# Research on the Blended Teaching Mode Reform of University Physical Education Curriculum Based on the Integration of 5G Cloud Computing and Multimedia

Authors: Wenbing Zhu
Journal: Mobile Information Systems
 (2021)

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## Abstract

With the advent of the Internet+ era, the fifth generation of mobile communication technology (5G) will bring about new opportunities for the development of sports wisdom teaching and promote the new direction of sports wisdom teaching from offline teaching to multimedia integration of online and offline teaching. Students are more enthusiastic about multimedia than the course. Therefore, while catering to students’ interests and needs, we proposed a mixed teaching reform experiment of multimedia integration based on 5G cloud computing communication technology to observe the differences in students’ physical exercise behavior and body composition before and after the teaching reform. The methods of literature, questionnaire, teaching experiment, measurement, and quantitative statistics were adopted. The results show that the experimental results of multimedia fusion and mixed teaching reform based on 5G cloud computing communication technology show that the teaching reform experiment can effectively increase the number of college students’ sports population and promote the change of students’ body composition. The experimental results of mixed teaching reform with multimedia integration show that the experiment of teaching reform can effectively increase the number of college students’ sports population and promote the change of students’ body composition. The conclusions show that the increase in the sports population chiefly mirrors the stability of students’ physical exercise behavior and the betterment of sports participation, which effectively promotes the formation of students’ physical exercise habits. The changes of body composition showed significant changes in the basal metabolism (BM), body mass index (BMI), body fat mass (BFM), visceral fat index (VFI), and other components, which indicated that the reform of teaching experiment could effectively promote students’ participation in sports, promote students to shape a healthy body, and promote students’ good physical health. At the same time, the experiment showed the difference between male and female. The muscle of male students began to increase significantly, while that of female students was still in the stage of decreasing water content and not increasing muscle significantly. It shows that girls need more time to exercise to bolster their body composition and achieve the effect of promoting physical health level effectively. China has entered a new era of 5G cloud computing, college students are relatively quick to accept new things, and the traditional teaching mode cannot fully stimulate students’ interest in physical exercise. Therefore, the multimedia integrated teaching mode based on 5G cloud computing communication technology is an inevitable trend of PE curriculum reform. It can not only deeply promote students’ physical exercise habits but also promote students’ physical health to a certain extent. Thereby, it boosts Chinese great strategy of health as well.


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## Body

## 1. Introduction

The fifth generation of mobile communication technology (5G) is the evolution and upgrade of 2G, 3G, and 4G mobile networks and is a key infrastructure for innovating societies and promoting digital transformation in various industries. 5G, characterized by high speed, wide connectivity, and low latency, will greatly develop the potential of emerging smart technologies and usher in a new era of the Internet of Everything, intelligent sensing, and human-machine collaboration. 5G has become a new high point in global communication technology competition. In 2019, China Mobile released a white paper on 5G + Smart Education, marking the advent of the era of 5G-enabled smart education [1]. 5G intelligent network enhances the application potential of information technology, empowers teachers, creates intelligent education environment, innovates the application scenario of intelligent education, and brings about new development opportunities to intelligent teaching. 5G-enabled sports wisdom teaching aims at “wisdom education” and aims at how to effectively promote the formation of teenagers’ physical exercise habits [2], so as to effectively promote the improvement of the physical health level of Chinese teenagers. Leaders of the Party and the state have long been concerned about the physical health of adolescents and have promulgated a sequence of enactments. Leaders of the party and the state have long been concerned about the physical health of adolescents and have promulgated a sequence of enactments, such as the opinions of CPC Central Committee and the State Council’s strengthening on youth physical education and the youth physical health, the introduction of the National Standards for Students Physical Health in 2017, the Regulations on Effectively Guaranteeing School Sports Activity On October 25, 2016, and the Outline of the “Healthy China 2030” Program delivered and carried out by the State Council of the Central Committee [3]. The outline once again accented the implementation of the Youth Sports Promotion Plan, the cultivation of adolescents’ sports interests, and the general realization of youngsters’ mastery of at least one sports skill. It is to ensure students spend no less than one hour a day on sports. At the nineteenth National Congress, General Secretary Xi Jinping also stressed that we should strengthen adolescents’ physical health and cultivate their good sports habits [4]. It is enough to show that the leaders of the Party and the state are quiet concerned about adolescents’ health. The general situation of college students’ physical health in China is still worrying. Chinese scholars are also very concerned about the physical health of adolescents and have made a detailed study on the physical health of adolescents in China. The research shows that the current physical health of adolescents in China has improved slightly, but the overall situation is not optimistic [5]. Some scholars pointed out that school physical education should play a leading role in students’ physical exercise [6]. It is believed that good sports habits are important factors to promote students’ physical health, and school sports without doubt is the key to develop good sports habits [7]. University is the end stage of school physical education, and it might also be the last chance to ameliorate the formation of physical exercise habits. In this way, it is the responsibility of the university to develop students’ lifelong physical habits and also enhance their physique. Because of the rapid popularization and diffusion of the Internet and the advantages of the Internet itself, the number of Internet users is growing rapidly in geometric series. On March 1, 2019, in Beijing, China Internet Information Center (CNNIC) delivered the 43rd China Internet Development Statistics Report, which 829 million Chinese netizens attended. The statistic demonstrated that the prevalence rate has reached 59.6% and the number of Chinese netizens has increased by 3.8 percentage compared with the end of 2017. So, 56.53 million new netizens constantly increased in the whole year. The largest group of Chinese netizens is students, accounting for 25.4%. As the largest group of netizens in China, the use of sports APP has been gradually integrated into the lives of students [8]. The progress of the times is not entirely good for our college students. Many students use the Internet excessively and uncontrollably, which has seriously affected their lives and learning. It damages their physical and mental health. This phenomenon first attracted the attention of American psychologists and it was named as a new psychological disease under different names [9], such as “Internet Addiction” (IA) and “Internet Addiction Syndrome.” The mobile phone bowed head tribes of theoretical courses need not be mentioned any more. They are already the stage for teachers and students to fight for wisdom and courage in colleges and universities. Even our sports-based sports courses are no exception. Students run with mobile phones; teachers arrange exercises with mobile phones and even practice splitting legs with mobile phones. Since mobile phones, computers, the Internet, social platforms, and other multimedia are so attractive to students, our physical education workers use the “blocking” way to stop students from blocking the car, so why do not we use the “sparse” way? Therefore, the author has designed a hybrid teaching mode of multimedia integration based on 5G cloud computing, which integrates computer, mobile phone, Internet, social platform, and other information into our college physical education teaching, so that these strong signals of the times become a useful tool for our college physical education classroom teaching, rather than an essential element which intervenes in the teaching of the course. Let multimedia integration promote the reformation of college physical education curriculum. It is the inevitable trend of college physical education curriculum reform in the future, which aims to promote students’ physical health and is the necessary means to achieve the great strategy of healthy China.


## 2. Objects and Methods

### 2.1. Objects

117 college students were selected from the physical education curriculum of Chongqing Normal University.


### 2.2. Methods

#### 2.2.1. Documentation Method

More than 60 core journals related to this study were searched on CNKI, Wanfang, and Weipu, and more than 10 books such as “Multimedia Fusion,” “Mixed Teaching Model,” “Physical Exercise Habits,” “Body Composition,” and “Physical Health Level” were consulted in Chongqing Normal University to lay a theoretical foundation for this study.


#### 2.2.2. Questionnaire Survey

Exercise level scale, using self-compiled questionnaires, refers to the characteristics of the sports habitual population standards: (1) take part in physical exercise not less than three times a week; (2) each activity time is not less than 30 minutes, with the physical fitness and the sports engaged in the medium or above load (pulse rate is greater than 110 times/score); and (3) duration is not less than six months. Those who satisfy the three mentioned conditions are students who have the habit of physical exercise and those who have no habit of physical exercise [10]. According to the division method of Professor Lu Zhaozhen, we divide the sports population into four categories: the standard sports population satisfying three conditions of sports population division, the approximate sports population satisfying two conditions, the accidental sports population satisfying one condition, and the pure non-sports population satisfying zero conditions. The validity of the questionnaire was tested by experts [11]. The reliability clone Bach alpha coefficient of the questionnaire was 0.71. The reliability and validity of the questionnaire were feasible, and it could basically reflect the level of physical exercise of the respondents.


