Effect of Six Weeks Content Knowledge Workshop on Written Test Performance Among Physical Education Students in China
Phase: NA
Conditions: Educational Problems, Student Burnout
Sponsor: Universiti Putra Malaysia

EFFECT OF 6-WEEKS CONTENT KNOWLEDGE WORKSHOP ON
WRITTEN TEST PERFORMANCE AMONG PHYSICAL EDUCATION
STUDENT IN CHINA
NCT Number: 2021-521
Date: 5/11/2021

EFFECT OF 6-WEEKS CONTENT KNOWLEDGE WORKSHOP ON
WRITTEN TEST PERFORMANCE AMONG PHYSICAL EDUCATION
STUDENT IN CHINA
Executive Summary
The employment survey of Chinese students found that it is very difficult for
students majoring in physical education to find jobs. The analysis found that the main
factor causing employment difficulties is that Chinese students have very low written
test achievements. However, content knowledge determines the student's written test
achievement. Therefore, to solve student employment difficulties, the student's
written test achievement and improving the students' written test achievement
through experimental design and quantitative research methods.
This experiment aims to use two different teaching methods to intervene in
students' learning and find out which teaching method is more conducive to improving
students' written test achievement. The experiment will use a 6-week workshop
intervention to enhance students' written test achievement. The experiment is divided
into workshop groups and standard teaching groups. The most significant difference
between the two groups is that the workshop group has oral links and guarantees. The
similarities between the two groups are: The same teacher qualifications；The same
intervention time；The same content；The same research objects.
Based on content knowledge learning, content knowledge is divided into six
categories for detailed intervention. We will do a 6-week intervention for two groups
(workshop style and standard teaching style). After that, we will assess their
progress based on writing tests that the Examination agency develops.
The difference between the two is whether there is a video teaching link, and the
same is that there are oral links. The entire experiment was carried out in the
classroom with the school's consent. Use written exams to check student scores.
Students have special teachers responsible for teaching specific content knowledge
during class, standard learning after class does not require special care, and the
experiment is not risky.

1. Research Framework

This experiment aims to provide a theoretical basis for improving teaching
methods. Increase the employment rate of students and ease the employment
pressure of students.
The research framework mainly includes three parts: experimental group,
control group, and workshop. Through 6 weeks of workshop and six weeks of
standard teaching , the content knowledge was intervened. Interventions include: 1)
Sports training design. Teaching design. 2) Muscle function system. 3) Exercise
physiology system. 4) Competition venue planning. 5) Referee rules. Workshop
groups and standard teaching
groups both use test paper types to analyze data.
After the intervention, the differences between the workshop and the standard
groups were compared through paper analysis. The written test includes pro-test and
post-test.
Based on a systematic literature review. It can support my research. To do
this, we will progressively analyze the theoretical framework. Based on the Schulman
study, CK is divided into CCK and SCK. First and foremost, CCK includes basic
physical education knowledge, health promotion knowledge, and physical exercise
knowledge. Then, continue to be divided into one part: Sports training. Design ，
Teaching design ，Muscular, functional system ，Exercise physiological system ，
Competition venue planning，Referee rules。According to Mao's literature, these six
parts of sports content knowledge are what students need to learn.
On the other hand, Specialized Content Knowledge -skills, the -Skill test is
Motor skills Knowledge. Including Technical ability, Physical ability, Technical and
tactical.
Last one teacher recruitment, you see, when you want to recruitment teacher
in China, 70% is based on written test, you see interview only 30%, which in

including skill, so how also to be for you get a job, you need to score in the written
test. According to the finding from the research, in China, all the students did very
poorly in the written test. China is not doing very well, but the study showed that
they have workshops for teachers to improve their skills. But they have never done
for the student. That is why we want to try workshop apply the workshop to the
student. Based on the literature review, whether we can see the same achievement
as the teacher, I think the workshop may help, but only you know after your data. It
is better on the but, we don't know workshop on students, that is why we want to
the students, I think workshop, compared to the workshop on students follow on
workshop on the teacher, as student follow the standard teaching as, the school
better on the written test.
2.Explain in detail the research design that we have employed in this study
a)The research design outline
A good research design should have these characteristics: eliminating deviation,
avoiding
confusion,
controlling
irrelevant
variables,
and
testing
the
statistical
accuracy of the hypothesis（Wellesma et al., 2010）. In addition, we must follow the
basic theoretical knowledge of research and design. Therefore, the following is
discussed in detail based on the research outline.
a) To establish a cause and effect relationship between the workshop and students '
written test performance.
The simplest experimental design
i) Randomly select subjects from College students majoring in physical education.
ii) Workshop group - receives treatment.
iii) standard teaching - does not receive treatment.
b) When to use experimental procedures?

