# Application of Sensor-Based Intelligent Wearable Devices in Information Physical Education

Authors: Wanjun Chen
Journal: Mathematical Problems in Engineering
 (2022)

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## Abstract

In order to solve the heavy work tasks of teachers and improve the efficiency of classroom teaching, a sensor-based intelligent wearable device method is proposed. The method is divided into four stages: generalization-differentiation-solidification-automation. At the stage of generalization and differentiation, teachers should first demonstrate and drill the correct movements and brief notes for attention. It is not appropriate to emphasize the details of movements too much. In the movement exercise of the differentiation and solidification stage, attention should be paid to guiding students to experience the process of coordinating and generating force, and to enhance the experience of muscle sensation and perception. In the solidification stage, students’ mastery of technical movements tends to be stable, and they should strengthen the combination with other mastered technical movements. In this stage, attention should be paid to the cultivation of individual technical style. The results showed that 46% of the students in the experimental group thought badminton special learning was interesting, while only 15% of the students in the control group held the same attitude. 39% of the students in the experimental group thought badminton special learning interesting, and 31% of the students in the control group; in the experimental group, 15% of students thought that their interest in badminton became average after a semester of special courses, while in the control group, 39% students should be interested in badminton. None of the students in the experimental group thought badminton learning was less interesting, while 15% of the students in the control group still felt badminton learning became less interesting.Conclusion. The method can effectively solve the heavy work of teachers and improve the efficiency of class.


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## Body

## 1. Introduction

With the in-depth development of economic globalization in the twenty-first century, various high-tech information technologies have gradually developed vigorously [1]. The rapid development of information technology promotes the reform and innovation of university teaching. The trend of educational informationization and efficient utilization of resources is becoming more and more prominent. The application of intelligent wearable devices in college physical education teaching practice is a beneficial attempt to combine high-end information equipment and teaching. The successful docking of the two is conducive to improving the teaching mode, tracking mode, and evaluation mode of college physical education teaching practice, accurately docking students’ practice and mastery of physical education practice and promoting the overall good development of teaching [2].School physical education as a basic stage of physical education is gradually being paid attention to. How to perfect the school physical education better to realize the integration of inside and outside class, making the physical education teaching process no longer limited to the classroom, and how to explore the effective extension path are the problems in front of physical education workers.In this context, physical education in colleges and universities is gradually moving towards the direction of combining diversification, flexibility, and informatization [3]. In recent years, innovative research on wearable devices and other emerging information technologies has been frequently mentioned in various academic reports. Scholars have expounded on the development of wearable technology in different fields from different perspectives. At present, the concept of combining wearable devices with sports has taken shape, and more and more applications and promotions combining with sports are also in progress. In the context of the rapid development of information technology, combined with previous studies on wearable technology, this article carries out a teaching experiment design for the daily teaching of badminton elective courses in colleges and universities. It tries to find new methods and means of wearable device-assisted teaching, stimulate students’ enthusiasm for participation, improve the controllability and accuracy of college badminton elective teaching, and achieve the goal of steadily improving the teaching effect of college badminton elective teaching [4].


## 2. Literature Review

At the present stage, physical education teaching in colleges and universities in China is still relatively traditional. Through “spoon-feeding” teaching means, the preliminary mastery of skills and the attainment of students’ physical fitness test are achieved, but the teaching objective of cultivating students’ interest in learning and improving their subjective initiative in learning is not fully considered [5]. After the “sweet period of teachers and students”, most students lack follow-up learning enthusiasm and motivation, resulting in absent-minded students in class, decreased executive ability, teachers’ teaching weakness, poor teaching effect, and other phenomena. Some scholars have shown that the most significant characteristic of motor skill acquisition is that it is improved based on practice. With the progress of effective practice, the practitioner can achieve more accurate and punctual target movements. The effective practice here includes two aspects: “repetition” and “feedback.” Sufficient repetitions will solidify the movements and make them proficient. Accurate feedback helps practitioners find and correct deviations in movements and achieves refinement of technical movements. The traditional teaching mode of badminton technique in colleges and universities mainly adopts teachers’ explanation and demonstration and students’ repeated practice. In the early stage of technical movement teaching, there are many imitation exercises, and it is difficult for students with a weak ability to construct movement representation to find the correct movement experience. However, when students make mistakes in the process of practice, they often only rely on the feedback form of the teacher’s language description and demonstration to guide students to correct them. This kind of simple language description can not make students clearly recognize and understand the accuracy of their own actions, and it is easy to increase the probability of repeated guidance and correction by teachers, resulting in heavy work for teachers and greatly reducing the efficiency of classroom teaching.An intelligent sensor is used as a novel teaching aid. The realization of its functions is based on the formation of rules of motor skills. The main task is to provide intuitive and effective information feedback for practitioners and deepen their representation cognition through the application of modern detection devices, such as intelligent sensors, in the process of technical movement learning and practice in class [6]. Through the sensor device attached to the bottom of the badminton racket handle, the intelligent mobile terminal is connected to realize real-time monitoring of students’ movements in the process of badminton practice [7]. Each swing action of students is recorded in the form of a movement track, and numerical display of swing speed, strength, radian, and other indicators, so as to replace the simple language description of teachers in the past, so that the teaching feedback information will be directly and specifically present. The teacher’s explanation is optimized and the student’s practice experience is enhanced.


