History of Physical Culture and Sports» as a factor of patriotic education of higher education students

In this article, the focus is on the deliberate and organized pedagogical process of instilling patriotism in future professionals of physical education and sports, with the aim of preserving and passing on national values and traditions. Specifically, this pertains to the field of physical education and sports, fostering loyalty and love for one's homeland, readiness to defend it, and the promotion of patriotic education among Ukrainian youth.
 The author has developed a theoretical model for a system of patriotic education among students through the study of the history of physical education and sports. The primary goal of this model is to nurture patriotism, encompassing knowledge of the domestic history of physical education and sports within the context of global events, reverence for Ukrainian traditions in physical education and sports, pride in the achievements of Ukrainian athletes, a sense of the need to honor one's ancestors, the desire to pass on Ukrainian traditions to the younger generation, and a readiness to defend the homeland.
 The possibilities of the educational component "History of Physical Education and Sports" as a means of patriotic education for students are explored. The proposed content of this component intertwines topics from both global and domestic history, providing a comprehensive understanding of events in Ukraine as an integral part of global and European processes.
 The article also highlights the pedagogical conditions for the effectiveness of the system of patriotic education through the "History of Physical Education and Sports," which include the demonstration of patriotism and pedagogical skill by the instructor, the examination of the history of physical education and sports in Ukraine within the context of world history, the inheritance of the cultural heritage of the Ukrainian people, and the observance of academic integrity.

Video-based Analysis for Teacher Development in Physical Education

The world in the 21st century is a world of technology and revolution in different aspects of life. The increasing desire of young people to use technology (van Laarhoven & van Laarhoven-Myers, 2006) at home, at work, and during leisure time has made industry come up with a variety of tools to be used. In such a scenario, the video recording analysis method has become a helpful tool in researchers’ and educators’ hands, allowing them to observe and assess a class, conduct pedagogy research, and so forth. For some time, video has been used to record and analyze human movement for health issues. Physical education professionals and coaches took advantage of technology to improve their athletes’ performance using video capture. The video gave them the opportunity to analyze and inform their athletes for better performance during competition. Video-based observation has been used in several studies conducted in schools, for different disciplines and for different reasons, such as to compare different teaching styles, to compare teaching behaviors of teachers, to compare student participation in class, or teaching effectiveness (Constantinides et al., 2013). In physical education, there is a growing interest among physical educators to incorporate digital technology in their teaching (Pyle & Esslinger, 2014; Thomas & Stratton, 2006). In this paper, however, the focus of the discussion is on how this technology may help the teacher develop and provide more effective lessons to the students. Therefore, the process of video recording is analyzed, the value-based observation is thoroughly discussed, as well as the value for the teacher who wants to develop his teaching. Furthermore, suggestions are made for physical education teachers who may use this method in the future for their own development in teaching physical education.

Research on Curriculum Reform of Physical Education Specialty in Colleges and Universities Based on OBE Concept

Physical Education Major in Colleges and universities is the main force to cultivate excellent physical education reserve talents in China. In order to improve the training quality of compound talents in physical education, this study takes the curriculum of physical education major in colleges and universities as the research object, and studies the curriculum structure, curriculum teaching mode, curriculum practice and curriculum evaluation of the curriculum of physical education major. The research shows that optimizing physical education curriculum based on OBE concept can meet the needs of physical education curriculum construction, deepen the curriculum reform of physical education, and help achieve the goal of training physical education professionals. However, based on the current research results, it is found that there are corresponding deficiencies in the implementation of each part. Therefore, this study puts forward the corresponding reform strategies according to the five contents emphasized by the OBE concept: everyone can succeed, personalized evaluation, proficiency, performance responsibility and ability standard. For the course structure, we should increase the types of elective courses and improve the proportion of technical courses; For the classroom teaching mode, adopt the flexible organization form of the course, update the design structure of the course and enrich the teaching methods of the course; For curriculum practice, we should pay attention to curriculum teaching practice and strengthen educational practice; For curriculum evaluation, comprehensive evaluation content and diversified evaluation methods are adopted.

