# The Intelligent Management Mode of College Sports under the Background of 5G Internet of Things

Authors: Zhiqiang Huang; Sun Xu; Li De; Ma Xiong; Wu Gang; Min Liu; Leo Neely
Journal: Mobile Information Systems
 (2022)

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## Abstract

The era of 5G Internet of Things (IoT) has changed people’s daily life, brought great convenience to people’s clothing, food, housing, and transportation, and also changed the management mode of physical education in colleges and universities (CAU). The research purpose of this paper is to make college physical education have a better management method in the IoT era. The intelligent management mode in the IoT era is deeply integrated into sports management (SM), and a new mode of college SM is created. This paper uses the questionnaire survey method to analyze the management status of 12 colleges and universities in a city from the aspects of sports course management, sports venue management, physical education teacher management, student and sports management, and so on. The results show that most colleges and universities only implement part of the physical education management system, the sports venues are inconsistent with the curriculum, teachers and students are not satisfied with the use of sports equipment, and the training system for physical education teachers is not perfect. The current situation of sports management reflects the problems in colleges and universities in sports management. In this regard, this paper puts forward suggestions for improving the management of sports teaching, hoping to promote the reform of intelligent management in colleges and universities.


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## Body

## 1. Introduction

The combination of IoT technology and college sports management meets the needs of teachers and students (TAS) for physical education and also makes the management of all aspects of sports more intelligent. By studying the sports management model in CAU under the background of 5G IoT, this paper can find an effective method for college sports management, which plays a role in regulating the college SM system.At present, many scholars have carried out in-depth research on the intelligent management (IM) model of college sports under the background of 5G IoT and have achieved good research results. For example, a university has designed a physical education (PE) teaching platform based on 5G mobile devices and Internet of Things technology, which is convenient for students to use mobile devices such as mobile phones for online teaching, such as watching teaching videos and testing physical health knowledge. In teaching, using this platform for teaching can improve PE. The quality of teaching can improve the management efficiency of stadiums, facilities, teachers, etc., in terms of management [1, 2]. A scholar believes that the combination of the Internet and the sports industry optimizes the allocation of sports resources and improves the theoretical structure of sports management. When building a new format for the sports industry, using the Internet of Things as a platform can make the entire sports management operation mode more innovative and expand sports information more fluid [3]. A school has established a physical education management system through the Internet of Things. The system collects the school’s educational affairs information, physical education teacher information, and student information. Students can log in to the system to select physical education courses, query physical education assessment results, etc. Teachers can publish sports videos and modify courses [4]. Although the research results on the IM mode of college sports under the 5G IoT are good, how to make sports management more efficient is still a problem worthy of attention.This paper first introduces the concepts of 5G and the IoT, and then expounds the various management levels of college sports under the background of 5G IoT. Then, according to the current situation (CS) of sports management in a city’s CAU, it analyzes the existing problems and puts forward relevant suggestions for the problems that arise, to contribute to the realization of the intelligent management model.The innovation of this paper is to analyze the current situation of sports management in colleges and universities from multiple perspectives and to compare the basic situation of sports course management, venue management, teacher management, and student management in 12 colleges and universities, and finally put forward suggestions for improving the management status. The research contribution of this paper shows the problems of sports management in colleges and universities. However, this paper also puts forward relevant suggestions for these problems. Colleges and universities can take the suggestions in this paper to improve the current situation of sports management.


## 2. 5G Internet of Things and Intelligent Management of College Sports

### 2.1. 5G IoT

5G: 5G is the fifth generation of technology. We are now in the 5G era. 5G communication has the characteristics of high speed, high efficiency, and interactive connection. It realizes network interoperability and human-computer interaction and makes information transmission and business control more diversified, to provide the ultimate application experience for Internet users [5].Internet of Things: the IoT refers to the use of information sensing equipment to connect any object with the network, and to transmit and exchange information through transmission media to achieve various intelligent functions. The combination of 5G and the IoT makes information technology more advanced and meets the rapid dissemination of information [6].


### 2.2. Intelligent Management of College Sports under the Background of 5G Internet of Things

The intelligent management of college sports should not only manage sports venues and sports equipment, but also manage everything related to sports teaching. The following is expounded from the aspects of human resource management such as teacher management, sports funding management, sports hardware facility management, sports scientific research management, daily teaching management, and teaching quality management.(1)
Human resources management should manage the basic information of teachers, teacher performance assessment information, teacher training information, and teacher salary information. This information mainly includes some basic information of teachers, including name, gender, age, ID number, date of birth, political affiliation, ethnicity, graduation school, major studied, title awards, punishment, and current salary. The above information can be acquired through the retrieval conditions, and various information of teachers themselves can be added, deleted, modified, and checked [7, 8].(2)
The management of physical education funds includes the management of teaching funds budget, fund distribution, and fund use. Therefore, it is classified into different subjects. Different subjects correspond to different fund accounting, project fund management and current month settlement. The retrieval conditions are subject retrieval, project balance retrieval, and project balance summary [9].(3)
Construction management of PE hardware facilities is the management of PE facilities, such as what are the venue facilities, how to manage and use the venue, related usage, and how to manage the teaching courseware. Such information needs to meet the following conditions for retrieval: retrieval of venue facilities and management of venue facilities, query of the use of venue facilities, how to upload and download, maintain teaching courseware and related documents, and automatically summarize the use of venue facilities, monthly report query, printing, and other related information [10].The management of physical education infrastructure includes the management of disciplines, majors, courses, and basic file storage in teaching. The information mainly includes the following contents: subject content, subject name, subject date, specific content of subject file, and subject file name. These information needs to meet the content of query through various retrieval conditions such as subject content, date, file name, addition, deletion, modification, and search of various information [11, 12].(4)
Physical education reform and research management include the management of physical education reform, physical education research guidelines, and the establishment and implementation of physical education research projects. Such information mainly includes the name of teaching reform and research, the main content, the date, the name of the professional construction, the date of the professional construction, the content of the professional course, the name of the teaching document, the time of the teaching document, and the content of the teaching document construction [13, 14].(5)
The daily physical education and teaching management includes the timetable of course selection, students’ course selection, the entry of grades, the inspection during the semester (students’ evaluation of teachers’ teaching and lectures), and the processing of physical examination results (restudy, makeup examination results processing, management of delayed examination results processing) [15]. The information mainly includes the content of the selected course, the teacher in charge of the course, the course selection time, the name of the selected student, the grades entered by the student, the selected physical education teacher, the gender of the students, the number of students in the semester, the teaching content, the major subject they study, the department they belong to, and the semester. It consists of the time of teaching inspection in middle school, the special physical education teachers who evaluate the teaching, the content of teaching and the time of teaching, the time for students to obtain physical education test results, the time for makeup test results, the time for examination extension, and the time for retakes [16, 17].(6)
The quality management of PE teaching includes the management of the quality control of PE classroom teaching and the control of unqualified test scores, in which the classroom quality is completed by relevant supervision experts and students together [18]. Experts can organize classroom assessment activities to attract students, which to a certain extent reflects the authenticity and credibility of the classroom. Evaluation information can truly and effectively reflect the quality of teaching results [19, 20].


