## 4 Results
#### 4.2.2 From the Macro to the Micro: Comprehensive Deconstruction of the Classroom Structure  
Figure 6 depicts the results of an analysis of the overall distribution of teaching behaviors within the classroom structure. The proportion of student behaviors was 61.18%, highlighting the student-centered nature of the lesson in alignment with modern pedagogical principles. The proportion of teacher behaviors was 17.72%, revealing the teacher's role as an organizer and facilitator rather than as a traditional \"knowledge provider\". This shift in roles effectively fostered students' independent learning abilities. Interaction behaviors represented 21.10%, indicating frequent exchanges between teachers and students as well as among students. This dynamic and collaborative learning environment further enriched the classroom atmosphere. \begin{table}
\begin{tabular}{c c c} \hline \hline
**Metric** & **Description** & **Result** \\ \hline Action Categories & Total number of action categories in the test set & 50 \\ Test Videos & Total number of videos in the test set & 200 \\ Action Recognition Accuracy & Correct classification rate of action categories & 92\% \\ Annotation Consistency & Consistency between model predictions and & 95\% \\ Inference Speed & Time to process each frame of video data & 25 ms \\ Recall & Proportion of correctly identified & 90\% \\  & positive samples & 90\% \\ Precision & Proportion of true positives among & 93\% \\  & predicted positives & 91.50\% \\ F1 Score & Harmonic mean of precision and recall & 91.50\% \\ \hline \hline \end{tabular}
\end{table} 
Table 2: Results of the model performance evaluation. The following main characteristics were identified from the specific class segments (see Table 3). 1 The Teaching Principle of \"Less Talking, More Practicing\" Is Implemented, Emphasizing Circulatory Guidance and Evaluation During the Teaching Process  
In this exemplary PE class, the proportion of explanation and demonstration was approximately 5% (2 min), with an almost equal proportion of guidance and evaluation behavior (5%; 1.83 min) during the teaching process. Transitions accounted for approximately 8% of the time (3.17 min). This indicates that during the teaching process, teachers allocate rather limited time for collective pauses to deliver explanations and demonstrations. Instead, they prioritize and place greater emphasis on conducting proactive and continuous roving guidance among students during the practice and learning phase. This gave them ample time to practice and master their motor skills. Figure 6: Ratio analysis of classroom behaviors. \begin{table}
\begin{tabular}{c c c c} \hline \hline
**Category** & **Proportion (\%)** & **Frequency** & **Duration (s)** \\ \hline Explanation and Demonstration & 5 & 12 & 120 \\ Guidance and Evaluation & 5 & 11 & 110 \\ Technology Use & 0 & 0 & 0 \\ Transitions & 8 & 19 & 190 \\ Warm-Up Exercises & 10 & 24 & 240 \\ Single Technique Practice & 0 & 0 & 0 \\ Combined Technique Practice & 6 & 15 & 150 \\ Demonstration and Competition & 22 & 51 & 510 \\ Fitness Training & 20 & 48 & 480 \\ Relaxation Exercises & 3 & 7 & 70 \\ Closed Questions—Expected & 3 & 8 & 80 \\ Responses—General Feedback & 0 & 0 & 0 \\ Open Questions—Inperpendicular & 3 & 8 & 80 \\ Responses—Professional Feedback & 13 & 30 & 300 \\ Peer Discussion and Evaluation & 2 & 4 & 40 \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Statistical results for teaching behaviors in the case study. Learning and Practicing Structured Motor Skills, with Students Guided to Apply What They Learned  
In the motor skill learning and practice segment, the proportions of combination movement exercises and demonstrations and competitions, respectively, accounted for approximately 6% (2.5 min) and 22% (8.5 min) of the teaching process. These proportions indicate that the teacher was adept at guiding students to learn and practice structured motor skills.