Источниковедческий аспект изучения биографии первого российского олимпийского медалиста, заведующего кафедрой физической культуры Военно-медицинской академии А. П. Петрова

Alexander Petrovich Petrov made a huge contribution to the development of wrestling and the Olympic movement, he became the first Russian to win an Olympic medal. In 1908 A. P. Petrov became a silver medalist at the IV Olympic Games (London) in French wrestling competitions. A. P. Petrov was at the origin of the creation of the concept of domestic physical education of students. He did a lot as a theorist and practitioner in the field of professional physical culture and sports education, working at the leading universities of the country – the State Pedagogical Institute named after A. I. Herzen and the Institute of Physical Education named after P. F. Lesgaft. He was engaged in the development of student sports, headed the Department of Physical Education of the Military Medical Academy. At the same time, the personality of A. P. Petrov and his contribution to the declared directions of physical education and sports are poorly studied and underestimated. Studying the biography of A. P. Petrov is important from the historical, pedagogical and local history sides, his name needs to be perpetuated and promoted. The new and available in scientific circulation information sources about the life of A. P. Petrov are analyzed, further directions of research of his personality are outlined. Research methods are analysis of scientific publications, periodicals, memoirs, archival materials, photographic documents, epistolary activity with experts, search method. Publications and other sources devoted to the facets of the personality of A. P. Petrov – sports, scientific, pedagogical, medical, forensic, stage, managerial, etc – were found and analyzed. It was proved that A. P. Petrov was the first Russian Olympic medalist. Previously unused sources have been introduced into scientific circulation, the burial place of A. P. Petrov was found. It is shown that A. P. Petrov was a very hardworking person, devoted to his chosen path, respected among his colleagues. The directions of further research of the personality of A. P. Petrov are outlined.

A national survey of gendered grouping practices in secondary school physical education in England

ABSTRACT Background Gendered grouping practices and curriculum provision are matters of long-standing contention and debate in physical education (PE) policy, research, and practice internationally. In England, there is a long tradition of single-sex grouping in PE in secondary schools, with accompanying gendered patterns of staffing and many boys and girls taught different activities in the curriculum. Research on the incidence of single- and mixed-sex grouping in PE is however scarce, dated, and limited in scale. At a time when education, sport, and society are challenged to move beyond binary discourses and critically review structures and practices that uphold stereotypical and established gendered power relations, this study sought to provide an evidence base and stimulus for researchers, policy-makers, and PE professionals to (re-) engage with grouping practices in PE. Specifically, the study was designed to provide a national picture of current single- and mixed-sex grouping arrangements in PE in secondary schools in England. Method Data were collected by a web-based survey of all 2873 mainstream state-funded co-educational secondary schools in England. The survey was addressed to Subject Leaders of PE and was open between September and October 2021. A total of 818 surveys were completed giving an overall response rate of 28.5%. Results The responses indicated that single-sex grouping is the most common arrangement in core (compulsory, non-examination) PE in Key Stage 3 (Years 7–9) and Key Stage 4 (Years 10–11), whilst mixed-sex grouping is dominant in General Certificate of Secondary Education (GCSE) and/or Business and Technology Education Council (BTEC) PE in Key Stage 4. It was noticeable, however, that very few schools were using the same arrangement for all PE lessons in Key Stages 3 and 4, and some were using single-sex grouping within mixed-sex PE lessons, particularly in physical contact activities such as rugby and football. The responses highlighted that single- and mixed-sex grouping decisions in PE are complex and contingent on several interrelated factors, including curriculum content and structures, school timetabling, staffing arrangements and preferences, the nature of the student cohort, and specific considerations relating to safety in some sport contexts. Data indicated that in many instances grouping arrangements in secondary school PE in England serve to reproduce and legitimate restrictive binary gender discourses. There was some but limited evidence of grouping approaches positively supporting gender diversity within PE, with a small number of schools organising PE in mixed-sex classes to be more inclusive of transgender and non-binary students. Discussion and conclusion This study highlights the role that grouping approaches play in either impeding or advancing work to strengthen gender equity and inclusion in PE and identifies teachers’ knowledge, skills, and understandings relating to grouping approaches and gender diversity as an important focus for initial teacher education and professional learning. The paper also calls for engagement from research and professional communities internationally to inform future policies and practices regarding the use of grouping approaches in PE.