i) Between the workshop and students have written test performance.
ii) Control for all variables that might influence the outcome.
c) Used when comparing workshop, and standard teaching group
i) Random assignment - assign individuals to random groups.
ii) Control over extraneous variables that might influence the relationship - influence
in participant selection, procedures, statistics, or the design likely to affect the
outcome.
iii) Manipulation of the treatment conditions - manipulate the workshop to determine
the effect on the outcome.
iv) Outcome measures - assess whether the treatment conditions influence an
outcome (Students' written test performance
vi) Group comparisons - compare students' written-test performance for different
treatment.
f) Guard against threats to validity - guard against false conclusions.
b) Design details
Part Two
This research design refers to the plan or strategy of conducting a six-week content
knowledge intervention on students' written test achievements. The experiment
design refers to the plan of six specific contents and knowledge that we planned to
improve students'
written
test achievements.
The experiment
design
can
be
constructed by determining, setting, and establishing variables of students' written
test
achievements
in
the
experiment.
Include
independent
variable
content
knowledge, including experimental variables and other variables that exist reliably.
1) The first part studies the design process. Next, the research design uses a
quantitative research design.

The research design uses a quantitative research design. According to the specific
design of the experiment, we intervene with the experimental and choose true
experimentally. according to this type of experiment, we adopt type 1 true
experimental. It includes the pre-test post-test control group. It combines the
samples and periods of the 6-week test on the influence of content knowledge on
students' written test achievement and is based on the pre-test post-test control
group standard teaching. We focus on students' content knowledge test before the
test (before the first week) and after the test (after the sixth week). In the six-week
content knowledge intervention, the researcher conducts an experimental and
control groups experiment. Individuals in the experimental group receive the
experimental treatment, whereas those in the control group do not.
Table 1.Effect of 6-weeks content knowledge workshop on written test performance-
-research designs
Pre- and Posttest Design
Time
Random
assignment
standard teaching
Group
Pretest
Before the first week,
No Treatment
Posttest
After the
sixth week
Random
assignment
Workshop
Group
Pretest
Before the first week,
Experimental
Treatment
Posttest
After the
sixth week
The second part is an introduction to research and design.
i) Definition of this experiment.

On the one hand, according to the nature of educational evaluation measurement,
the experiment belongs to achievement tests because achievement tests are used to
examine students' mastery of specific learning experiences that have occurred and to
measure students' learning effects (Kellogg, 1997).
Six weeks' content knowledge is the measurement content. In addition, the test
content classification description is based on achievement tests. Achievement tests
are divided into comprehensive achievement tests and single-subject achievement
tests. Based on the 6-week content knowledge classification, the test belongs to the
complete achievement test. Finally, the achievement test is compiled and analyzed.
The establishment of achievement tests includes standard teachingized achievement
tests and teacher's self-made achievement tests.
This
research
design
is
a
standard
teachingized
test
because
this
research
achievement test was evaluated by six experts in the field of content knowledge. Six
experts, including three American experts and three Chinese content knowledge
experts, demonstrated. Three American experts are doctoral supervisors at Ohio
State University, and they are essential researchers and discoverers of content
knowledge.
ii) Choice is an true experiment.
The experimental control in actual experimental design strictly obeys the three basic
principles
of
repetition,
randomization,
and
local
control.
In
addition,
actual
experiments comprise the most rigorous and robust experimental methods because
of equating the groups through random assignment. In actual experiments, we
randomly assign students to workshop groups and standard teaching
groups.
Individuals in the workshop group receive the experimental treatment, whereas
those in the standard teaching group do not. After we administer the treatment, we
compile average (or mean) scores on a posttest. One variation on this design is to

obtain pretest as well as posttest measures or observations. When we collect pretest
scores, we will compare net scores (the differences between the pre-and post-test).
At the same time, in the design of the influence of 6 weeks' content knowledge on
students' written test achievements, we must: a) Randomly select and allocate
subjects. b) Accurately manipulate independent variables. c) Strictly control the
effect of extra variables or evenly disperse interference variables.

Table 5. Two-way Breakdown of 6-weeks Content Knowledge Design
Content
CAQs
MAQs
T/F
AQs
SAQs
EAQs
Knowledge
Understanding Application
Analysis Synthesis
Judgment
Score
Sports Training
Design
Classify
√
√
-
-
5
5
5
-
15
Application
√
Basketball Class
Hour Teaching Plan
Objectives
Contents
√
√
5
5
-
5
5
-
20
Steps
√
√
Energy Supply
System
Three
Systems
√
5
-
-
5
5
-
15
Source
√
Exercise
prescription
Conceptual
√
-
-
5
5
5
-
15
Elements
√
√
√
Bloom divided the teaching objectives of cognitive activities into six sides：knowledge, understanding, application, analysis, synthesis, and
judgment. The first two parts are the learning and understanding of knowledge; the last four parts are applying knowledge. Use six different
levels to exam content knowledge