#### 2.2.3. Teaching Experiment Method

(1) Grouping. Because 117 college students were selected as their own teaching classes, teaching experiments were carried out according to natural classes. They are divided into two groups. One group is intervention group and the other one is control group. There are two classes in the experimental class, one male class and one female class, each with 30 students. There are 60 students in the experimental class, with two teaching classes in the control class, one male class with 30 students and one female class with 27 students.(2) Content of Courses. The content of courses is Mass Aerobics Level 3 and Aerobic Running.(3) Traditional Teaching Method. In the control group, teachers supervise running circles, aerobics content teachers in class take 8 beats, mainly using demonstration method, explanation, password and instructions, prevention and correction, and other teaching methods.(4) The Mixed Teaching Model of Multimedia Fusion. Before class, teachers use computers or mobile phones in the intervention group and distribute the content of the aerobics section to the teaching group. Students are required to learn according to the teaching video. Difficult technical actions are divided, complete teaching videos are recorded with cameras and decomposed, and they are uploaded to the learning group for students to use.For class, computer is used to mix the recorded teaching video with the downloaded teaching video. The students are allowed to study by themselves in groups. Video can be moved forward or backward at any time, which can help students to learn at any time where they will not. Passive learning is turned into active learning.For after class, students use computers or mobile phones to record the learning content and send it to me. They submit their homework. Teachers can evaluate the quality of students’ action completion online or offline.At the same time, students are required to download their own appropriate sports APP on their mobile phones. They are required to exercise for more than 30 minutes every day after class and to complete the exercise APP card-punching once, at least three days a week, and to be checked during the physical education class every week.The experiment lasted six months from August 2018 to January 2019. Two classes sent out questionnaires in the first week of class and reissued questionnaires in the eighteenth week.


#### 2.2.4. Measurement Method

In order to facilitate measurement, subjects were required to finish eating at 11.30 a.m. and take a concentrated lunch break. The measurement starts at 2.30 p.m. and the body is at rest. Before the experiment, all students’ body compositions were measured. When the experiment ended, all of them were measured again. The measuring instrument is INBODY 3.0 of Korea. The main indicators of measurement and analysis were weight, total body water (TBW), body mass index (BMI), body fat mass (BFM), fat-free mass (FFM), protein, muscle, skeletal muscle mass (SMM), basic metabolism (BM), visceral fat index (VFI), and bone.


#### 2.2.5. Mathematical Statistics

SPSS 22.0 and Excel were used to analyze descriptive statistics and perform comparison of average on the basis of collected questionnaires.


## 2.1. Objects

117 college students were selected from the physical education curriculum of Chongqing Normal University.


## 2.2. Methods

### 2.2.1. Documentation Method

More than 60 core journals related to this study were searched on CNKI, Wanfang, and Weipu, and more than 10 books such as “Multimedia Fusion,” “Mixed Teaching Model,” “Physical Exercise Habits,” “Body Composition,” and “Physical Health Level” were consulted in Chongqing Normal University to lay a theoretical foundation for this study.


### 2.2.2. Questionnaire Survey

Exercise level scale, using self-compiled questionnaires, refers to the characteristics of the sports habitual population standards: (1) take part in physical exercise not less than three times a week; (2) each activity time is not less than 30 minutes, with the physical fitness and the sports engaged in the medium or above load (pulse rate is greater than 110 times/score); and (3) duration is not less than six months. Those who satisfy the three mentioned conditions are students who have the habit of physical exercise and those who have no habit of physical exercise [10]. According to the division method of Professor Lu Zhaozhen, we divide the sports population into four categories: the standard sports population satisfying three conditions of sports population division, the approximate sports population satisfying two conditions, the accidental sports population satisfying one condition, and the pure non-sports population satisfying zero conditions. The validity of the questionnaire was tested by experts [11]. The reliability clone Bach alpha coefficient of the questionnaire was 0.71. The reliability and validity of the questionnaire were feasible, and it could basically reflect the level of physical exercise of the respondents.


### 2.2.3. Teaching Experiment Method

(1) Grouping. Because 117 college students were selected as their own teaching classes, teaching experiments were carried out according to natural classes. They are divided into two groups. One group is intervention group and the other one is control group. There are two classes in the experimental class, one male class and one female class, each with 30 students. There are 60 students in the experimental class, with two teaching classes in the control class, one male class with 30 students and one female class with 27 students.(2) Content of Courses. The content of courses is Mass Aerobics Level 3 and Aerobic Running.(3) Traditional Teaching Method. In the control group, teachers supervise running circles, aerobics content teachers in class take 8 beats, mainly using demonstration method, explanation, password and instructions, prevention and correction, and other teaching methods.(4) The Mixed Teaching Model of Multimedia Fusion. Before class, teachers use computers or mobile phones in the intervention group and distribute the content of the aerobics section to the teaching group. Students are required to learn according to the teaching video. Difficult technical actions are divided, complete teaching videos are recorded with cameras and decomposed, and they are uploaded to the learning group for students to use.For class, computer is used to mix the recorded teaching video with the downloaded teaching video. The students are allowed to study by themselves in groups. Video can be moved forward or backward at any time, which can help students to learn at any time where they will not. Passive learning is turned into active learning.For after class, students use computers or mobile phones to record the learning content and send it to me. They submit their homework. Teachers can evaluate the quality of students’ action completion online or offline.At the same time, students are required to download their own appropriate sports APP on their mobile phones. They are required to exercise for more than 30 minutes every day after class and to complete the exercise APP card-punching once, at least three days a week, and to be checked during the physical education class every week.The experiment lasted six months from August 2018 to January 2019. Two classes sent out questionnaires in the first week of class and reissued questionnaires in the eighteenth week.


### 2.2.4. Measurement Method

In order to facilitate measurement, subjects were required to finish eating at 11.30 a.m. and take a concentrated lunch break. The measurement starts at 2.30 p.m. and the body is at rest. Before the experiment, all students’ body compositions were measured. When the experiment ended, all of them were measured again. The measuring instrument is INBODY 3.0 of Korea. The main indicators of measurement and analysis were weight, total body water (TBW), body mass index (BMI), body fat mass (BFM), fat-free mass (FFM), protein, muscle, skeletal muscle mass (SMM), basic metabolism (BM), visceral fat index (VFI), and bone.


### 2.2.5. Mathematical Statistics

SPSS 22.0 and Excel were used to analyze descriptive statistics and perform comparison of average on the basis of collected questionnaires.


## 2.2.1. Documentation Method

More than 60 core journals related to this study were searched on CNKI, Wanfang, and Weipu, and more than 10 books such as “Multimedia Fusion,” “Mixed Teaching Model,” “Physical Exercise Habits,” “Body Composition,” and “Physical Health Level” were consulted in Chongqing Normal University to lay a theoretical foundation for this study.


## 2.2.2. Questionnaire Survey

Exercise level scale, using self-compiled questionnaires, refers to the characteristics of the sports habitual population standards: (1) take part in physical exercise not less than three times a week; (2) each activity time is not less than 30 minutes, with the physical fitness and the sports engaged in the medium or above load (pulse rate is greater than 110 times/score); and (3) duration is not less than six months. Those who satisfy the three mentioned conditions are students who have the habit of physical exercise and those who have no habit of physical exercise [10]. According to the division method of Professor Lu Zhaozhen, we divide the sports population into four categories: the standard sports population satisfying three conditions of sports population division, the approximate sports population satisfying two conditions, the accidental sports population satisfying one condition, and the pure non-sports population satisfying zero conditions. The validity of the questionnaire was tested by experts [11]. The reliability clone Bach alpha coefficient of the questionnaire was 0.71. The reliability and validity of the questionnaire were feasible, and it could basically reflect the level of physical exercise of the respondents.