Health promotion and pedagogical practice in physical education in the context of a public gym

The objective of the study was to understand the cultural dynamics related to health promotion in the context of the pedagogical practice of Physical Education professionals working in a public gym in a municipality of Baixada Santista, State of São Paulo – Brazil. In the method, an ethnography was proposed, which used participant observation over a semester, as well as conducting semi-structured interviews with two Physical Education professionals and five local residents and gym users, in addition to daily notes in the field notebook. Data analysis was done through triangulation and the use of non-aprioristic categories. Thus, the use of such strategies allowed us to immerse ourselves in the field of research and revealed the customs, practices, values and diversity of work inherent to the concepts, meanings and meanings attributed to that pedagogical practice. Finally, what can be stated is that in the daily rites of that cultural dynamic, the treatment given to the promotion of health is understood in a non-directive format about the steps that make up the pedagogical practice in Physical Education.

Physical Education: At the Centre of Physical Activity Promotion in Schools.

Whilst recognising and advocating for the role and importance of schools and whole school approaches to the promotion of physical activity in schools, this paper argues that physical education (PE) should be at the centre of and driving schools' efforts to promote physical activity. Various reasons are given for this, with these broadly centring on the unique goal, nature, and responsibilities of the subject with respect to promoting physically active lifestyles and health-related learning. Furthermore, there have been positive strides in recent years to support this endeavour and that serve to highlight, strengthen, and reinforce the focus and responsibility of PE in the promotion of physical activity. In light of these, it is suggested that it is a pivotal time for PE. Equally, it is accepted that PE faces some longstanding challenges that are hindering and raise questions concerning the subject's physical activity promotion efforts. Despite this, it is contended that these should not be unsurmountable, and more recent developments should also help the subject to realise its physical activity promoting potential moving forwards. In particular, the critical importance of high-quality PE that has young people at the core is highlighted. It is concluded that it is both time and timely for the PE profession to be bold, have confidence, and grasp these opportunities and ensure that high-quality PE is central to the explicit planning and co-ordination of meaningful, coherent, relevant, and sustainable physical activity opportunities for young people in schools.

ЕВОЛЮЦІЯ ТА ПЕРСПЕКТИВИ ВДОСКОНАЛЕННЯ ПРОФЕСІЙНОЇ ОСВІТИ В ГАЛУЗІ ФІЗИЧНОЇ КУЛЬТУРИ ТА СПОРТУ В УКРАЇНІ

In Ukraine, the process of integrating the achievements of other European countries in the field of physical culture and sports into the educational process of higher education institutions continues. Special attention is focused on the training of specialists for this field. The construction of a modern system of professional physical education is based not only on the leading achievements of other countries, but also on the best domestic achievements in the field of physical culture and sports. To ensure a high level of readiness of graduates of physical education institutions, it is important to take into account the current needs of the labor market. It is the needs of the market that dictate the list of competencies that a graduate must possess in order to be competitive. The fullness and variability of educational programs for professional training of future specialists in the field of physical culture and sports should take into account the relevant requirements of the modern labor market, as well as be consistent with the requirements of the national qualifications framework. To build an effective system of higher education in the field of physical culture and sports, it is important to know and understand the process of formation of the national system of professional education and to consider the miscalculations made in previous years. Such an analysis allows building a new powerful educational platform for the training of future specialists in the field of physical culture and sports and avoiding possible mistakes, preserving, and multiplying national traditions and values in this field. The article presents the results of a retrospective analysis of the formation of domestic professional education in the field of physical culture and sports, practical experience, and the authors' point of view regarding the ways of preserving professionalization in education. The basis of training is the chosen sport, the character of the students' educational activity is changing. Preservation of the unity of the educational environment of professional education in the field of physical culture and sports in Ukraine is possible based on the definition of a list of common general professional competencies at the bachelor's (readiness for practical-oriented activity) and master's (readiness for analytical activity based on the integration of physical fields of knowledge) education levels. Key words: training of specialists, competence-oriented approach, national traditions in professional education, profiling, specificity of training areas.