## 2.1. 5G IoT

5G: 5G is the fifth generation of technology. We are now in the 5G era. 5G communication has the characteristics of high speed, high efficiency, and interactive connection. It realizes network interoperability and human-computer interaction and makes information transmission and business control more diversified, to provide the ultimate application experience for Internet users [5].Internet of Things: the IoT refers to the use of information sensing equipment to connect any object with the network, and to transmit and exchange information through transmission media to achieve various intelligent functions. The combination of 5G and the IoT makes information technology more advanced and meets the rapid dissemination of information [6].


## 2.2. Intelligent Management of College Sports under the Background of 5G Internet of Things

The intelligent management of college sports should not only manage sports venues and sports equipment, but also manage everything related to sports teaching. The following is expounded from the aspects of human resource management such as teacher management, sports funding management, sports hardware facility management, sports scientific research management, daily teaching management, and teaching quality management.(1)
Human resources management should manage the basic information of teachers, teacher performance assessment information, teacher training information, and teacher salary information. This information mainly includes some basic information of teachers, including name, gender, age, ID number, date of birth, political affiliation, ethnicity, graduation school, major studied, title awards, punishment, and current salary. The above information can be acquired through the retrieval conditions, and various information of teachers themselves can be added, deleted, modified, and checked [7, 8].(2)
The management of physical education funds includes the management of teaching funds budget, fund distribution, and fund use. Therefore, it is classified into different subjects. Different subjects correspond to different fund accounting, project fund management and current month settlement. The retrieval conditions are subject retrieval, project balance retrieval, and project balance summary [9].(3)
Construction management of PE hardware facilities is the management of PE facilities, such as what are the venue facilities, how to manage and use the venue, related usage, and how to manage the teaching courseware. Such information needs to meet the following conditions for retrieval: retrieval of venue facilities and management of venue facilities, query of the use of venue facilities, how to upload and download, maintain teaching courseware and related documents, and automatically summarize the use of venue facilities, monthly report query, printing, and other related information [10].The management of physical education infrastructure includes the management of disciplines, majors, courses, and basic file storage in teaching. The information mainly includes the following contents: subject content, subject name, subject date, specific content of subject file, and subject file name. These information needs to meet the content of query through various retrieval conditions such as subject content, date, file name, addition, deletion, modification, and search of various information [11, 12].(4)
Physical education reform and research management include the management of physical education reform, physical education research guidelines, and the establishment and implementation of physical education research projects. Such information mainly includes the name of teaching reform and research, the main content, the date, the name of the professional construction, the date of the professional construction, the content of the professional course, the name of the teaching document, the time of the teaching document, and the content of the teaching document construction [13, 14].(5)
The daily physical education and teaching management includes the timetable of course selection, students’ course selection, the entry of grades, the inspection during the semester (students’ evaluation of teachers’ teaching and lectures), and the processing of physical examination results (restudy, makeup examination results processing, management of delayed examination results processing) [15]. The information mainly includes the content of the selected course, the teacher in charge of the course, the course selection time, the name of the selected student, the grades entered by the student, the selected physical education teacher, the gender of the students, the number of students in the semester, the teaching content, the major subject they study, the department they belong to, and the semester. It consists of the time of teaching inspection in middle school, the special physical education teachers who evaluate the teaching, the content of teaching and the time of teaching, the time for students to obtain physical education test results, the time for makeup test results, the time for examination extension, and the time for retakes [16, 17].(6)
The quality management of PE teaching includes the management of the quality control of PE classroom teaching and the control of unqualified test scores, in which the classroom quality is completed by relevant supervision experts and students together [18]. Experts can organize classroom assessment activities to attract students, which to a certain extent reflects the authenticity and credibility of the classroom. Evaluation information can truly and effectively reflect the quality of teaching results [19, 20].


## 3. Experimental Research

### 3.1. Research Objects

This article took 12 colleges and universities in a city as the object of investigation. According to the survey, there are 6647 students and 113 physical education teachers in these 12 colleges and universities.