## 2.2.3. Teaching Experiment Method

(1) Grouping. Because 117 college students were selected as their own teaching classes, teaching experiments were carried out according to natural classes. They are divided into two groups. One group is intervention group and the other one is control group. There are two classes in the experimental class, one male class and one female class, each with 30 students. There are 60 students in the experimental class, with two teaching classes in the control class, one male class with 30 students and one female class with 27 students.(2) Content of Courses. The content of courses is Mass Aerobics Level 3 and Aerobic Running.(3) Traditional Teaching Method. In the control group, teachers supervise running circles, aerobics content teachers in class take 8 beats, mainly using demonstration method, explanation, password and instructions, prevention and correction, and other teaching methods.(4) The Mixed Teaching Model of Multimedia Fusion. Before class, teachers use computers or mobile phones in the intervention group and distribute the content of the aerobics section to the teaching group. Students are required to learn according to the teaching video. Difficult technical actions are divided, complete teaching videos are recorded with cameras and decomposed, and they are uploaded to the learning group for students to use.For class, computer is used to mix the recorded teaching video with the downloaded teaching video. The students are allowed to study by themselves in groups. Video can be moved forward or backward at any time, which can help students to learn at any time where they will not. Passive learning is turned into active learning.For after class, students use computers or mobile phones to record the learning content and send it to me. They submit their homework. Teachers can evaluate the quality of students’ action completion online or offline.At the same time, students are required to download their own appropriate sports APP on their mobile phones. They are required to exercise for more than 30 minutes every day after class and to complete the exercise APP card-punching once, at least three days a week, and to be checked during the physical education class every week.The experiment lasted six months from August 2018 to January 2019. Two classes sent out questionnaires in the first week of class and reissued questionnaires in the eighteenth week.


## 2.2.4. Measurement Method

In order to facilitate measurement, subjects were required to finish eating at 11.30 a.m. and take a concentrated lunch break. The measurement starts at 2.30 p.m. and the body is at rest. Before the experiment, all students’ body compositions were measured. When the experiment ended, all of them were measured again. The measuring instrument is INBODY 3.0 of Korea. The main indicators of measurement and analysis were weight, total body water (TBW), body mass index (BMI), body fat mass (BFM), fat-free mass (FFM), protein, muscle, skeletal muscle mass (SMM), basic metabolism (BM), visceral fat index (VFI), and bone.


## 2.2.5. Mathematical Statistics

SPSS 22.0 and Excel were used to analyze descriptive statistics and perform comparison of average on the basis of collected questionnaires.


## 3. Results

### 3.1. Statistics on the Use of Teaching Media in the Multimedia Mixed Teaching Model

Table1 shows the basic media used in multimedia mixed teaching, mainly using mobile phones, cameras, and other instruments to record video and sound and then using KK video recorder and Katyusha and other editing software programs to edit video and voice and then mainly using WeChat group for preclass communication. Text editors mainly use computers and mobile phones, mainly PPT production, word and focus KY to edit text content, and then communicate through various communication software programs. Mobile phones, computers, cameras, and other tools are mainly used to input pictures. Picture editors mainly use Meitu, Conew, and Photoshop to edit pictures and then use communication software to communicate. Achievement evaluation has changed from traditional sports performance measurement and evaluation. Combining the changes of body composition as an important indicator of performance evaluation, achievement evaluation is one of the significant indicators of physical evaluation as a sports evaluation. The working interfaces of some software programs are shown in Figures 1 and 2.Table 1
Basic media for multimedia mixed teaching.
Recording toolsEditing toolsCommunication softwareVideoMobile phones, camerasScreen video specialist, KK Capture, CamtasiaWeixin, Weibo, web page, sports APP, QQ Space, etc.VoiceMobile phones, camerasScreen video specialist, KK Capture, CamtasiaWeixin, Weibo, web page, sports APP, QQ Space, etc.Written wordsMobile phones, computersPPT, word, focus KYRain Classroom, Weixin, Weibo, web page, sports APP, QQ Space, etc.PictureMobile phones, computers, camerasPPT, Picture, Conew, PhotoshopRain Classroom, Weixin, Weibo, web page, sports APP, QQ Space, etc.Achievement evaluationComputer, mobile phoneINBODY 3.0 constitutional component analysis instrument in KoreaWeixin, Weibo, web page, QQ Space, etc.Figure 1
The teaching interface using Rain Classroom software.Figure 2
Camtasia working interface.Figure1 shows the interface of Rain Classroom teaching software. The left picture shows the interface of the teacher’s electronic courseware before class, the middle picture shows the interface of the teacher’s management of students during class, and the right picture shows the interface of students attending class. Through Rain Classroom teaching software, online teaching of physical education course can be realized.Figure2 shows the working interface of Camtasia software for video editing. The main function of this software is to combine and sort out multiple software pieces and reprocess the sound, text, and picture of video, so as to meet our needs for teaching.Table2 is the main function statistics table for the experimental group students to use sports APP. For the convenience of teaching, we uniformly use Yue Dong APP as a tool in class. We count the frequency of each function. From the table, we can see that GPS trajectory recording and motion data analysis are the functions that the experimental group students should use, accounting for 100% of the respondents; IOS health management, accounting for 96.67% of the respondents; and calorie consumption, accounting for 80% of the respondents; the fourth is calorie-free social sharing, accounting for 75% of the respondents. Therefore, the main sports APP functions used by college students are mainly track-keeping, sports data analysis, IOS health management, calorie consumption, social sharing, training plan, training guidance, and competition among friends.Table 2
Experimental group ranked by using the sports APP function.
FunctionNumberPercentageRankingGPS trajectory recording60100.001Analysis of motion data60100.001Training planning3761.673IOS health management5896.674Voice prompt2338.335Music playing2338.336Social sharing4575.007Friend contest2338.338Calorie consumption4880.009Training guidance3253.3310Other915.0011


### 3.2. Effect of the Multimedia Mixed Teaching Model on College Students’ Physical Exercise Behavior

According to the division method of Professor Lu Zhaozhen, we divide the sports population into four categories. Table3 shows a statistical map of the comparison between the sports population before the experiment and after the experiment in the experimental group and the control group:(1)
Comparing the data before the experiment with the data after the experiment in experimental group, the number of standard sports populations increased from 9 to 18, approximating the increase of sports population from 11 to 29; the accidental sports population decreased from 28 to 11, and the non-sports population decreased from 10 to 2. From the above data changes, we can see that the application of multimedia mixed teaching model in physical education has a greater impact on the number of sports populations in the experimental group, and the number of sports populations has been greatly increased.(2)
Comparing the data before the experiment with the data after the experiment in control group, the standard sports population increased from 8 to 9, the approximate sports population increased from 11 to 13, the accidental sports population decreased from 27 to 25, and the non-sports population decreased from 11 to 10. It is shown that traditional physical education teaching can also augment sports population in control group, but the effect of promotion is far less than the effect of multimedia mixed teaching applied in physical education.Table 3
Effects of the multimedia mixed teaching model on college students’ exercise behavior.
Sports populationApproximate sports populationOccasional sports populationNonsports populationN%N%N%N%Before experiment, experimental group915.001321.672846.671016.67After experiment, experimental group1830.002948.331118.3323.33Before experiment, control group814.041119.302747.371119.30After experiment, control group915.791322.812543.861017.54