3. Intervention Plan
Table 6. Intervention Plan Design
Group
Experiment Group -Workshop
Control Group - standard teaching teaching
Week
1-2
3-4
5-6
1-2
3-4
5-6
Content
Knowledge
Category1
Sports Training
Design
And Teaching
Design
Muscular
Functional System
And
Exercise
Physiological
System
Competition
Venue
Planning
And
Referee
Rules
Sports Training
Design
And Teaching
Design
Muscular Functional
System
And
Exercise Physiological
System
Competition Venue
Planning
And
Referee Rules
i) Basketball
Weekly Training
Plan
ii) Basketball Class
Hour Teaching Plan
i) Energy Supply
System
ii) Exercise
Prescription
i) Track And
Field Venue
Planning
ii) Basketball
Rules
i) Basketball
Weekly Training
Plan
ii) Basketball
Class Hour
Teaching Plan
i) Energy Supply System
ii) Exercise Prescription
i) Track And Field Venue
Planning
ii) Basketball Rules
Workshop
Workshop Criterion 1
Workshop Criterion 1
standard teaching
Consistent Criterion
Duration Time
3 Hours / Total Hours 18
1.5 Hours / Total Hours 18
Frequency
1 Time / Week
2 Times / Week
Number Of Week
6 Weeks
6 Weeks
1 Article 27 of the "Interim Regulations on Public Recruitment of Public Institutions". Written test subject category. Primary and secondary school teachers
(Class D).

General intervention plan design is an overall overview of the experiment. The whole
experiment is divided into two interventions (workshop group and standard teaching
group), mainly analyzed from two aspects (same and different). Detailed analysis,
one is that the two groups have the same 6-week intervention, the total time is the
same, and the intervention content is the same. The second is that it doesn’t work.
Workshop once a week, once every 3 hours. standard teaching group twice a week,
once for 1.5 hours.
Table 7. Intervention Plan-Same Characteristics
Content
Workshop Group and standard Teaching Group
Teacher qualification
Same qualification and titles
Both have one teacher
Same teaching experience and research area
Student qualifications
Same age , PE students
No students have received this courses prior to the study
The analysis of intervention Plan-same characteristics mainly includes two parts:
Teacher qualification and student qualifications. In the first part, workshop group and
standard teaching
group, teacher Qualification, same qualification and titles, both
have one same teacher majors: physical education, similar experience: minimum
more than ten years.No students have received this courses before the study. The
second part is the age, major and educational background of students. Students with
similar educational backgrounds, aged between 19 and 25, are all majors in physical
education.No students have received these courses before the study.

Table 8. Six-weeks Workshop and standard teaching Intervention Details
Week
Content2
Workshop group
Week
standard teaching group
1
Basic
theoretical
knowledge
Sports
training
design
Weekly
basketball
training plan
3H/1time/week
1
Weekly training plan 3 1.5H / 1 time / week.
Weekly training plan 1.5H / 1 time / week
2
Teaching
design
Class hour
basketball
teaching plan
3H/1time/week
2
Class hour teaching plan4 1.5H / 1 time / week.
Class hour teaching plan 1.5H / 1 time / week.
3
Health
promotion
knowledge
Muscular
functional
system
Energy
supply
system
3H/1time/week
3
Energy supply system5 1.5H / 1 time / week.
Muscle exercise 1.5H / 1 time / week.
Week
Content6
Workshop group
Week
standard teaching group
2 Xia Jinyang. Thinking about the proposition width of sports theory test questions [J]. Sports Culture Guide, 2010,{4}(08):79-82+90.
3 Tian maijiu. 《Sports Training》. Beijing: Higher Education Press, July 2006. Chapter 12. Weekly Training Plan and Organization Plan. p369-397.
4 Mao Zhenming. School Physical Education, 3rd Edition. Beijing: Higher Education Press, July, 2017. Chapter 8. Physical Education Teaching Design and Plan.
Class Hours Teaching Plan (Teaching Plan) 131-142.
5 Deng Shuxun. Exercise Physiology. Beijing: Higher Education Press, July 2005. Chapter 1: Energy supply of muscle activity. Three systems of energy supply
of muscle activity. P11-20.
6 Article 27 of the "Interim Regulations on Public Recruitment of Public Institutions". Written test subject category. Primary and secondary school teachers
(Class D).

4
Exercise
physiological
system
Exercise
prescription
3H/1time/week
4
Exercise prescription7 1.5H / 1 time / week.
Exercise prescription 1.5H / 1 time / week.
5
Physical
exercise
knowledge
Competition
Venue
planning
Track and
field venue
planning
3H/1time/week
5
Track and field venue planning 1.5H / 1 time / week.
Track and field venue planning8 1.5H/1time/week.
6
Referee rules
Basketball
rules
3H/1time/week
6
Basketball rules9 1.5H / 1 time / week.
Basketball rules 1.5H / 1 time / week.
This part discusses the details of the 6-weeks workshop and standard teaching
intervention. First and foremost, CK includes three
categories. The deeper level is divided into six parts; the specific content has methods and plans, Basketball weekly training plan, Basketball
class hour teaching plan, Energy supply system, Exercise prescription, Track and field venue planning，Basketball rules. On the other hand,
there are two lessons; each class is 1.5 hours.
7 Deng Shuxun. Exercise Physiology. Beijing: Higher Education Press, July 2005. Chapter 3 Physical Fitness and Exercise Prescription. P229-235.
8 Li Hongjiang. Track and Field, Beijing: Higher Education Press, June 2014. Chapter 6 Basic knowledge of track and field. Design and layout of track and
field. P104-111.
9 Wang Jiahong. Basketball, Beijing: Higher Education Press, December, 2015. Chapter 17 Referees in Basketball Match. Main Referees in Basketball Match.
P291-299.