### 3.2. Research Methods

#### 3.2.1. Questionnaire Survey Method

This paper took 8 colleges and universities in a city as the object of investigation, and analyzes the current situation of college sports management by investigating the curriculum management, teacher management, and student management of these 8 colleges and universities. 6,800 questionnaires were distributed, 6,782 were recovered, and 6,757 were valid questionnaires.Questionnaire reliability and validity test: reliability means that a group of experiments are tested multiple times, and the results of each test are basically the same. Validity refers to the validity or correctness of experimental results.Reliability formula:(1)Rxx=ST2Sx2.Among them,Rxx represents the reliability of the measurement, ST2 represents the variance of(tVo) the true score(TC), and Sx2 represents tVo the TC.Validity formula:(2)Rx=Sv2Sx2.Among them,Rx is the validity coefficient of the measurement, Sv2 is the effective coefficient of variation, and Sx2 is the total variance.According to the above formula, the set questionnaire is tested, and the reliability and validity are 94.61% and 99.37%, respectively, so the questionnaire has very high reliability and validity.


#### 3.2.2. Interview Method

Expert interview method: interviews were conducted with the leaders of the sports departments of 12 colleges and universities in the city and the leaders in charge of sports, and the results of the interviews were analyzed and summarized.Collective interview method: an interview outline was made, interviews with 150 students from each school was organized according to departments and grades, and then the interview results were analyzed and summarized.


#### 3.2.3. Mathematical Statistics

According to the research needs, Excel was used for statistical analysis and percentage calculation of the relevant data obtained.


## 3.1. Research Objects

This article took 12 colleges and universities in a city as the object of investigation. According to the survey, there are 6647 students and 113 physical education teachers in these 12 colleges and universities.


## 3.2. Research Methods

### 3.2.1. Questionnaire Survey Method

This paper took 8 colleges and universities in a city as the object of investigation, and analyzes the current situation of college sports management by investigating the curriculum management, teacher management, and student management of these 8 colleges and universities. 6,800 questionnaires were distributed, 6,782 were recovered, and 6,757 were valid questionnaires.Questionnaire reliability and validity test: reliability means that a group of experiments are tested multiple times, and the results of each test are basically the same. Validity refers to the validity or correctness of experimental results.Reliability formula:(1)Rxx=ST2Sx2.Among them,Rxx represents the reliability of the measurement, ST2 represents the variance of(tVo) the true score(TC), and Sx2 represents tVo the TC.Validity formula:(2)Rx=Sv2Sx2.Among them,Rx is the validity coefficient of the measurement, Sv2 is the effective coefficient of variation, and Sx2 is the total variance.According to the above formula, the set questionnaire is tested, and the reliability and validity are 94.61% and 99.37%, respectively, so the questionnaire has very high reliability and validity.


### 3.2.2. Interview Method

Expert interview method: interviews were conducted with the leaders of the sports departments of 12 colleges and universities in the city and the leaders in charge of sports, and the results of the interviews were analyzed and summarized.Collective interview method: an interview outline was made, interviews with 150 students from each school was organized according to departments and grades, and then the interview results were analyzed and summarized.


### 3.2.3. Mathematical Statistics

According to the research needs, Excel was used for statistical analysis and percentage calculation of the relevant data obtained.


## 3.2.1. Questionnaire Survey Method

This paper took 8 colleges and universities in a city as the object of investigation, and analyzes the current situation of college sports management by investigating the curriculum management, teacher management, and student management of these 8 colleges and universities. 6,800 questionnaires were distributed, 6,782 were recovered, and 6,757 were valid questionnaires.Questionnaire reliability and validity test: reliability means that a group of experiments are tested multiple times, and the results of each test are basically the same. Validity refers to the validity or correctness of experimental results.Reliability formula:(1)Rxx=ST2Sx2.Among them,Rxx represents the reliability of the measurement, ST2 represents the variance of(tVo) the true score(TC), and Sx2 represents tVo the TC.Validity formula:(2)Rx=Sv2Sx2.Among them,Rx is the validity coefficient of the measurement, Sv2 is the effective coefficient of variation, and Sx2 is the total variance.According to the above formula, the set questionnaire is tested, and the reliability and validity are 94.61% and 99.37%, respectively, so the questionnaire has very high reliability and validity.


## 3.2.2. Interview Method

Expert interview method: interviews were conducted with the leaders of the sports departments of 12 colleges and universities in the city and the leaders in charge of sports, and the results of the interviews were analyzed and summarized.Collective interview method: an interview outline was made, interviews with 150 students from each school was organized according to departments and grades, and then the interview results were analyzed and summarized.


## 3.2.3. Mathematical Statistics

According to the research needs, Excel was used for statistical analysis and percentage calculation of the relevant data obtained.


## 4. Analysis of the CS of Sports Management in CAU

### 4.1. Current Situation of PE Course Management

#### 4.1.1. The Opening of PE Courses

As can be seen from Table1, the content of PE courses in these 12 CAU is different. For example, basketball, track and field, football, volleyball, and other projects have been established in various higher vocational colleges. Most of the schools have basketball, table tennis, volleyball, and badminton courses, but there are few settings such as aerobics and swimming, and the content of tennis courses is not set. Traditional track and field and martial arts courses are rarely involved, and only one college has launched tennis courses, accounting for 8.33% of the total number (TN) of colleges and universities. According to the survey, some colleges and universities take track and field courses as a part of their lesson preparation activities, which not only ensures the basic quality of students, but also enriches PE courses. In a way, it addresses students’ boring perceptions of PE. The track and field course is an important course to exercise the basic physical quality of college students and enable students to develop in an all-round way. CAU need to appropriately increase the proportion of track and field sports in physical education classes, improving students’ basic physical quality, physique, health, and sports skills.Table 1
The number and proportion of various PE courses in CAU.
QuantityProportion (%)Basketball1191.67Football758.33Volleyball975Badminton866.67Tennis00Table tennis1083.33Swim18.33Martial arts325Aerobics433.33Track and field216.67Other541.67