### 3.3. Analysis of the Effect on the Multimedia Mixed Teaching Model for College Students’ Body Composition

Table4 shows the t-test of body composition index difference of male students in multimedia mixed teaching experiment. Before the experiment, we can see that there are significant differences between the experimental group and the control group. After the experiment, the sig. value of the three indexes of basal metabolism, fat-free body weight, and fat between the experimental group and the control group was less than 0.001, showing a very significant difference; the sig. value of visceral fat index was less than 0.01, showing a significant difference; the sig. value of BMI, muscle, skeletal muscle, and other indicators was less than 0.05, showing a specific significant difference. The basal metabolism, BMI, fat-free weight, fat, visceral fat, muscle, and skeletal muscle of boys in experimental group were higher than those in boys in control group, with statistical significance.Table 4
Thet-test of body composition index difference of male students in multimedia mixed teaching experiment.
Component indexBefore experimentAfter experimentExperimental groupControl groupSig.Experimental groupControl groupSig.MeanStd.MeanStd.MeanStd.MeanStd.BM1213.093182.4361218.593162.5980.6781523.093118.9851321.559155.8480.000∗∗∗BMI22.6762.03022.0072.9170.33820.1082.09221.0032.9160.014∗Weight68.9014.98169.0314.5760.17569.0123.95867.0314.5610.563FFM43.2936.36542.8756.0420.06846.9755.02244.0287.0400.000∗∗∗BFM17.2637.68816.9838.0550.56414.6904.65516.3708.0540.000∗∗∗VFI11.382.80010.9652.4960.2319.2301.9609.9522.9600.002∗∗TBW34.3657.87633.5676.8480.74732.5686.47532.9496.4760.645Protein6.0291.7276.3291.4540.4266.0291.2206.2351.2740.104Muscle40.5816.80341.0357.0330.07642.1235.53241.9846.0350.023∗SMM28.9438.59028.9588.5530.64630.2156.53529.0768.5750.045∗Bone2.9190.7133.1940.6990.6353.8940.7203.5380.6630.066Note.∗∗∗P<0.001, ∗∗P<0.01, and ∗P<0.05.Table5 shows the t-test of the differences in body composition of female students in multimedia teaching experiment. Before the experiment, we can see that there are significant differences between the experimental group and the control group. After the experiment, the sig. values of three indexes of basal metabolism, BMI, and fat in the experimental group and the control group was less than 0.001, showing a very significant difference; sig. values of visceral fat were less than 0.01, showing a significant difference; sig. values of body weight and water were less than 0.05, showing a significant difference. Therefore, after the reform of the mixed multimedia teaching for girls, the indexes of basic metabolism, BMI, body weight, fat, visceral fat, and water in experimental group were significantly higher than those in the girls in control group, with statistical significance.Table 5
Thet-test of body composition differences among female students in multimedia teaching experiment.
Component indexBefore experimentAfter experimentExperimental groupControl groupSig.Experimental groupControl groupSig.MeanStd.MeanStd.MeanStd.MeanStd.BM1113.093182.4361118.593162.5980.6321323.093118.9851121.559155.8480.000∗∗∗BMI23.4682.91722.1042.0940.75620.0761.91722.0032.1560.000∗∗∗Weight55.0124.98154.6034.5760.73552.0123.75653.0004.1110.026∗FFM40.6295.43740.9885.7040.37841.7254.53241.3084.9750.536BFM16.3265.55116.5686.0420.38413.6904.65515.9285.5540.000∗∗∗VFI11.7962.36711.3902.6000.2339.0401.96010.7552.9020.002∗∗TBW35.5597.86535.7456.7560.75132.5686.46234.8576.5630.032∗Protein5.8752.7276.0333.4540.7466.8752.2755.9752.2740.038∗Muscle38.4565.02339.1036.3450.17439.1235.31339.2405.3400.342SMM25.6268.35326.0768.9750.64627.0556.29826.7598.5450.145Bone2.4940.7692.5440.6610.3543.6040.9863.0750.6850.366Note.∗∗∗P<0.001, ∗∗P<0.01, and ∗P<0.05.


### 3.4. Case Analysis of the Effect on Multimedia Mixed Teaching of College Students’ Physical Exercise Level and Body Fat

Figure3 shows a snapshot of students’ APP punching in two times a month from August 2018 to January 2019. The motion screenshots are taken on the first day and the 15th day of each month. If there is no exercise in these two days, the screenshot of the latest exercise in this month from day 1 and day 15 is taken. From the picture, we can see students from the initial 4.04 km in August 2018 to 10.52 km in January 2019. From this point of view, under the supervision of APP and teachers, students’ exercise time and intensity are increasing, and their cardiopulmonary function should be improved greatly. This progress is very great. In terms of this habit, students have been exercising for more than three days a week for six months, basically forming a stable habit of exercising.Figure 3
Students punching out after class and the movement mileage change chart from August 2018 to January 2019.Table6 is a dynamic analysis table of the body composition indicators of the students after 180 days of multimedia teaching. It can be seen from the table that the body, BMI, fat, visceral fat, and water indicators decrease with the increase of exercise time. The indexes of protein, muscle, skeletal muscle, bone, and basic metabolism increased with the increase of exercise time. From the table, we can see that the changes of body weight, BMI, fat, and other indicators are the most significant. At the end of the course, each classmate will get a physical evaluation sheet. The teacher will perform a comprehensive evaluation of the sports performance in conjunction with the body’s performance.Table 6
Changes of body composition indicators of students from August 2018 to January 2019.
Stick to timeWeightBMIFFMBFMVFIProteinTBWMuscleSMMBoneBM0 days55.723.539.32516.7105.732.436.322.14.4111330 days54.52340.01116.4105.631.836.622.34.6112060 days5421.640.52315.6106.231.637.122.64.6118590 days53.720.540.62914.696.730.837.322.84.71258120 days52.520.641.00213.896.329.637.523.14.81261150 days52.521.141.164313.287.128.237.723.44.91272180 days52.120.841.83612.277.827.637.923.64.91365


## 3.1. Statistics on the Use of Teaching Media in the Multimedia Mixed Teaching Model

Table1 shows the basic media used in multimedia mixed teaching, mainly using mobile phones, cameras, and other instruments to record video and sound and then using KK video recorder and Katyusha and other editing software programs to edit video and voice and then mainly using WeChat group for preclass communication. Text editors mainly use computers and mobile phones, mainly PPT production, word and focus KY to edit text content, and then communicate through various communication software programs. Mobile phones, computers, cameras, and other tools are mainly used to input pictures. Picture editors mainly use Meitu, Conew, and Photoshop to edit pictures and then use communication software to communicate. Achievement evaluation has changed from traditional sports performance measurement and evaluation. Combining the changes of body composition as an important indicator of performance evaluation, achievement evaluation is one of the significant indicators of physical evaluation as a sports evaluation. The working interfaces of some software programs are shown in Figures 1 and 2.Table 1
Basic media for multimedia mixed teaching.
Recording toolsEditing toolsCommunication softwareVideoMobile phones, camerasScreen video specialist, KK Capture, CamtasiaWeixin, Weibo, web page, sports APP, QQ Space, etc.VoiceMobile phones, camerasScreen video specialist, KK Capture, CamtasiaWeixin, Weibo, web page, sports APP, QQ Space, etc.Written wordsMobile phones, computersPPT, word, focus KYRain Classroom, Weixin, Weibo, web page, sports APP, QQ Space, etc.PictureMobile phones, computers, camerasPPT, Picture, Conew, PhotoshopRain Classroom, Weixin, Weibo, web page, sports APP, QQ Space, etc.Achievement evaluationComputer, mobile phoneINBODY 3.0 constitutional component analysis instrument in KoreaWeixin, Weibo, web page, QQ Space, etc.Figure 1
The teaching interface using Rain Classroom software.Figure 2
Camtasia working interface.Figure1 shows the interface of Rain Classroom teaching software. The left picture shows the interface of the teacher’s electronic courseware before class, the middle picture shows the interface of the teacher’s management of students during class, and the right picture shows the interface of students attending class. Through Rain Classroom teaching software, online teaching of physical education course can be realized.Figure2 shows the working interface of Camtasia software for video editing. The main function of this software is to combine and sort out multiple software pieces and reprocess the sound, text, and picture of video, so as to meet our needs for teaching.Table2 is the main function statistics table for the experimental group students to use sports APP. For the convenience of teaching, we uniformly use Yue Dong APP as a tool in class. We count the frequency of each function. From the table, we can see that GPS trajectory recording and motion data analysis are the functions that the experimental group students should use, accounting for 100% of the respondents; IOS health management, accounting for 96.67% of the respondents; and calorie consumption, accounting for 80% of the respondents; the fourth is calorie-free social sharing, accounting for 75% of the respondents. Therefore, the main sports APP functions used by college students are mainly track-keeping, sports data analysis, IOS health management, calorie consumption, social sharing, training plan, training guidance, and competition among friends.Table 2
Experimental group ranked by using the sports APP function.
FunctionNumberPercentageRankingGPS trajectory recording60100.001Analysis of motion data60100.001Training planning3761.673IOS health management5896.674Voice prompt2338.335Music playing2338.336Social sharing4575.007Friend contest2338.338Calorie consumption4880.009Training guidance3253.3310Other915.0011