This is a one-class training plan, mainly divided into other structures. A training
session explicitly includes three parts.
To start with, the intervention content Specifically including step 1-An overview,
and introduction, step 2-Students formed groups, step 3-Oral test assessment. The
first part includes: The teacher introduced the purpose of the study, expectations,
and discussion of the principles of sports training design. They were learning content
related to design and muscle function and exercise physiology system—rest time.
The second part includes, The teacher introduced the purpose of the study,
expectations, and discussion of the principles of sports training design. They were
learning content related to design and muscle function and exercise physiology
systems. Rest time Divided into three groups and rotated roles of teacher, students,
8 / group. They were learning by the reciprocal peer learning instructional model.
The third part includes the teacher introduced the purpose of the study,
expectations, and discussion of the principles of sports training design. They were
learning content related to design and muscle function and exercise physiology
systems. Rest time Divided into three groups and rotated roles of teacher, students,
8 / group. They were learning by the reciprocal peer learning instructional model.
Students were prompted to switch teacher roles, student every 10 min—evaluation
through check sheets and oral test ( 90% or better correct answers ).
On the other hand, time allocation, including specific time allocation.

Table 9. Workshop Methods-Class Hours Teaching Plan
Content
Workshop -Intervention （I）- 3 Hour/1 times / Week
Time-Minute
One lesson
Training plan
Part 1
An overview and
introduction
a) The teacher introduced the purpose of the study,expectations.
b) Discussion of the principles of sports training methods and plans.
c) Show the content knowledge in the situation with charts.
4
3
3
a) Learning design.
b) Muscle function.
c) Knowledge of sports physiological system content .
10
10
10
Rest time.
10
Part 2
Grouping teaching
a) Have group discussions with students.
b) Divided into three groups and rotated roles of teacher, students, eight people in
each group.
c) They are learning by the reciprocal peer learning instructional model.
10
20
10
Part 3
Oral examination
assessment
a)Teachers use questions to guide students to think and discuss.
b)Students were prompted to switch roles of teacher, student every 10 min.
c) Teaching explanation and demonstration.
d) Students discuss and reflect.
10
10
10
The oral test requires that the correct rate of answers is greater than 90%.
a) Encourage students and give good behavioral performance.
b) True and false questions performance.
c) Essay questions performance.
20
20
20
Table 10. Workshop Methods-Class Hours Teaching Plan

Content
Workshop -Intervention （II）- 3 Hour/1 times / Week
Time-Minute
Track Meet
Rules
Part 1
An overview and
introduction.
a) The teacher introduced the purpose of the study, expectations.
b) Discussion of the principles of sports training methods and plans.
c) Show the content knowledge in the situation with charts.
4
3
3
Part 2
Watching the
workshop
video clips.
Students are asked to watch instructional videos.
20
a) Teachers focus on teaching specific steps.
b) Common mistakes.
c) Correcting mistakes.
10
5
5
Students are asked to explain or demonstrate teaching tasks.
20
Rest time.
10
Part 3
Oral examination
assessment.
a) Have group discussions with students.
b) Divided into three groups and rotated roles of teacher, students,Eight people in each group.
c) They are learning by the reciprocal peer learning instructional model.
10
10
10
Students were prompted to switch roles of teacher,student every 10 min.
10
The oral test requires that the correct rate of answers is greater than 90%.
a) Encourage students and give good behavioral performance.
b) True and false questions performance.
c) Essay questions performance.
20
20
20
Three hours workshop intervenes in specific content and specific time. Take a workshop as an example to analyze; the others are only
different in scope, time, and intervention steps are the same. The workshop consists of 3 stages. To begin, the intervention content. The first
stage includes an overview and introduction；The second stage comprises watching the workshop video clips；The third stage comprises oral
test assessment. In addition, this essay will discuss time allocation.

Table 11. standard teaching -Class Hours Teaching Plan
Content
Total 1½ Hour / 2 Times / week
Time
Minute
One
Lesson
Training
plan
Part 1
Beginning
part
Teaching
objectives
Skill objective.
5
Participation objective.
5
Health objective.
5
Social adaptation objective.
5
Contextual
import
Improve students' interest in teaching objectives.
5
Part 2
Basic part
Students
Answer the questions.
5
Perception of the teaching material.
5
Active learning.
5
Understanding of the teaching material.
10
Consolidate the knowledge.
10
Teachers
Rest time.
10
The leader of the teaching.
5
Explain the content.
5
The teaching method.
5
Part 3
End part
Teacher
and
student
Summary.
3
Homework.
2
Based on the three-hour standard teaching intervention, the specific content of
the intervention, and the particular time statistics.Take standard teaching
as an
example to analyze; the others are only different in scope, time, and intervention
steps are the same.