Professional development for physical education teachers: A participatory approach to identifying learning needs

Predetermined professional development (PD) programmes delivered by external experts are the usual approach to enhancing the teaching of physical education (PE) in disadvantaged school contexts. This generally does not result in sustained learning and development once the PE professionals withdraw. Addressing the lack of teacher- and context-driven PD, we propose an evidence-based, collaborative, and transformative PD approach that involves teachers themselves in designing, implementing, and evaluating ongoing learning opportunities suited to their context. To enable teachers to improve their practice in a sustainable manner, we adopted a participatory action learning and action research design, using qualitative data generation tools. With this article we report on the first cycle, namely that of action and reflection, where teachers generated and analysed qualitative data to identify their learning needs. Four themes emerged, namely (1) the need to interpret and adapt the Curriculum and Assessment Policy Statement (CAPS) (2); ability to teach PE in their specific low-resource context while; (3) generating support from colleagues and management, and (4) coping with systemic issues impacting on their teaching. We discuss the implications of these needs for the continuing PD of teachers.

The role of physical education professionals in post-covid-19 rehabilitation: experience report

Hospitalized patients affected by COVID-19 have neuromuscular and cardiorespiratory sequelae. Thus, this study was carried out with the objective of reporting the performance of the physical education professional in a functional rehabilitation program, offered to post-COVID-19 patients. The reported experience took place in the Municipal Health Network in the city of Campo Grande/MS, with interventions developed through Unique Therapeutic Projects. The physical education professional participates in the entire rehabilitation process, from reception to discharge of the patient. The approach is aimed at promoting functional autonomy, control of risk factors for comorbidities, postural correction and maintenance of ideal weight. The service includes aerobic, resistance and flexibility training, health education actions and the continuity of the practice of physical activities after the end of the Project sessions. We conclude that the intervention of this professional was essential to improve the functional autonomy and well-being of patients. With this, we recommend that the experience be replicated, either within the Unified Health System or in other national public health systems.

Knowledge of physical education professionals and students about ADHD and its motor impairments

BACKGROUND: Attention Deficit Hyperactivity Disorder (ADHD) is characterized by inattention, hyperactivity, and impulsivity and includes one of the most prevalent neurodevelopmental disorders in childhood. Despite the high prevalence, many professionals who work with children and adolescents with this disorder do not have enough knowledge on the subject. Physical education professionals deal directly with these children and need the knowledge to choose which skills and/or motor criteria to emphasize in their classes. However, issues related to neurodevelopmental disorders are not frequently addressed in the physical education courses, which impairs proper dealing with this population. AIM: This study aims to verify the level of knowledge about ADHD and its motor impairments in professionals and students of physical education. METHOD: A questionnaire was developed by researchers of motor behavior and was applied to professionals and students of physical education. The participants' responses were then analyzed through descriptive and inferential statistics. RESULTS: The results indicate that although the volunteers have basic notions about the subject, they do not have enough preparation to deal with children with ADHD. CONCLUSION: It was concluded that the knowledge about ADHD is insufficient and a reformulation in the curriculum of physical education courses is recommended.

Long-term functional performance changes and detraining in community-dwelling older adults participating in a group-based multicomponent training program

BACKGROUND: Attention Deficit Hyperactivity Disorder (ADHD) is characterized by inattention, hyperactivity, and impulsivity and includes one of the most prevalent neurodevelopmental disorders in childhood. Despite the high prevalence, many professionals who work with children and adolescents with this disorder do not have enough knowledge on the subject. Physical education professionals deal directly with these children and need the knowledge to choose which skills and/or motor criteria to emphasize in their classes. However, issues related to neurodevelopmental disorders are not frequently addressed in the physical education courses, which impairs proper dealing with this population. AIM: This study aims to verify the level of knowledge about ADHD and its motor impairments in professionals and students of physical education. METHOD: A questionnaire was developed by researchers of motor behavior and was applied to professionals and students of physical education. The participants' responses were then analyzed through descriptive and inferential statistics. RESULTS: The results indicate that although the volunteers have basic notions about the subject, they do not have enough preparation to deal with children with ADHD. CONCLUSION: It was concluded that the knowledge about ADHD is insufficient and a reformulation in the curriculum of physical education courses is recommended.