## 3.2. Effect of the Multimedia Mixed Teaching Model on College Students’ Physical Exercise Behavior

According to the division method of Professor Lu Zhaozhen, we divide the sports population into four categories. Table3 shows a statistical map of the comparison between the sports population before the experiment and after the experiment in the experimental group and the control group:(1)
Comparing the data before the experiment with the data after the experiment in experimental group, the number of standard sports populations increased from 9 to 18, approximating the increase of sports population from 11 to 29; the accidental sports population decreased from 28 to 11, and the non-sports population decreased from 10 to 2. From the above data changes, we can see that the application of multimedia mixed teaching model in physical education has a greater impact on the number of sports populations in the experimental group, and the number of sports populations has been greatly increased.(2)
Comparing the data before the experiment with the data after the experiment in control group, the standard sports population increased from 8 to 9, the approximate sports population increased from 11 to 13, the accidental sports population decreased from 27 to 25, and the non-sports population decreased from 11 to 10. It is shown that traditional physical education teaching can also augment sports population in control group, but the effect of promotion is far less than the effect of multimedia mixed teaching applied in physical education.Table 3
Effects of the multimedia mixed teaching model on college students’ exercise behavior.
Sports populationApproximate sports populationOccasional sports populationNonsports populationN%N%N%N%Before experiment, experimental group915.001321.672846.671016.67After experiment, experimental group1830.002948.331118.3323.33Before experiment, control group814.041119.302747.371119.30After experiment, control group915.791322.812543.861017.54


## 3.3. Analysis of the Effect on the Multimedia Mixed Teaching Model for College Students’ Body Composition

Table4 shows the t-test of body composition index difference of male students in multimedia mixed teaching experiment. Before the experiment, we can see that there are significant differences between the experimental group and the control group. After the experiment, the sig. value of the three indexes of basal metabolism, fat-free body weight, and fat between the experimental group and the control group was less than 0.001, showing a very significant difference; the sig. value of visceral fat index was less than 0.01, showing a significant difference; the sig. value of BMI, muscle, skeletal muscle, and other indicators was less than 0.05, showing a specific significant difference. The basal metabolism, BMI, fat-free weight, fat, visceral fat, muscle, and skeletal muscle of boys in experimental group were higher than those in boys in control group, with statistical significance.Table 4
Thet-test of body composition index difference of male students in multimedia mixed teaching experiment.
Component indexBefore experimentAfter experimentExperimental groupControl groupSig.Experimental groupControl groupSig.MeanStd.MeanStd.MeanStd.MeanStd.BM1213.093182.4361218.593162.5980.6781523.093118.9851321.559155.8480.000∗∗∗BMI22.6762.03022.0072.9170.33820.1082.09221.0032.9160.014∗Weight68.9014.98169.0314.5760.17569.0123.95867.0314.5610.563FFM43.2936.36542.8756.0420.06846.9755.02244.0287.0400.000∗∗∗BFM17.2637.68816.9838.0550.56414.6904.65516.3708.0540.000∗∗∗VFI11.382.80010.9652.4960.2319.2301.9609.9522.9600.002∗∗TBW34.3657.87633.5676.8480.74732.5686.47532.9496.4760.645Protein6.0291.7276.3291.4540.4266.0291.2206.2351.2740.104Muscle40.5816.80341.0357.0330.07642.1235.53241.9846.0350.023∗SMM28.9438.59028.9588.5530.64630.2156.53529.0768.5750.045∗Bone2.9190.7133.1940.6990.6353.8940.7203.5380.6630.066Note.∗∗∗P<0.001, ∗∗P<0.01, and ∗P<0.05.Table5 shows the t-test of the differences in body composition of female students in multimedia teaching experiment. Before the experiment, we can see that there are significant differences between the experimental group and the control group. After the experiment, the sig. values of three indexes of basal metabolism, BMI, and fat in the experimental group and the control group was less than 0.001, showing a very significant difference; sig. values of visceral fat were less than 0.01, showing a significant difference; sig. values of body weight and water were less than 0.05, showing a significant difference. Therefore, after the reform of the mixed multimedia teaching for girls, the indexes of basic metabolism, BMI, body weight, fat, visceral fat, and water in experimental group were significantly higher than those in the girls in control group, with statistical significance.Table 5
Thet-test of body composition differences among female students in multimedia teaching experiment.
Component indexBefore experimentAfter experimentExperimental groupControl groupSig.Experimental groupControl groupSig.MeanStd.MeanStd.MeanStd.MeanStd.BM1113.093182.4361118.593162.5980.6321323.093118.9851121.559155.8480.000∗∗∗BMI23.4682.91722.1042.0940.75620.0761.91722.0032.1560.000∗∗∗Weight55.0124.98154.6034.5760.73552.0123.75653.0004.1110.026∗FFM40.6295.43740.9885.7040.37841.7254.53241.3084.9750.536BFM16.3265.55116.5686.0420.38413.6904.65515.9285.5540.000∗∗∗VFI11.7962.36711.3902.6000.2339.0401.96010.7552.9020.002∗∗TBW35.5597.86535.7456.7560.75132.5686.46234.8576.5630.032∗Protein5.8752.7276.0333.4540.7466.8752.2755.9752.2740.038∗Muscle38.4565.02339.1036.3450.17439.1235.31339.2405.3400.342SMM25.6268.35326.0768.9750.64627.0556.29826.7598.5450.145Bone2.4940.7692.5440.6610.3543.6040.9863.0750.6850.366Note.∗∗∗P<0.001, ∗∗P<0.01, and ∗P<0.05.


## 3.4. Case Analysis of the Effect on Multimedia Mixed Teaching of College Students’ Physical Exercise Level and Body Fat

Figure3 shows a snapshot of students’ APP punching in two times a month from August 2018 to January 2019. The motion screenshots are taken on the first day and the 15th day of each month. If there is no exercise in these two days, the screenshot of the latest exercise in this month from day 1 and day 15 is taken. From the picture, we can see students from the initial 4.04 km in August 2018 to 10.52 km in January 2019. From this point of view, under the supervision of APP and teachers, students’ exercise time and intensity are increasing, and their cardiopulmonary function should be improved greatly. This progress is very great. In terms of this habit, students have been exercising for more than three days a week for six months, basically forming a stable habit of exercising.Figure 3
Students punching out after class and the movement mileage change chart from August 2018 to January 2019.Table6 is a dynamic analysis table of the body composition indicators of the students after 180 days of multimedia teaching. It can be seen from the table that the body, BMI, fat, visceral fat, and water indicators decrease with the increase of exercise time. The indexes of protein, muscle, skeletal muscle, bone, and basic metabolism increased with the increase of exercise time. From the table, we can see that the changes of body weight, BMI, fat, and other indicators are the most significant. At the end of the course, each classmate will get a physical evaluation sheet. The teacher will perform a comprehensive evaluation of the sports performance in conjunction with the body’s performance.Table 6
Changes of body composition indicators of students from August 2018 to January 2019.
Stick to timeWeightBMIFFMBFMVFIProteinTBWMuscleSMMBoneBM0 days55.723.539.32516.7105.732.436.322.14.4111330 days54.52340.01116.4105.631.836.622.34.6112060 days5421.640.52315.6106.231.637.122.64.6118590 days53.720.540.62914.696.730.837.322.84.71258120 days52.520.641.00213.896.329.637.523.14.81261150 days52.521.141.164313.287.128.237.723.44.91272180 days52.120.841.83612.277.827.637.923.64.91365