This part discusses the details of the 6-weeks workshop and standard teaching intervention. First and
foremost, CK includes three categories. Then, the deeper level is divided into six parts: methods and
plans, class hour teaching plan, muscle exercise, energy supply, breathing and exercise circulation
and exercise, athletic and basketball venue, basketball, and football rules. On the other hand, there
are two lessons; each class is 1.5 hours.
4.Intervention Plan Summary
Workshop group refers to the physical or sports education curriculum teaching model. Theme: Sports
education curriculum mode: 6 hours of basketball as an example.
Part 1: Teaching Steps: 1. Use diagrams to show combination exercises in situations；2—Group
discussion with students；3. Teachers use questions to guide students to think and discuss；4—
teaching explanation and demonstration；5. Student exercises Discussion and reflection.
Part 2: Main features: 1. Give students behavior scores；2—actual combat situation teaching mode.
Part 3: The actual combat situation teaching curriculum model: a )Motivation, All of the above
characteristics can explain why the existing combat situation teaching curriculum model is stimulating.
First of all, real learning content can help students understand the meaning of learning this teaching
content. When students know why they do certain things, students may be more willing to participate
in the activity. As students become more involved, their skills and knowledge continue to increase.
The constant sense of accomplishment may also make them more willing to continue participating in
the activity. Second, students can find themselves more, including the sense of belonging to
knowledge, technology, and a specific group and improving self-worth and cognition. Third, as
students become more adept at the sport, the positive feedback from teachers and the ever-
decreasing corrective comments will also make students aware of their progress. Fourth, teachers
serve as role models to provide students with mature exercises related to real life. Finally, each
situation combination exercise is presented to students in the form of questions. These questions can
motivate students to participate and use critical thinking to solve these problems actively.
b) Features of the actual combat situation teaching curriculum model: Cognition and problem-solving-
all practical situation- combination exercises solve a problem for students. Decision-making based on
issues allows students to learn how to make decisions in a particular game situation:

1) What to do (tactical awareness); 2) How to do it (technical and tactical implementation); 3) When
to do it (time); 4) The question of where to do it (space). Adapt to physical and mental development-
refers to the teaching content is adapted to the student's age, technical level, cognitive and physical
development. All teaching content is excavated from the actual game situation of the corresponding
age group, which is representative and can reflect the technical and tactical learning suitable for that
age group.
c) What is situational game teaching through Set plays? The state game scene can be expressed as a
pre-defined relationship action plan, including rules, player positions, blank areas, techniques,
strategies, and tactics. In this model, technologies and processes are planned in detail according to
the level of development. Techniques and procedures are fully integrated with other variables in the
game and learned from the state of the game scene. Therefore, skills are not isolated but holistic and
related. The situation of every situational game is accurate, and it reflects the status of the game.
Students studying physical education can use their skills in extracurricular sports and recreational
activities without losing meaning in a precise learning environment.
5.Location
The Ning Xia University of China. In terms of students, the proportion of people who choose to work
is high, while the proportion of people who choose to continue their postgraduate entrance tests is
negligible. Sports graduates account for 70% of Ning Xia Province, and students have not participated
in workshop study. On the school side, the school has perfect teaching equipment to meet the
experimental requirements, conducive to better completion.
6. Measurement and Instrumentation
This part discusses the specification allocation, processing, instruments used—highlights on the
instruments or their description. The specific analysis is as follows. First, the definition of daily
instruments: including learning task list, student attendance sheet, student score sheet, Teaching
intervention plan design, workshop method-class teaching plan, standard teaching -class teaching
plan, population and sample scale, daily observation file, observation record sheet, notebook, pen,
and notebook. Second, description of Written test instrument: it includes achievement test, score test
table, two-way decomposition table, diagnostic test table, test reliability analysis table, data analysis
table,
and
written
test
paper.
Third,
necessary
instrument
description,
microphone,
slide
photography, camera, electronic whiteboard, classroom, projector, video camera, tape recorder, mini-
classroom, multimedia classroom, and daily appliances.
7. Measurement Analysis

i) Calculate mean x and standard teaching Deviation S
ii) Statistical Processing of the Distribution of Overall Physical Performance
iii) Test Reliability Analysis
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