#### 4.1.2. Implementation of PE Management System (MS)

It can be seen from Table2 that 4 of the 12 colleges and universities with existing teaching management systems fully implement the system, accounting for 33.33% of the TN of universities surveyed. Partial implementation was performed by 6 institutions, accounting for 50% of the number of investigations, and 2 institutions were not implemented, accounting for 16.67% of the number of investigations. There are still some colleges and universities with imperfect management systems, and some colleges that have formulated systems have not implemented them in place. It can be seen that the management system of PE teaching in CAU in the city still needs to be improved. Through interviews, we learned that the main reason for the lack of implementation is the imperfection of the system. Most of the systems only stipulate the content, but there are no clear regulations for the implementation standards. Physical education teachers do not recognize some systems, and the formulation of the system does not seek the opinions of physical education teachers. Some regulations are too outdated and limit the flexibility of PE teachers in PE.Table 2
Survey results of the implementation of the PE MS.
Fully executedPartial executionDo not executeQuantityProportionQuantityProportionQuantityProportionNumber of schools433.33%650%216.67%


### 4.2. Current Situation of Stadium Management

Venues are an important basic condition for the development of PE courses in CAU. If the venues and facilities of colleges and universities are not perfect, sports in CAU will also be difficult to develop. In order to make the data intuitive and clear, the gymnasium in this study refers to indoor venues, and the buildings of outdoor venues are called stadiums, that is, sports venues are the general term for indoor and outdoor sports venues. Studies have shown that the management measures of stadiums in colleges and universities have been gradually implemented nationwide. Although the effect is not significant, there are still outstanding achievements. For example, some colleges and universities have specially hired management personnel after implementing the management measures for stadiums and trained them strictly. The management process makes the management of the venues in an orderly manner. Some colleges and universities have also increased the construction of the venues and improved the equipment of the basketball and football fields to make the sports conditions of the students more favorable.


#### 4.2.1. Management of Sports Venues and Facilities

Through Figure1, we can see that the sports venues and facilities of CAU in the city are not in line with the actual PE teaching. Some CAU have launched sports courses but have no venues. For example, only 2 colleges have gyms, but 4 colleges have volleyball classes. Some CAU have venues but no courses. For example, 10 CAU have football fields, but only 7 CAU have football courses. According to the survey of 12 CAU, there are many CAU equipped with basic facilities such as basketball courts, football fields, volleyball courts, and track and field fields, but only a few colleges and universities have venues such as badminton courts, gymnasiums, and swimming pools. Existing venues and facilities are extremely incompatible with higher vocational physical education teaching. The main reason for this situation may be the inadequate allocation of funds.Figure 1
Management of sports venues and facilities.


#### 4.2.2. Satisfaction Survey of Sports Equipment Management

30 teachers and 50 students were randomly selected from 12 colleges and universities to investigate their satisfaction with the management of school sports equipment. The results are shown in Figure2. There are 7 teachers and 11 students who are very satisfied with the use of equipment, accounting for 22.5% of the surveyed. 10 teachers and 8 students are relatively satisfied with the use of equipment, accounting for 22.5% of the surveyed. 31.25% held a general attitude, including 8 teachers and 17 students. 3 teachers and 10 students held a relatively dissatisfied attitude, accounting for 16.25% of the total. There are 2 teachers and 4 students who are dissatisfied, accounting for 7.5% of the surveyed people. Most people think that the use of venue equipment is average, and 23.75% are dissatisfied. It may be mainly because the leaders do not pay enough attention, and the school has less follow-up costs for sports construction. In recent years, the number of college students has increased, which is also the main reason. Through interviews, we learned that vocational colleges are equipped with basic sports equipment such as basketball, volleyball, football, and table tennis, but the number is limited, which is not proportional to the number of students and cannot meet the needs of PE.Figure 2
Sports equipment management satisfaction.


### 4.3. Current Situation of Physical Education Teacher Management

#### 4.3.1. Educational Background of Physical Education Teachers

According to Table3 of the survey results, there are 113 physical education teachers in these 12 CAU. The educational status of PE teachers is 15 master students, accounting for 13.27% of the TN of teachers surveyed; 46 undergraduate students, accounting for 40.71% of the TN of teachers surveyed; 28 junior college students, accounting for 24.78%; and 11 technical secondary school students, accounting for 9.73%. Judging from the data, the PE teachers in 12 CAU in the city mainly have undergraduate degrees, followed by junior college degrees, then postgraduate degrees, and the least technical secondary school degrees. Statistics show that the educational structure of PE teachers in CAU in the city is low.Table 3
Physical education teachers.
MasterUndergraduateSpecialistTechnical secondary schoolOtherQuantity1546281113Proportion13.27%40.71%24.78%9.73%11.51


#### 4.3.2. Physical Education Teacher Training Management and Assessment Management

A survey was carried out on the number of times that 113 PE teachers in CAU in the city participated in training and assessment every year. The results are shown in Figure3. According to the results, the number of teachers who do not participate in training and assessment is 28 and 7 respectively, the number of teachers who participate in 1–3 training and assessment is 61 and 34, respectively, and the number of teachers who participate in 4–7 times is 18 and 46, respectively. There are 6 and 26 people with more than 7 times. and the number of training is relatively small, It can be seen that the frequency of training and assessment is not equal. Only training without assessment can not reflect the training results, and only assessment without training is not in line with reality. With the continuous innovation of information and the continuous advancement of technology, a lot of knowledge is updated very quickly. If teachers do not carry out regular training and assessment, they will inevitably fall behind in teaching, scientific research, skills, and other aspects, affecting the development of teachers and the improvement of school teaching quality.Figure 3
Training and assessment management survey results.