## 4. Discussion

### 4.1. Changes in Exercise Behavior

According to the research theory of Professor Schultz of Duke University and Cambridge University about habit formation and change, the formation of a behavior habit is the stable construction process of the habit loop, which follows four elements: hint, habitual behavior, reward, and forming the psychological desire for habitual behavior. The hint of physical exercise behavior contributes to habitual physical exercise behavior. Then, this kind of reward will foster people’s constant desire bit by bit for physical exercise behavior, thus prompting the frequency and continuance in physical exercise behavior and eventually developing the habit of physical exercise. The reason why people keep exercising and make it become a habit is that for the very beginning it has been a special reward for fitness. Study indicates that the cause for exercising may be to get rewards like “feeling good” or “feeling of achievement” or “feeling of triumph” [12]. This self-reward is enough to make sports a habit. At present, domestic scholars have not yet unified the explanation of physical exercise habits. He Buwen believes that the habit of physical exercise is a relatively stable exercise behavior gradually formed in the exercise practice of the day after tomorrow [13]. Qiu Meiting [14] and others believe that the formation mechanism of physical exercise habits is that physical, psychological, or social needs generate exercise motivation, which results in exercise behavior driven by motivation. The results of the behavior conform to the motivation goal of the subject, thus promoting the repeated and intensified exercise behavior, forming a more consolidated dynamic stereotype in physiology, forming a fixed psychological stereotype in psychology, and gradually consolidating it to become an automated way of behaving. Liu Xiaoli [15] holds that physical exercise habits refer to a relatively stable and unchangeable movement tendency and behavior that people develop in a specific environment and continue to participate in sports and exercise in order to improve or maintain their living or living conditions. It refers to the fairly stable way of life that people gradually develop in their daily life to participate in sports activities. It is also the internal motivation for people to maintain regular sports participation. Qiao Yucheng [16] believe that people gradually formed in the process of long-term physical exercise the day after tomorrow, with inherent needs and more stable, conscious participation, adhere to physical exercise behavior. Cultivating sports habits is a kind of cultivation education, which requires long-term accumulation of sports practice in order to achieve a good educational effect. “Habits become natural” [17].First of all, through the mixed teaching of multimedia integration, students can acquire more sports knowledge and technical skills besides teachers’ demonstration, so that students can continuously accumulate knowledge, technology, and skills about sports. The application of multimedia makes the analysis of sports data more real-time monitoring of the invisible effect of physical exercise and the information can be timely responded to college students. For college students, such exercise effects can be intuitively transmitted to the brain, more acceptable than the language descriptions we usually use, and the wrong actions can be corrected in time. It is more acceptable to college students than the teacher’s hand-foot comparison. It directly improves the quality of physical education classes, and the interest in physical education courses can immediately rise.Secondly, the vitality of sports can help us build and maintain social relations and achieve a sense of achievement [18]. For college students who usually communicate less, the communication on the network platform is more casual, and there is no psychological burden. Let college students’ sports emotional experience be shared smoothly with normal people and enhance their self-confidence: group exposure, sharing their own fitness experience and data, possessing potent force, and so on. When people exercise alone, it is very easy for them to doubt themselves and think whether they really have the ability to change themselves or not. Meanwhile, when they interact with others, no matter sharing the experience or the results of exercise and so forth, the change is more accessible to come. Although friends are not around, the competition between friends can also participate at any time. It can also arouse the interest of college students to engage themselves in sports, so that the physical education curriculum can be extended from class to extracurricular activities.Thirdly, on the network platform, in order to obtain special rewards, such as praise from friends, accumulation of medals, and promotion of user rank, as well as teachers’ participation, they pay more attention to the changes after sports, so that their interest in taking physical class can be raised again, and the physical class can also be extended from in class to out of class, thus forming a good sport mode of cyclic interaction in class and out of class, to link the separate physical education class with the physical exercise life after class, so as to keep the interest of physical education class flowing. At the same time, it will advance the quality of physical education, so that sports can continue. Physical education curriculum has changed from pure offline to online preview, correction, after-class exercises, online praise, and a series of teaching modes which combine online with offline. In order to obtain the online visual “reward,” “encouragement,” “sense of achievement,” and “sense of victory,” this requires the occurrence of their constant physical exercise behavior. Only by making college students feel good about physical exercise emotional experience can the occurrence of college students’ physical exercise behavior be guaranteed. The constant interest in physical education courses and participating in sports makes physical education courses extend from inside to outside, making physical education class not only a separate course but also an effective physical exercise cycle. Thereby, college students’ attitude toward participating in physical exercise has been significantly changed, so that college students’ physical exercise behavior occurs constantly, the number of sports populations has been increased, and the habit of college students’ physical exercise has been gradually developed.