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2
1
1
1
k
k
r
n si
值
iv) Test Validity Analysis
1
1
1
2
2
)
(
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(
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XY
Y
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X
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Y
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
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8.Distinguish between reliability and validity.
i) Defines related concepts.
Reliability is one of the factors that researchers need to consider during testing or evaluation.
Specifically, it refers to the consistency or stability of test scores (Johnson et al., 2015).In educational
testing, reliability refers to the consistency and stability of scores on a set of tests (Huang,
2012). Reliability Coefficient. The reliability of test scores must pass the empirical test. Reliability is
usually calculated from some correlation coefficient. The reliability coefficient expresses empirical
verification. The correlation coefficient calculated in measuring reliability is the reliability coefficient. A
reliability coefficient of 0 means no reliability, a reliability coefficient of +1.00 means the best
reliability, and a negative coefficient implies no reliability. The methods to calculate reliability include
test-retest reliability, equivalent-form reliability, internal consistency reliability, and inter scorer
reliability.
Validity, the accuracy of inferences or explanations derived from test scores. Validity is interpretation
and belief based on test scores (AERA, APA, & NCME, 1999; Messick, 1989）.Validity requires validity
evidence, and validation is a review process to collect valid proof. The valid evidence collected by
educational researchers mainly includes content-related evidence. Evidence-based internal structure
includes factor analysis, homogeneity, and evidence-based on other variable relationships, such as
concurrent evidence. The validity includes external validity and internal validity. Intrinsic validity
refers to the range in which results can be accurately explained. External validity refers to the people,
situations, and conditions under which the results can be popularized.
ii) The relationship between them.
The relationship between reliability and validity. Reliability is a necessary condition for validity but not
a sufficient condition. There must be reliability to ensure validity. Reliability cannot ensure validity.

iii) Explain how to measure the reliability and validity
First of all, we must do understanding and testing the validity.Reliability and validity are the two
essential characteristics measured by "The effect of a 6-weeks content knowledge workshop on
written test performance". Reliability is a statistical concept, and reliability is consistency. The
measurement method measures each object Consistency of results, the consistency of the results
obtained by measuring the same individual at different times (William Wilsmar, 2010). Reliability is
related to errors. The greater the error, the lower the reliability, and the smaller the error, the higher
the reliability. The measured value of reliability is the reliability coefficient, the reliability coefficient
(0-1). Therefore, the error must be reduced during the test of "The effect of a 6-weeks content
knowledge workshop on written test performance".
In our study, validity refers to the degree to which an instrument accurately measures what it intends
to measure. Three common types of validity for us to consider are content, construct, and criterion
validity. Moreover, content validity indicates the extent to which items adequately measure or
represent the content of the property or trait that the researcher wishes to measure. Thus, the first
step in instrument development is to assess content validity about the effect of a 6-weeks content
knowledge workshop on written test performance.
Second of all, another basic feature of measurement is validity. Validity is the degree to which the
measuring means should achieve the measuring purpose. Validity is the adequacy of the test or
survey results to the measured object, especially to the specific research purpose. The measuring
validity includes the basis related to content, calibration, and structure. For example, the validity of
"The effect of a 6-weeks content knowledge workshop on written test performance" is directly related
to "the basis related to the content." Construct validity indicates the extent to which a measurement
method accurately represents a construct in the "The effect of a 6-weeks content knowledge
workshop on written test performance" experiment. A latent variable or phenomena can't be
measured directly, such as a student's learning attitude and motivation.
9.Content validity is suitable for evaluating students' achievement tests, and the test
content should be based on content knowledge as a sample.
To improve the research validity, we must do the following:
i) Define the general concept of content knowledge and identify six types of content knowledge for
specific intervention.
ii) Divide the outline, plan the proportion of each system according to its importance, and make a
detailed description as far as possible.
iii) Determine the proportion of content knowledge of the intervention, and compare its classification
with the outline of "content knowledge test preparers of educational examination institutions."

iv) We are formulating an evaluation scale to evaluate the test from all aspects.
Lastly, criterion-related validity indicates the extent to which the instrument's scores correlate with an
external criterion. It is usually another measurement from a different tool (concurrent validity) or in
the future (predictive validity). The standard teaching size of this type of validity is the correlation
coefficient between two measures (Li, 2016). In this study, we must also consider the types of tests
for reliability and validity. Therefore, we choose the achievement test. A standard teachingized
achievement test is applied in experimental intervention because it ensures reliability and validity.
standard teachingized achievement test-written test has been evaluated by three experts in the field
of content knowledge from Ohio State University in the United States and three experts in content
knowledge in China (Detailed introduction later).
v) Based on explaining how we measure the reliability and validity in my study, we will elaborate on
the following three aspects:
First and foremost, in our study, based on the reliability, we will use the test-retest reliability method
to evaluate. Test-retention reliability refers to the consistency and stability of test scores in six weeks.
For example, test-retest reliability is used to assess the influence of six weeks' content knowledge on
students' written test achievement. In the first step, the experimental group was given a test, and
then the experimental group was given another test 1-2 weeks later. By analyzing the achievements
of two written tests, if the achievements of two written tests are highly correlated, the test scores are
credible.
Moreover, the validity. Based on the analysis of content validity. In our study, we defined this method
as usually a logical analysis. That is to say, not only it focuses on the six-week content knowledge
validity analysis, but it also relies on experts to analyze all the questions in the written test and
classifies all the questions bidirectionally according to the content distribution and examination
objectives of the written test, thus completing the "two-way breakdown of 6-weeks content
knowledge examination". Then, based on the analysis of "Two-way breakdown of 6-weeks content
knowledge examination", experts commented and judged the satisfaction of the content validity of
written test measurement. "Two-way breakdown of 6-weeks content knowledge examination" reliable
and valid analysis. According to the validity and reliability requirement, we completed its design(Yan,
2011). In this process, we should pay attention to the following problems: compare the consistency
between the content of the highlighted test and the content knowledge, and divide the proportion
according to the content knowledge of 6 weeks. Determine whether the test content fully covers the
scope of the conceived content. Examination questions must be consistent with measurement
objectives. Students' achievements in 6 weeks' content knowledge will be tested by written tests,
requiring objective grading and scoring standard teachings.
In the last place, comprehensive factors. Ensure that the sources of reliability and validity are similar
to those of college students majoring in physical education. Master the characteristics of standard