### 4.4. Student Sports Learning Management

#### 4.4.1. Students Choose Sports Management

According to the number of students in 12 CAU, there are 6647 students. As can be seen from Figure4, 27% of the boys in the 12 CAU surveyed in the city chose basketball. The number of people who choose aerobics is 0, and the number of people who choose football, volleyball, and table tennis is almost the same, accounting for 15%, 14%, and 13% respectively. Among the female students surveyed, aerobics is the largest, accounting for 27%, followed by tennis, accounting for 25%, and badminton, accounting for 17%. 6% of the girls chose basketball. In the interview, they said that they chose basketball because of the influence of school basketball games, TV games, and other factors. Among the female students, no one chose football, and very few chose martial arts and track and field, only 1% and 2%, respectively.Figure 4
A survey of male and female students choosing sports.


#### 4.4.2. Current Status of Management of Sports Knowledge and Skills

The assessment of skills and knowledge includes mastery and knowledge, special skills, and knowledge of sports and health methods. In PE, students should master basic knowledge and skills, and lay the foundation for students’ “lifelong sports.” The results of the survey of students in 12 CAU are shown in Table4. In the evaluation of PE, whether they have physical health knowledge (HK), 9.7% of the students answered “yes,” and 90.3% of the students answered “no.” It can be seen that, even if the emphasis is on laying a solid foundation for students to engage in “lifelong sports,” the theoretical connection of students’ theoretical knowledge in physical exercise research is less. It is more effective to stimulate students’ interest in learning than to directly involve students in sports. The key to stimulating students’ interest is the study of HK. The assessment of PE and HK courses is very necessary in the evaluation of PE.Table 4
Physical education assessment and evaluation survey.
Number of studentsProportion (%)Yes581587.48No83212.85


### 4.5. Countermeasures for the Intelligent Management of Sports in CAU

#### 4.5.1. Management of Physical Education Courses

Establish the guiding ideology of PE curriculum in CAU, and explore new methods and new ways to improve students’ ability. Establish a management system for physical education in CAU, do a good job in the management of PE teaching files, store information in a timely manner, and transmit it effectively. By constructing a reasonable sports management model, the pace of sports reform is accelerated, and it is beneficial to sports teaching.


#### 4.5.2. Management of Sports Venues

Increase the financial support for the construction of sports venues, formulate relevant sports equipment management rules, so that the students and teachers can make full use of the sports equipment.


#### 4.5.3. Management of Physical Education Teachers

Raise the entry and recruitment threshold for PE teachers in CAU to improve the average academic qualifications of teachers. In addition, it attaches great importance to the on-the-job training and assessment of PE teachers in CAU, strengthens the training and assessment, formulates clear rules for on-the-job training and assessment, and truly implements the redevelopment of teacher resources.


#### 4.5.4. Student Management

Stimulate students’ enthusiasm for physical exercise, train students’ interest in multiple sports, and at the same time, regularly assess the mastery of physical health knowledge, and correct students’ attitude towards physical education. In order to let students define a civilized way of life, cultivate the habit of lifelong exercise, and establish correct values, the goals and system of physical education in CAU should be combined with lifelong sports.


## 4.1. Current Situation of PE Course Management

### 4.1.1. The Opening of PE Courses

As can be seen from Table1, the content of PE courses in these 12 CAU is different. For example, basketball, track and field, football, volleyball, and other projects have been established in various higher vocational colleges. Most of the schools have basketball, table tennis, volleyball, and badminton courses, but there are few settings such as aerobics and swimming, and the content of tennis courses is not set. Traditional track and field and martial arts courses are rarely involved, and only one college has launched tennis courses, accounting for 8.33% of the total number (TN) of colleges and universities. According to the survey, some colleges and universities take track and field courses as a part of their lesson preparation activities, which not only ensures the basic quality of students, but also enriches PE courses. In a way, it addresses students’ boring perceptions of PE. The track and field course is an important course to exercise the basic physical quality of college students and enable students to develop in an all-round way. CAU need to appropriately increase the proportion of track and field sports in physical education classes, improving students’ basic physical quality, physique, health, and sports skills.Table 1
The number and proportion of various PE courses in CAU.
QuantityProportion (%)Basketball1191.67Football758.33Volleyball975Badminton866.67Tennis00Table tennis1083.33Swim18.33Martial arts325Aerobics433.33Track and field216.67Other541.67


### 4.1.2. Implementation of PE Management System (MS)

It can be seen from Table2 that 4 of the 12 colleges and universities with existing teaching management systems fully implement the system, accounting for 33.33% of the TN of universities surveyed. Partial implementation was performed by 6 institutions, accounting for 50% of the number of investigations, and 2 institutions were not implemented, accounting for 16.67% of the number of investigations. There are still some colleges and universities with imperfect management systems, and some colleges that have formulated systems have not implemented them in place. It can be seen that the management system of PE teaching in CAU in the city still needs to be improved. Through interviews, we learned that the main reason for the lack of implementation is the imperfection of the system. Most of the systems only stipulate the content, but there are no clear regulations for the implementation standards. Physical education teachers do not recognize some systems, and the formulation of the system does not seek the opinions of physical education teachers. Some regulations are too outdated and limit the flexibility of PE teachers in PE.Table 2
Survey results of the implementation of the PE MS.
Fully executedPartial executionDo not executeQuantityProportionQuantityProportionQuantityProportionNumber of schools433.33%650%216.67%