### 4.2. Changes in Body Composition

Basic metabolism (BM) refers to human body’s energy metabolic rate when the human body is awake, clear, and peaceful, which is not affected by muscle activity, environmental temperature, food, and mental stress. In clinical and physiological experiments, subjects were required to have at least 12 hours without food, at room temperature of 20 C, rest for half an hour, stay awake, and do not carry out mental and physical activities. Previous studies have shown that appropriate sports activities can promote the improvement of basic metabolic rate of human body. The results of this study are similar to those of previous studies [19]. After the reform of the multimedia mixed teaching mode for boys and girls in Tables 4 and 5, the basal metabolic rate of boys and girls in the experimental group increased significantly, indicating that the multimedia mixed teaching effectively promoted the participation of boys and girls in sports. Guo Zhen’s research shows that resistance exercise lasting for 12 weeks can improve the sexual basal metabolic rate of young men [20].BMI is short for body mass index. BMI is a number obtained by dividing weight kilograms of body weight by the square of height meters of height. It is commonly used as an international standard to measure the degree of obesity and leanness as well as whether the human body is fit or not. It is mainly used for statistical purposes. BMI is a neutral and reliable indicator when we need to compare and analyze the health effects of a person’s weight on people of different heights. BMI was originally designed as a statistic tool for research of public health. When it is necessary for us to know whether obesity is the chief cause of a disease, we can convert the patient’s height and weight into BMI and then find out whether there is a linear correlation between the BMI and the incidence of the disease. However, now BMI is only a reference value with the advancement of science and technology. To truly measure whether a patient is obese, it is necessary to measure the patient’s impedance with microelectric power to infer the patient’s fat thickness. Therefore, the role of BMI is gradually altering, starting from medical use to the general public’s fitness indicators now, which is welcomed by college students. As can be seen from Figures4 and 5 (Figures 5 and 6 are from the network, which is used to intuitively show scholars the appearance and body shape of human bodies with different BMI indexes), different BMI indices differ greatly in relative body shape. As can be seen from Table 4, the BMI index of boys has decreased from 22.676 to 20.108. As can be seen from Figure 4, the difference of body shape of boys has changed greatly after class. Table 5 shows that the average BMI of girls has decreased from 23.468 to 20.076. As can be seen from Figure 5, the body shape of girls has changed greatly after class. From Tables 4 and 5, boys and girls showed a trend of weight loss after class, fat weight loss, visceral fat loss, muscle weight gain, and fat-free weight gain. Again, it is verified that the mixed physical education teaching with multimedia integration has a great influence on the students’ body shape, and it bears the characteristics of college students’ pursuit of physical fitness [21]. Dong Xiaosheng et al. [22] found that, after 12 weeks of exercise intervention, there were statistical differences in physical fitness, BMI, and waist-to-hip ratio between the experimental group and the control group, which were the same as the results of this study.Figure 4
Reference standard diagrams of BMI indices for males.Figure 5
Reference standard diagrams of BMI indices for females.Figure 6
Human visceral fat and grade diagram.The reduction of visceral fat counts for students’ healthy physique development greatly. Visceral fat is one of the body’s fats. Unlike subcutaneous fat, which is known as “fat” on the body, it surrounds human organs and mainly lies in the abdominal cavity. Visceral fat highly matters to our health. Visceral fat index (VFI) is also known as visceral fat grade. The area of fat around viscera of abdominal CT scan image is divided into 30 grades. The result calculated by some calculation method is called visceral fat index or visceral fat grade. The estimation method is as follows: visceral fat index = visceral fat area (cm)/10 cm. The visceral fat index ranges from 1 to 9 in the normal range, 10 to 14 is uptilted, 15 to 29 is on the high side, and 30 is very high. The visceral fat and grade diagram is shown in Figure6 (Figure 6 whether it comes from the network. Its function is to intuitively tell readers the main distribution of visceral fat in the human body and intuitively present the body types corresponding to different visceral fat indexes). Excessive visceral fat is particularly harmful to the body and can cause a series of so-called complications, which refer to the habitual diseases caused by obesity (mainly type 2 diabetes mellitus, abnormal fat metabolism, hypertension, etc.), and may also cause infertility, heart disease, shortness of breath, and so on [23]. From Tables 4 and 5, it can be clearly seen that the visceral fat index of boys and girls before class is on the high side, and the experimental class is back to normal after class, but the control class is still on the high side. From the preclass indicators, it is indicated that the current college students’ physical health is worrying [24], but, after six months of multimedia blended teaching, the visceral fat indicators of male and female students are restored to normal level, indicating that multimedia blended teaching model can effectively mobilize students’ sports behavior and promote students to form good exercise habits. Thus, the visceral fat index can be effectively reduced through stable exercise behavior. A comparative study of aerobic exercise intervention and resistance exercise intervention in obese adolescents was carried out by Lee. The results showed that, compared with the blank control group, aerobic exercise and resistance exercise intervention could effectively reduce the content of liver lipid, body mass, body fat, and visceral fat in obese boys. Girls’ aerobic exercise can produce the same effect as boys, but resistance exercise intervention can only reduce girls’ body fat and has no significant effect on liver lipid content [25].The mixed teaching mode of multimedia integration shows gender differences. From Tables4 and 5, it can be seen that, after multimedia mixed teaching, boys and girls show significant differences in basic metabolism, BMI index, fat, visceral fat, and other indicators before and after the experiment. It is shown that multimedia integrated mode can promote the elevation of basic metabolism of male and female college students and can effectively reduce fat and visceral fat index. It can promote the shape of students to maintain a healthy body. There is no significant difference in body weight among boys, which may be due to the reduction of fat and visceral fat, but there was increase of weight of muscle and skeletal muscle. Although there is no significant difference in body weight among boys, there is a significant change in constitution composition. Therefore, it can be seen that the evaluation of teaching effect is more objective and disinterested by using multimedia teaching to evaluate the test indexes of constitution composition [26]. Girls’ body weight indicators show significant differences. It can be seen that female students’ fat, visceral fat, and water indicators are significantly decreased, while muscle and skeletal muscle have not increased significantly, so female students show significant weight loss. After multimedia mixed teaching, boys and girls show a large gender difference, boys’ muscle growth is significant, and girls’ water content is significantly reduced.


## 4.1. Changes in Exercise Behavior

According to the research theory of Professor Schultz of Duke University and Cambridge University about habit formation and change, the formation of a behavior habit is the stable construction process of the habit loop, which follows four elements: hint, habitual behavior, reward, and forming the psychological desire for habitual behavior. The hint of physical exercise behavior contributes to habitual physical exercise behavior. Then, this kind of reward will foster people’s constant desire bit by bit for physical exercise behavior, thus prompting the frequency and continuance in physical exercise behavior and eventually developing the habit of physical exercise. The reason why people keep exercising and make it become a habit is that for the very beginning it has been a special reward for fitness. Study indicates that the cause for exercising may be to get rewards like “feeling good” or “feeling of achievement” or “feeling of triumph” [12]. This self-reward is enough to make sports a habit. At present, domestic scholars have not yet unified the explanation of physical exercise habits. He Buwen believes that the habit of physical exercise is a relatively stable exercise behavior gradually formed in the exercise practice of the day after tomorrow [13]. Qiu Meiting [14] and others believe that the formation mechanism of physical exercise habits is that physical, psychological, or social needs generate exercise motivation, which results in exercise behavior driven by motivation. The results of the behavior conform to the motivation goal of the subject, thus promoting the repeated and intensified exercise behavior, forming a more consolidated dynamic stereotype in physiology, forming a fixed psychological stereotype in psychology, and gradually consolidating it to become an automated way of behaving. Liu Xiaoli [15] holds that physical exercise habits refer to a relatively stable and unchangeable movement tendency and behavior that people develop in a specific environment and continue to participate in sports and exercise in order to improve or maintain their living or living conditions. It refers to the fairly stable way of life that people gradually develop in their daily life to participate in sports activities. It is also the internal motivation for people to maintain regular sports participation. Qiao Yucheng [16] believe that people gradually formed in the process of long-term physical exercise the day after tomorrow, with inherent needs and more stable, conscious participation, adhere to physical exercise behavior. Cultivating sports habits is a kind of cultivation education, which requires long-term accumulation of sports practice in order to achieve a good educational effect. “Habits become natural” [17].First of all, through the mixed teaching of multimedia integration, students can acquire more sports knowledge and technical skills besides teachers’ demonstration, so that students can continuously accumulate knowledge, technology, and skills about sports. The application of multimedia makes the analysis of sports data more real-time monitoring of the invisible effect of physical exercise and the information can be timely responded to college students. For college students, such exercise effects can be intuitively transmitted to the brain, more acceptable than the language descriptions we usually use, and the wrong actions can be corrected in time. It is more acceptable to college students than the teacher’s hand-foot comparison. It directly improves the quality of physical education classes, and the interest in physical education courses can immediately rise.Secondly, the vitality of sports can help us build and maintain social relations and achieve a sense of achievement [18]. For college students who usually communicate less, the communication on the network platform is more casual, and there is no psychological burden. Let college students’ sports emotional experience be shared smoothly with normal people and enhance their self-confidence: group exposure, sharing their own fitness experience and data, possessing potent force, and so on. When people exercise alone, it is very easy for them to doubt themselves and think whether they really have the ability to change themselves or not. Meanwhile, when they interact with others, no matter sharing the experience or the results of exercise and so forth, the change is more accessible to come. Although friends are not around, the competition between friends can also participate at any time. It can also arouse the interest of college students to engage themselves in sports, so that the physical education curriculum can be extended from class to extracurricular activities.Thirdly, on the network platform, in order to obtain special rewards, such as praise from friends, accumulation of medals, and promotion of user rank, as well as teachers’ participation, they pay more attention to the changes after sports, so that their interest in taking physical class can be raised again, and the physical class can also be extended from in class to out of class, thus forming a good sport mode of cyclic interaction in class and out of class, to link the separate physical education class with the physical exercise life after class, so as to keep the interest of physical education class flowing. At the same time, it will advance the quality of physical education, so that sports can continue. Physical education curriculum has changed from pure offline to online preview, correction, after-class exercises, online praise, and a series of teaching modes which combine online with offline. In order to obtain the online visual “reward,” “encouragement,” “sense of achievement,” and “sense of victory,” this requires the occurrence of their constant physical exercise behavior. Only by making college students feel good about physical exercise emotional experience can the occurrence of college students’ physical exercise behavior be guaranteed. The constant interest in physical education courses and participating in sports makes physical education courses extend from inside to outside, making physical education class not only a separate course but also an effective physical exercise cycle. Thereby, college students’ attitude toward participating in physical exercise has been significantly changed, so that college students’ physical exercise behavior occurs constantly, the number of sports populations has been increased, and the habit of college students’ physical exercise has been gradually developed.