teaching
and workshop groups be before the test. The empirical reliability data and validity data
were collected before the experiment to prove that the test experiment we chose is suitable for
college students majoring in physical education. The reliability coefficient comes from the Journal of
educational psychology.
10.Experiment the strengths and weaknesses
a）The strengths
i) True experiments are the most rigorous and robust experimental designs because of equating the
groups through random assignment. We randomly sign participants to different conditions of the
experimental
variable.
Individuals
in
the
experimental
group(Workshop
group)
receive
the
experimental treatment, whereas those in the control group (standard teaching group) do not.
ii) pretest-posttest control-group ensures the equality of experimental (Workshop group) combination
control (standard teaching group) group before intervention.
ii) Achievement tests are widely used in educational experiments, and students' achievement tests are
the most frequently tested in educational situations. Six weeks' content knowledge is the most basic
test for students' written test achievement in an academic position. Generally speaking, after the end
of a semester, the achievement tests are conducted, and the achievement tests are used to test later.
The scores of students participating in the achievement tests can be compared with the norm data. In
this experiment, after learning content knowledge for six weeks, students test it, and the test method
and process are the same as achievement tests.
iii) Achievement tests include two types: An academic achievement test and a comprehensive
achievement test. A study on the influence of six weeks' content knowledge on complete achievement
tests students' achievement. In this study, the content knowledge is classified into six categories, and
the comprehensive tests of the six categories meet the comprehensive achievement test standard
teachings of achievement tests. The comprehensive achievement test can be either a single test or a
complete set of tests. This study's 6-week content knowledge test can use either one of the extensive
achievement tests, which is flexible.
iv) Group tests can save human resources and time. We can complete two tests within six weeks and
collect 52 students' content, knowledge, achievements, and learning materials within six weeks.
Moreover, group tests have been widely used in education.
b）The weaknesses
i) The random distribution in the true experimental pretest-posttest control group cannot ensure
100% equality between the experimental and control groups.
ii) We adopted the equal group experiment method. Therefore, the most significant possibility is to
ensure equality between the workshop group and the standard teaching
group. Still, we only

achieved equality between the workshop group and the standard teaching group in the total average
number. The weakness lies in not achieving equality in the "mean difference" and "standard teaching
deviation."
iii) Group test, the interviewee's reaction is not easy to control. Moreover, it is not easy to analyze the
influence of individual students' learning motivation, learning fatigue, and other factors in group tests
or examinations. Thus, it is not conducive to diagnosing students' learning situations and the specific
guidance of students' learning difficulties.
iv) In the whole experimental design, the independent variables only focus on content knowledge, so
more interference variables and interference information are excluded. However, it is challenging to
eliminate interference factors, which reduces the precise controllability of the experiment.
11.Data Collection
Number
of
written
test
and
Sampling
Categories.Number
of
test
papers
and
sampling
categories.categories test paper ( data <100 ) by random sampling ( stratified sampling by class )
(Liu et al., 2001).
11.1 Calculate Mean and standard teaching Deviation
Calculate X & (S) X represents the average level of the theory test, and S represents the discrete
state of scores.The smaller the S, the more concentrated the performance ( Liu, 2001 ) .
11.2 Statistical Processing of the Distribution of Overall Physical Scores
The test performance is standardly distributed, and the test papers are reasonable—the average
difficulty of non-standard distribution+—bimodal distribution results from the problem.
12.Data Analysis
Table 12. Data Analysis - Base on Hypothesis
Research Objective
Research Hypothesis
Data Analysis
1.Basic theoretical
knowledge
1.1 There is significant difference between the
control group and the experimental group in the
Sports training design written test performance
among P E students in China.
Two-way
ANOVA
1.2 There is significant difference between the
control group and the experimental group in the
Teaching design written test performance among
Two-way
ANOVA