## 4.1.1. The Opening of PE Courses

As can be seen from Table1, the content of PE courses in these 12 CAU is different. For example, basketball, track and field, football, volleyball, and other projects have been established in various higher vocational colleges. Most of the schools have basketball, table tennis, volleyball, and badminton courses, but there are few settings such as aerobics and swimming, and the content of tennis courses is not set. Traditional track and field and martial arts courses are rarely involved, and only one college has launched tennis courses, accounting for 8.33% of the total number (TN) of colleges and universities. According to the survey, some colleges and universities take track and field courses as a part of their lesson preparation activities, which not only ensures the basic quality of students, but also enriches PE courses. In a way, it addresses students’ boring perceptions of PE. The track and field course is an important course to exercise the basic physical quality of college students and enable students to develop in an all-round way. CAU need to appropriately increase the proportion of track and field sports in physical education classes, improving students’ basic physical quality, physique, health, and sports skills.Table 1
The number and proportion of various PE courses in CAU.
QuantityProportion (%)Basketball1191.67Football758.33Volleyball975Badminton866.67Tennis00Table tennis1083.33Swim18.33Martial arts325Aerobics433.33Track and field216.67Other541.67


## 4.1.2. Implementation of PE Management System (MS)

It can be seen from Table2 that 4 of the 12 colleges and universities with existing teaching management systems fully implement the system, accounting for 33.33% of the TN of universities surveyed. Partial implementation was performed by 6 institutions, accounting for 50% of the number of investigations, and 2 institutions were not implemented, accounting for 16.67% of the number of investigations. There are still some colleges and universities with imperfect management systems, and some colleges that have formulated systems have not implemented them in place. It can be seen that the management system of PE teaching in CAU in the city still needs to be improved. Through interviews, we learned that the main reason for the lack of implementation is the imperfection of the system. Most of the systems only stipulate the content, but there are no clear regulations for the implementation standards. Physical education teachers do not recognize some systems, and the formulation of the system does not seek the opinions of physical education teachers. Some regulations are too outdated and limit the flexibility of PE teachers in PE.Table 2
Survey results of the implementation of the PE MS.
Fully executedPartial executionDo not executeQuantityProportionQuantityProportionQuantityProportionNumber of schools433.33%650%216.67%


## 4.2. Current Situation of Stadium Management

Venues are an important basic condition for the development of PE courses in CAU. If the venues and facilities of colleges and universities are not perfect, sports in CAU will also be difficult to develop. In order to make the data intuitive and clear, the gymnasium in this study refers to indoor venues, and the buildings of outdoor venues are called stadiums, that is, sports venues are the general term for indoor and outdoor sports venues. Studies have shown that the management measures of stadiums in colleges and universities have been gradually implemented nationwide. Although the effect is not significant, there are still outstanding achievements. For example, some colleges and universities have specially hired management personnel after implementing the management measures for stadiums and trained them strictly. The management process makes the management of the venues in an orderly manner. Some colleges and universities have also increased the construction of the venues and improved the equipment of the basketball and football fields to make the sports conditions of the students more favorable.


### 4.2.1. Management of Sports Venues and Facilities

Through Figure1, we can see that the sports venues and facilities of CAU in the city are not in line with the actual PE teaching. Some CAU have launched sports courses but have no venues. For example, only 2 colleges have gyms, but 4 colleges have volleyball classes. Some CAU have venues but no courses. For example, 10 CAU have football fields, but only 7 CAU have football courses. According to the survey of 12 CAU, there are many CAU equipped with basic facilities such as basketball courts, football fields, volleyball courts, and track and field fields, but only a few colleges and universities have venues such as badminton courts, gymnasiums, and swimming pools. Existing venues and facilities are extremely incompatible with higher vocational physical education teaching. The main reason for this situation may be the inadequate allocation of funds.Figure 1
Management of sports venues and facilities.


### 4.2.2. Satisfaction Survey of Sports Equipment Management

30 teachers and 50 students were randomly selected from 12 colleges and universities to investigate their satisfaction with the management of school sports equipment. The results are shown in Figure2. There are 7 teachers and 11 students who are very satisfied with the use of equipment, accounting for 22.5% of the surveyed. 10 teachers and 8 students are relatively satisfied with the use of equipment, accounting for 22.5% of the surveyed. 31.25% held a general attitude, including 8 teachers and 17 students. 3 teachers and 10 students held a relatively dissatisfied attitude, accounting for 16.25% of the total. There are 2 teachers and 4 students who are dissatisfied, accounting for 7.5% of the surveyed people. Most people think that the use of venue equipment is average, and 23.75% are dissatisfied. It may be mainly because the leaders do not pay enough attention, and the school has less follow-up costs for sports construction. In recent years, the number of college students has increased, which is also the main reason. Through interviews, we learned that vocational colleges are equipped with basic sports equipment such as basketball, volleyball, football, and table tennis, but the number is limited, which is not proportional to the number of students and cannot meet the needs of PE.Figure 2
Sports equipment management satisfaction.


## 4.2.1. Management of Sports Venues and Facilities

Through Figure1, we can see that the sports venues and facilities of CAU in the city are not in line with the actual PE teaching. Some CAU have launched sports courses but have no venues. For example, only 2 colleges have gyms, but 4 colleges have volleyball classes. Some CAU have venues but no courses. For example, 10 CAU have football fields, but only 7 CAU have football courses. According to the survey of 12 CAU, there are many CAU equipped with basic facilities such as basketball courts, football fields, volleyball courts, and track and field fields, but only a few colleges and universities have venues such as badminton courts, gymnasiums, and swimming pools. Existing venues and facilities are extremely incompatible with higher vocational physical education teaching. The main reason for this situation may be the inadequate allocation of funds.Figure 1
Management of sports venues and facilities.