Temporal analysis of the inclusion of Physical Education Professionals and Residents in the Brazilian Unified Health System (SUS) from 2009 to 2021

Physical Education is one of the categories featured in the SUS workforce. An ecological time series study, based on the National Registry of Health Establishments, was conducted to analyze the inclusion of Physical Education Professionals (PEFs) and residents in the SUS between 2009 and 2021. The scope of the article was to establish a panorama of the inclusion of Physical Education and analyze the distribution of PEFs and residents in the different regions. An increase of 476.01% in the number of PEFs and 10,366.67% among residents was revealed. The PEF rate per 100,000 inhabitants increased by 13.7% per year from 2009 to 2021, with an increase of 28.1% between 2009 and 2014 and 7.8% between 2014 and 2019, and a decrease of 3.4% between 2019 and 2021. The resident rate increased by 36.2% per year between 2009 and 2021, with a 45.9% increase between 2009 and 2017 and 18.7% between 2017 and 2021. Regional inequalities in the distribution of PEFs and residents were revealed, with the highest concentration, in 2021, in the Northeast and South regions, respectively. The increase in PEFs and residents in the SUS can be linked to policies and programs of physical exercise and activities, while the decrease is possibly related to the Previne Brasil Program and the COVID-19 pandemic.

Faculty Perspective Regarding Practical Experience of Adapted Physical Education for Undergraduate Students

Preparing future physical education professionals to teach adapted physical education (APE) is a responsibility of physical education teacher education (PETE) programs. Furthermore, there is limited literature on practicum and/or field experiences as a part of APE courses from the perspective of faculty members. The purpose of this qualitative study was to explore faculty views in relation to the practical experiences in undergraduate APE courses. Structured interviews were conducted with faculty members of higher education institutions in the U.S. There were five study participants in this study. Thematic analysis was employed for data analysis. The findings included three subthemes: (a) quality of quantity, (b) need for diversity in practical experiences, and (c) practical experience pertaining to APE courses. Practical experience in APE courses is an integral part of professional preparation for undergraduate students in kinesiology programs. There are no exact criteria for requirements across the states; however, students could maximize their learning by engaging in diverse APE practicum settings. The instructor of APE courses should provide clear guidelines and feedback for students. Instructors of APE courses must also consider the institutional and environmental context prior to planning and implementing practical experiences to provide successful learning experiences for students.

Correlations between health indicators in women who survived breast cancer

The increase in breast cancer survivors (BCS) has established unprecedented demands on health systems worldwide. In this context, new knowledge is needed to subsidize strategies to handle this population. The objective of this study was to combine the correlations between anthropometric, hematological, biochemical, biophysicochemical, muscle strength, and age variables in BCS. Twenty-two volunteers (51.7 ± 9.2 years old) with a history of mastectomy and lymphadenectomy participated in the study. Among the results, the correlations of the body mass index with lipid profile, strength, and body composition draw special attention. The associations of lipid profile with erythrocyte membrane stability, body composition, and leukocyte count, the associations of the red cell distribution width (RDW) with body mass index, lipid profile, and strength, and the positive correlation between age and leukocyte count also deserve highlights. Such findings allow concluding that investigations that deal singly with health indicators represent a severe limitation in the study of the public in question, and it is necessary to avoid them. The complex network of interactions observed between the various parameters studied reinforces the importance of a global biological analysis of attractive cost-benefit and great practical potential. Teams with medical, nutrition, physical therapy, and physical education professionals, among other areas, can use this knowledge to improve BCS's interdisciplinary approaches in short, medium, and long-term management.

The Application of Multimedia and Human Body Digital Modeling Algorithm Technology in College Physical Guiding

Using interviews and digital modeling of the human body to investigate the digital application of professional physical education in colleges and universities in Heilongjiang Province, analyze and explore the current problems in the digital application of physical education in colleges and universities. On this basis, it is proposed to strengthen the construction and improvement of the digital teaching system of college physical education, computer multimedia technology, multimedia courseware library, and address the problems of incomplete or incomplete facilities, inadequate development of operating platforms, and generally low teacher application capabilities. Strategic suggestions for optimizing the teaching of physical education courses in colleges and universities under the multimedia technology environment, and the efficiency increased by 7.28%.