P E students in China.
2.Health promotion
knowledge
2.1 There is significant difference between the
control group and the experimental group in the
Muscle function system written test performance
among PE students in China.
Two-way
ANOVA
2.2 There is significant difference between the control
group and the experimental group in the
Exercise physiology system written test performance
among PE students in China.
Two-way
ANOVA
3.Physical exercise
knowledge
3.1 There is significant difference between the
control group and the experimental group in the
Competition venue planning written test
performance Among PE students in China.
Two-way
ANOVA
3.2 There is significant difference between the
control group and the experimental group in the
Referee rules written test performance among
PE students in China.
Two-way
ANOVA
Based on the research objective, focus on the research hypothesis. To achieve the research
hypothesis, we must use t-way ANOVA analyses.
13.Risk analysis of total failure in the data collection process.
a) Validity and Reliability
Validity and reliability are two essential factors to consider when developing and testing any
instrument (e.g., the effect of a 6-weeks content knowledge workshop on written test performance)
for use in a study. Attention to these considerations helps ensure the quality of our measurement and
the data collected for our research.
To start with，the reducing the risk of failure during data collection must analyze What is Reliability?
The concept of reliability can be looked at from two sides:
i) Focus on the ability of an instrument to produce consistent measurements. The experiment mainly
focuses on the written test, which must refer to the Education Examination Center and form a
standard teachingized written test based on experts' evaluation in content knowledge.
ii) Focus on the degree of consistency in the measurements made by an instrument. Reliability only
deals with the surface of the measure, regardless of precisely what it is measuring. Thus, a measure
can be reliable without being valid.

iii) Concerns with consistency, replicability, dependability: Consistency – test the consistently yields
the same score for an individual. Consistency mainly focuses on the surface of the workshop group
and standard teaching
group. Hence, consistency and reliability mainly deal with validity and
reliability.
On the other hand, based on the 6-week content knowledge experiment, we must provide research
to answer specific questions. We need to make a plan, outline it, or determine the strategy adopted
to collect data. To achieve this goal, we must first clarify the independent variable workshop and the
dependent variable students' written test achievements. Besides, other factors, such as validity, are
necessary. Including internal validity, external validity, and construct validity. The specific analysis is
as follows:
First, because it will confuse research results, it is not controlled and must be excluded. Especially
extra variable, extra variable (confiding variables), embodied in students and teachers in the
experiment. For example: when experimenting, the temperature of the weather, the mood of
teachers and students, teachers month students' sleep and diet. We have no absolute control. But
these impact factors happen so often that there is no need to control for them.
Moreover, different selection. The other section is the threat factor of internal effects in the research.
Therefore, it is necessary to distinguish the invariable and the extra changeable variable and control
the non-experimental facets: one is variable, and the other is unchanged. The varying experimental
factors may be a favorite or unfavorable to the experiment. People have biased opinions and different
points of view about everything.
Finally, some measures can be taken based on the above collection of the risk of failure during data.
But, first, do an excellent job of equal grouping, and control that everything must be the same except
the intervention methods of the workshop and standard teaching .
i) We must do an excellent equal group experiment, divided into the workshop and standard teaching
groups. Random sampling uses selective measurement and selection methods. First, before the
intervention,
pro-test
measures
the
original
students'
content
knowledge
level.
Then,
after
measurement, they are sorted according to the scores, ranked according to the sequence position,
and equally assigned to each group.
ii) People with attitude bias cannot participate in the experiment. If the experimenter finds himself
biased, he should avoid wrong opinions.

iii) The experiment must be recorded in detail. The person in charge of the experiment has to make a
detailed record of the experiment as a reference for data sources.
iv) We must eliminate the potential confusion of irrelevant variables, make our research reliable, and
draw a compelling inference that the relationship between workshop and students' written test
achievements.
14. Executive Summary
The employment survey of Chinese students found that it is very difficult for students majoring in
physical education to find jobs. The analysis found that the main factor causing employment
difficulties is that Chinese students have low written test achievements. However, content knowledge
determines the student's written test achievement.
Therefore, to solve student employment
difficulties, the student's
written test achievement
and
improving the students' written
test
achievement through experimental design and quantitative research methods.
This experiment aims to use two different teaching methods to intervene in students' learning and
find out which teaching method is more conducive to improving students' written test achievement.
The experiment will use a 6-week workshop intervention to enhance students' written test
achievement. The investigation is divided into workshop groups and standard teaching
groups. The
most significant difference between the two groups is that the workshop group has oral links and
guarantees. The similarities between the two groups are:
a) The same teacher qualifications. b) The same intervention time. c) The same content.d) The same
research objects.
Based on content knowledge learning, content knowledge is divided into six categories for detailed
intervention. First, we will do a 6-week intervention for two groups (workshop style and standard
teaching style). After that, we will assess their progress based on writing tests that the Examination
agency develops. The difference between the two is whether there is a video teaching link, and the
same is that there are oral links. The entire experiment was carried out in the classroom with the
school's consent. Use written exams to check student scores. Students have special teachers
responsible for teaching specific content knowledge during class, standard learning after class does
not require special care, and the experiment is not risky. This experiment aims to provide a
theoretical basis for improving teaching methods. As a result, it increases the employment rate of
students and eases the employment pressure of students.