## 4.2.2. Satisfaction Survey of Sports Equipment Management

30 teachers and 50 students were randomly selected from 12 colleges and universities to investigate their satisfaction with the management of school sports equipment. The results are shown in Figure2. There are 7 teachers and 11 students who are very satisfied with the use of equipment, accounting for 22.5% of the surveyed. 10 teachers and 8 students are relatively satisfied with the use of equipment, accounting for 22.5% of the surveyed. 31.25% held a general attitude, including 8 teachers and 17 students. 3 teachers and 10 students held a relatively dissatisfied attitude, accounting for 16.25% of the total. There are 2 teachers and 4 students who are dissatisfied, accounting for 7.5% of the surveyed people. Most people think that the use of venue equipment is average, and 23.75% are dissatisfied. It may be mainly because the leaders do not pay enough attention, and the school has less follow-up costs for sports construction. In recent years, the number of college students has increased, which is also the main reason. Through interviews, we learned that vocational colleges are equipped with basic sports equipment such as basketball, volleyball, football, and table tennis, but the number is limited, which is not proportional to the number of students and cannot meet the needs of PE.Figure 2
Sports equipment management satisfaction.


## 4.3. Current Situation of Physical Education Teacher Management

### 4.3.1. Educational Background of Physical Education Teachers

According to Table3 of the survey results, there are 113 physical education teachers in these 12 CAU. The educational status of PE teachers is 15 master students, accounting for 13.27% of the TN of teachers surveyed; 46 undergraduate students, accounting for 40.71% of the TN of teachers surveyed; 28 junior college students, accounting for 24.78%; and 11 technical secondary school students, accounting for 9.73%. Judging from the data, the PE teachers in 12 CAU in the city mainly have undergraduate degrees, followed by junior college degrees, then postgraduate degrees, and the least technical secondary school degrees. Statistics show that the educational structure of PE teachers in CAU in the city is low.Table 3
Physical education teachers.
MasterUndergraduateSpecialistTechnical secondary schoolOtherQuantity1546281113Proportion13.27%40.71%24.78%9.73%11.51


### 4.3.2. Physical Education Teacher Training Management and Assessment Management

A survey was carried out on the number of times that 113 PE teachers in CAU in the city participated in training and assessment every year. The results are shown in Figure3. According to the results, the number of teachers who do not participate in training and assessment is 28 and 7 respectively, the number of teachers who participate in 1–3 training and assessment is 61 and 34, respectively, and the number of teachers who participate in 4–7 times is 18 and 46, respectively. There are 6 and 26 people with more than 7 times. and the number of training is relatively small, It can be seen that the frequency of training and assessment is not equal. Only training without assessment can not reflect the training results, and only assessment without training is not in line with reality. With the continuous innovation of information and the continuous advancement of technology, a lot of knowledge is updated very quickly. If teachers do not carry out regular training and assessment, they will inevitably fall behind in teaching, scientific research, skills, and other aspects, affecting the development of teachers and the improvement of school teaching quality.Figure 3
Training and assessment management survey results.


## 4.3.1. Educational Background of Physical Education Teachers

According to Table3 of the survey results, there are 113 physical education teachers in these 12 CAU. The educational status of PE teachers is 15 master students, accounting for 13.27% of the TN of teachers surveyed; 46 undergraduate students, accounting for 40.71% of the TN of teachers surveyed; 28 junior college students, accounting for 24.78%; and 11 technical secondary school students, accounting for 9.73%. Judging from the data, the PE teachers in 12 CAU in the city mainly have undergraduate degrees, followed by junior college degrees, then postgraduate degrees, and the least technical secondary school degrees. Statistics show that the educational structure of PE teachers in CAU in the city is low.Table 3
Physical education teachers.
MasterUndergraduateSpecialistTechnical secondary schoolOtherQuantity1546281113Proportion13.27%40.71%24.78%9.73%11.51


## 4.3.2. Physical Education Teacher Training Management and Assessment Management

A survey was carried out on the number of times that 113 PE teachers in CAU in the city participated in training and assessment every year. The results are shown in Figure3. According to the results, the number of teachers who do not participate in training and assessment is 28 and 7 respectively, the number of teachers who participate in 1–3 training and assessment is 61 and 34, respectively, and the number of teachers who participate in 4–7 times is 18 and 46, respectively. There are 6 and 26 people with more than 7 times. and the number of training is relatively small, It can be seen that the frequency of training and assessment is not equal. Only training without assessment can not reflect the training results, and only assessment without training is not in line with reality. With the continuous innovation of information and the continuous advancement of technology, a lot of knowledge is updated very quickly. If teachers do not carry out regular training and assessment, they will inevitably fall behind in teaching, scientific research, skills, and other aspects, affecting the development of teachers and the improvement of school teaching quality.Figure 3
Training and assessment management survey results.


## 4.4. Student Sports Learning Management

### 4.4.1. Students Choose Sports Management

According to the number of students in 12 CAU, there are 6647 students. As can be seen from Figure4, 27% of the boys in the 12 CAU surveyed in the city chose basketball. The number of people who choose aerobics is 0, and the number of people who choose football, volleyball, and table tennis is almost the same, accounting for 15%, 14%, and 13% respectively. Among the female students surveyed, aerobics is the largest, accounting for 27%, followed by tennis, accounting for 25%, and badminton, accounting for 17%. 6% of the girls chose basketball. In the interview, they said that they chose basketball because of the influence of school basketball games, TV games, and other factors. Among the female students, no one chose football, and very few chose martial arts and track and field, only 1% and 2%, respectively.Figure 4
A survey of male and female students choosing sports.