## 4.2. Changes in Body Composition

Basic metabolism (BM) refers to human body’s energy metabolic rate when the human body is awake, clear, and peaceful, which is not affected by muscle activity, environmental temperature, food, and mental stress. In clinical and physiological experiments, subjects were required to have at least 12 hours without food, at room temperature of 20 C, rest for half an hour, stay awake, and do not carry out mental and physical activities. Previous studies have shown that appropriate sports activities can promote the improvement of basic metabolic rate of human body. The results of this study are similar to those of previous studies [19]. After the reform of the multimedia mixed teaching mode for boys and girls in Tables 4 and 5, the basal metabolic rate of boys and girls in the experimental group increased significantly, indicating that the multimedia mixed teaching effectively promoted the participation of boys and girls in sports. Guo Zhen’s research shows that resistance exercise lasting for 12 weeks can improve the sexual basal metabolic rate of young men [20].BMI is short for body mass index. BMI is a number obtained by dividing weight kilograms of body weight by the square of height meters of height. It is commonly used as an international standard to measure the degree of obesity and leanness as well as whether the human body is fit or not. It is mainly used for statistical purposes. BMI is a neutral and reliable indicator when we need to compare and analyze the health effects of a person’s weight on people of different heights. BMI was originally designed as a statistic tool for research of public health. When it is necessary for us to know whether obesity is the chief cause of a disease, we can convert the patient’s height and weight into BMI and then find out whether there is a linear correlation between the BMI and the incidence of the disease. However, now BMI is only a reference value with the advancement of science and technology. To truly measure whether a patient is obese, it is necessary to measure the patient’s impedance with microelectric power to infer the patient’s fat thickness. Therefore, the role of BMI is gradually altering, starting from medical use to the general public’s fitness indicators now, which is welcomed by college students. As can be seen from Figures4 and 5 (Figures 5 and 6 are from the network, which is used to intuitively show scholars the appearance and body shape of human bodies with different BMI indexes), different BMI indices differ greatly in relative body shape. As can be seen from Table 4, the BMI index of boys has decreased from 22.676 to 20.108. As can be seen from Figure 4, the difference of body shape of boys has changed greatly after class. Table 5 shows that the average BMI of girls has decreased from 23.468 to 20.076. As can be seen from Figure 5, the body shape of girls has changed greatly after class. From Tables 4 and 5, boys and girls showed a trend of weight loss after class, fat weight loss, visceral fat loss, muscle weight gain, and fat-free weight gain. Again, it is verified that the mixed physical education teaching with multimedia integration has a great influence on the students’ body shape, and it bears the characteristics of college students’ pursuit of physical fitness [21]. Dong Xiaosheng et al. [22] found that, after 12 weeks of exercise intervention, there were statistical differences in physical fitness, BMI, and waist-to-hip ratio between the experimental group and the control group, which were the same as the results of this study.Figure 4
Reference standard diagrams of BMI indices for males.Figure 5
Reference standard diagrams of BMI indices for females.Figure 6
Human visceral fat and grade diagram.The reduction of visceral fat counts for students’ healthy physique development greatly. Visceral fat is one of the body’s fats. Unlike subcutaneous fat, which is known as “fat” on the body, it surrounds human organs and mainly lies in the abdominal cavity. Visceral fat highly matters to our health. Visceral fat index (VFI) is also known as visceral fat grade. The area of fat around viscera of abdominal CT scan image is divided into 30 grades. The result calculated by some calculation method is called visceral fat index or visceral fat grade. The estimation method is as follows: visceral fat index = visceral fat area (cm)/10 cm. The visceral fat index ranges from 1 to 9 in the normal range, 10 to 14 is uptilted, 15 to 29 is on the high side, and 30 is very high. The visceral fat and grade diagram is shown in Figure6 (Figure 6 whether it comes from the network. Its function is to intuitively tell readers the main distribution of visceral fat in the human body and intuitively present the body types corresponding to different visceral fat indexes). Excessive visceral fat is particularly harmful to the body and can cause a series of so-called complications, which refer to the habitual diseases caused by obesity (mainly type 2 diabetes mellitus, abnormal fat metabolism, hypertension, etc.), and may also cause infertility, heart disease, shortness of breath, and so on [23]. From Tables 4 and 5, it can be clearly seen that the visceral fat index of boys and girls before class is on the high side, and the experimental class is back to normal after class, but the control class is still on the high side. From the preclass indicators, it is indicated that the current college students’ physical health is worrying [24], but, after six months of multimedia blended teaching, the visceral fat indicators of male and female students are restored to normal level, indicating that multimedia blended teaching model can effectively mobilize students’ sports behavior and promote students to form good exercise habits. Thus, the visceral fat index can be effectively reduced through stable exercise behavior. A comparative study of aerobic exercise intervention and resistance exercise intervention in obese adolescents was carried out by Lee. The results showed that, compared with the blank control group, aerobic exercise and resistance exercise intervention could effectively reduce the content of liver lipid, body mass, body fat, and visceral fat in obese boys. Girls’ aerobic exercise can produce the same effect as boys, but resistance exercise intervention can only reduce girls’ body fat and has no significant effect on liver lipid content [25].The mixed teaching mode of multimedia integration shows gender differences. From Tables4 and 5, it can be seen that, after multimedia mixed teaching, boys and girls show significant differences in basic metabolism, BMI index, fat, visceral fat, and other indicators before and after the experiment. It is shown that multimedia integrated mode can promote the elevation of basic metabolism of male and female college students and can effectively reduce fat and visceral fat index. It can promote the shape of students to maintain a healthy body. There is no significant difference in body weight among boys, which may be due to the reduction of fat and visceral fat, but there was increase of weight of muscle and skeletal muscle. Although there is no significant difference in body weight among boys, there is a significant change in constitution composition. Therefore, it can be seen that the evaluation of teaching effect is more objective and disinterested by using multimedia teaching to evaluate the test indexes of constitution composition [26]. Girls’ body weight indicators show significant differences. It can be seen that female students’ fat, visceral fat, and water indicators are significantly decreased, while muscle and skeletal muscle have not increased significantly, so female students show significant weight loss. After multimedia mixed teaching, boys and girls show a large gender difference, boys’ muscle growth is significant, and girls’ water content is significantly reduced.


## 5. Conclusions

Through the half-year research on the innovation of multimedia integration blended teaching based on 5G cloud computing among 117 college students in four classes, the number of students’ sports population has increased significantly after the end of the teaching experiment. This shows that the mixed teaching mode of multimedia integration can promote the stability of students’ physical exercise behavior, effectively improve students’ physical participation, and promote students’ physical exercise habits. After the teaching experiment, there were significant differences in basic metabolism, BMI index, fat, visceral fat, and other indicators between male and female college students, which indicated that multimedia teaching could effectively promote the improvement of students’ basic metabolism level, effectively control fat composition, and promote the maintenance of students’ body shape. The decrease of visceral fat can effectively reduce the occurrence of many complications and promote the health level of students. At the same time, the experiment showed the difference between males and females. The muscle of male students began to increase significantly, while that of female students was still in water and muscle did not increase significantly. It was shown that girls need more time to exercise to enhance their body composition and achieve the effect of promoting physical health level.Physical education in colleges and universities, as one of the important educational contents in colleges and universities, should adjust to the needs of education and strengthen the education of students’ physical health. Effective physical education teaching means and methods to should be chosen to improve students’ physical health. China has entered a new era of 5G cloud computing, and college students are the largest group of Internet users. The number of college students accepting new things is increasing relatively fast. The conventional teaching mode cannot fully stimulate students’ interest in physical exercise. Therefore, the hybrid teaching mode of multimedia fusion based on 5G cloud computing has become the inevitable trend of the current thematic physical education curriculum reform and an important way to cultivate students’ physical exercise habits and enhance physical health.



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