### 4.4.2. Current Status of Management of Sports Knowledge and Skills

The assessment of skills and knowledge includes mastery and knowledge, special skills, and knowledge of sports and health methods. In PE, students should master basic knowledge and skills, and lay the foundation for students’ “lifelong sports.” The results of the survey of students in 12 CAU are shown in Table4. In the evaluation of PE, whether they have physical health knowledge (HK), 9.7% of the students answered “yes,” and 90.3% of the students answered “no.” It can be seen that, even if the emphasis is on laying a solid foundation for students to engage in “lifelong sports,” the theoretical connection of students’ theoretical knowledge in physical exercise research is less. It is more effective to stimulate students’ interest in learning than to directly involve students in sports. The key to stimulating students’ interest is the study of HK. The assessment of PE and HK courses is very necessary in the evaluation of PE.Table 4
Physical education assessment and evaluation survey.
Number of studentsProportion (%)Yes581587.48No83212.85


## 4.4.1. Students Choose Sports Management

According to the number of students in 12 CAU, there are 6647 students. As can be seen from Figure4, 27% of the boys in the 12 CAU surveyed in the city chose basketball. The number of people who choose aerobics is 0, and the number of people who choose football, volleyball, and table tennis is almost the same, accounting for 15%, 14%, and 13% respectively. Among the female students surveyed, aerobics is the largest, accounting for 27%, followed by tennis, accounting for 25%, and badminton, accounting for 17%. 6% of the girls chose basketball. In the interview, they said that they chose basketball because of the influence of school basketball games, TV games, and other factors. Among the female students, no one chose football, and very few chose martial arts and track and field, only 1% and 2%, respectively.Figure 4
A survey of male and female students choosing sports.


## 4.4.2. Current Status of Management of Sports Knowledge and Skills

The assessment of skills and knowledge includes mastery and knowledge, special skills, and knowledge of sports and health methods. In PE, students should master basic knowledge and skills, and lay the foundation for students’ “lifelong sports.” The results of the survey of students in 12 CAU are shown in Table4. In the evaluation of PE, whether they have physical health knowledge (HK), 9.7% of the students answered “yes,” and 90.3% of the students answered “no.” It can be seen that, even if the emphasis is on laying a solid foundation for students to engage in “lifelong sports,” the theoretical connection of students’ theoretical knowledge in physical exercise research is less. It is more effective to stimulate students’ interest in learning than to directly involve students in sports. The key to stimulating students’ interest is the study of HK. The assessment of PE and HK courses is very necessary in the evaluation of PE.Table 4
Physical education assessment and evaluation survey.
Number of studentsProportion (%)Yes581587.48No83212.85


## 4.5. Countermeasures for the Intelligent Management of Sports in CAU

### 4.5.1. Management of Physical Education Courses

Establish the guiding ideology of PE curriculum in CAU, and explore new methods and new ways to improve students’ ability. Establish a management system for physical education in CAU, do a good job in the management of PE teaching files, store information in a timely manner, and transmit it effectively. By constructing a reasonable sports management model, the pace of sports reform is accelerated, and it is beneficial to sports teaching.


### 4.5.2. Management of Sports Venues

Increase the financial support for the construction of sports venues, formulate relevant sports equipment management rules, so that the students and teachers can make full use of the sports equipment.


### 4.5.3. Management of Physical Education Teachers

Raise the entry and recruitment threshold for PE teachers in CAU to improve the average academic qualifications of teachers. In addition, it attaches great importance to the on-the-job training and assessment of PE teachers in CAU, strengthens the training and assessment, formulates clear rules for on-the-job training and assessment, and truly implements the redevelopment of teacher resources.


### 4.5.4. Student Management

Stimulate students’ enthusiasm for physical exercise, train students’ interest in multiple sports, and at the same time, regularly assess the mastery of physical health knowledge, and correct students’ attitude towards physical education. In order to let students define a civilized way of life, cultivate the habit of lifelong exercise, and establish correct values, the goals and system of physical education in CAU should be combined with lifelong sports.


## 4.5.1. Management of Physical Education Courses

Establish the guiding ideology of PE curriculum in CAU, and explore new methods and new ways to improve students’ ability. Establish a management system for physical education in CAU, do a good job in the management of PE teaching files, store information in a timely manner, and transmit it effectively. By constructing a reasonable sports management model, the pace of sports reform is accelerated, and it is beneficial to sports teaching.


## 4.5.2. Management of Sports Venues

Increase the financial support for the construction of sports venues, formulate relevant sports equipment management rules, so that the students and teachers can make full use of the sports equipment.


## 4.5.3. Management of Physical Education Teachers

Raise the entry and recruitment threshold for PE teachers in CAU to improve the average academic qualifications of teachers. In addition, it attaches great importance to the on-the-job training and assessment of PE teachers in CAU, strengthens the training and assessment, formulates clear rules for on-the-job training and assessment, and truly implements the redevelopment of teacher resources.


## 4.5.4. Student Management

Stimulate students’ enthusiasm for physical exercise, train students’ interest in multiple sports, and at the same time, regularly assess the mastery of physical health knowledge, and correct students’ attitude towards physical education. In order to let students define a civilized way of life, cultivate the habit of lifelong exercise, and establish correct values, the goals and system of physical education in CAU should be combined with lifelong sports.


## 5. Conclusion

This paper studies the intelligent management mode of college sports under the 5G Internet of Things and analyzes the CS of 12 CAU sports management in a city. In terms of sports curriculum management, most colleges and universities have set up basketball, football, and volleyball courses, but very few courses for swimming and tennis. 33.33% of CAUs fully implement MS in physical education, and 50% of CAUs implement partial teaching management system, 16.67% of CAUs were not implemented. In terms of sports venue management, college sports venues do not match sports courses, and many teachers and students think that the use of sports equipment is generally or even dissatisfied. In terms of physical education teacher management, 40.71% of physical education teachers have a bachelor’s degree, and 13.27% have a postgraduate degree. There are fewer teachers with a postgraduate degree. Teachers have less training each year, but more assessments. In terms of student sports learning management, the number of sports selected is very small, and there are even gender differences. The vast majority of students have not mastered the basic knowledge and skills of sports. Faced with these management status quo, this paper puts forward corresponding management suggestions, hoping to provide help for the IM of sports in CAU.



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*Source: 3525071-2022-07-15.xml*