## 3. Methods

### 3.1. The Process of Traditional Teaching Methods in Badminton Teaching

As shown in Figure1, the traditional teaching mode is still adopted in PE technology teaching in most colleges and universities in China. It is mainly reflected in the educational thought represented by the Herbart school, which advocates that teachers are the main body of classroom teaching. Teachers mainly explain and demonstrate and students imitate and practice, showing a relatively single teaching mode. From the process guidance in the figure above, we can see that in this mode, teachers are easy to control and organize badminton classes. Using conventional teaching methods and means to teach basic skills to students, students can repeat and imitate until they master the movements. This teaching mode can help students to complete the acquisition of basic skills. However, in the teaching process, it is not conducive to give full play to students’ subjective initiative and does not play a good role in promoting the improvement of students’ interest in learning and the cultivation of their learning initiative.Figure 1
Flow chart of traditional badminton teaching in class.


### 3.2. The Process of Intelligent Sensor-Assisted Badminton Teaching

As shown in Figure2, the use of intelligent sensors to assist badminton teaching requires teachers to actively create research-based learning modes and try to achieve simple guided teaching. Teachers are required to encourage students to make full use of real-time numerical information feedback provided by sensors (such as hitting speed, strength, and arc) and standard degree evaluation of movements in the process of practice, to form a conscious self-evaluation, and to explore standard badminton technical movements, appropriate power generation and timing. Through the effective collection of kinematic parameters in the swing process, students can be promoted to discuss and communicate with each other, deepen their understanding and grasp of correct badminton technical movements, and return to the principal status of students in class [8].Figure 2
Flowchart of intelligent sensor-assisted badminton teaching.


### 3.3. Teaching Experiment Steps of Sensor-Assisted Traditional Classroom Teaching

The main goal of badminton technology teaching is to let students master basic badminton technology and skills. When the sensor-assisted teaching mode is switched, the role of teachers is more inclined to be teaching assistant and guide.


#### 3.3.1. The Beginning of the Lesson

Centering on the course, the operation method, main function and use purpose of the sensor equipment were introduced to the students in the experimental group, so as to deepen their behavioral ability and thinking consciousness, guide students to have subjective analysis and judgment of their own behaviors in the process of using the equipment, and then improve their research and practice ability.


#### 3.3.2. The Progress of the Lesson

The guidance of intelligent sensor-assisted teaching to badminton technical action teaching is carried out according to the four stages of “generalization-differentiation-solidification-automation.”Forehand overhand hitting a lob is taken as an example. At the stage of generalization and differentiation, teachers should first demonstrate and drill the correct movements and brief notes for attention. It is not appropriate to emphasize the details of movements too much. In the training session of classroom technical movements are arranged immediately, students are guided to form a complete impression of technical movements by using sensor information feedback, and students are not directly evaluated for their exercises, so as to stimulate their thirst for knowledge and active awareness of inquiry [9]. As far as possible to meet the students’ freedom to exercise, the students are required to learn to improve themselves for each exercise movement.In the movement practice of the differentiation-solidification stage, students should be guided to experience the process of coordinating force and enhance the experience of muscle sensation and perception. Group cooperation mode was established to promote students to cultivate their ability of independent thinking, problem finding, and problem solving in helping each other, mutual assistance, and mutual learning.In the solidifying stage, students’ mastery of technical movements tends to be stable, so they should strengthen the combination with other mastered technical movements for flexible application in actual combat. At this stage, attention should be paid to the cultivation of personal technical style [10].


#### 3.3.3. The End of the Lesson

By observing students’ practice in class, the teacher points out common mistakes in the course of students’ practice at the end of each class and does not take the initiative to propose solutions. Instead, the students are encouraged to analyze and discuss the phenomena. After class, students are required to reflect on their own shortcomings and improvement direction.


### 3.4. Comparison between Traditional Teaching and Intelligent Assisted Teaching

Let’s take an overhand forehand hit as an example.In the traditional mode, after the completion of technical movement teaching, teachers will focus on requiring students to improve the proficiency and stability of movements, and the word “efficient force generation” will often come out [11]. Indeed, as a sport with strong resistance across the net, the mastery of every single action of badminton technology ultimately serves the high-quality hitting effect. However, as far as practitioners and teachers are concerned, there is no objective evaluation standard to analyze and judge the effect of this exercise.With the aid of intelligent teaching, we can easily show the actual effect and mastery of the badminton technical action to the practitioners through the speed and strength curve recorded by the sensor [12].In the speed-force curve part, the dashed line represents the power curve, which records the power state of the practitioner of this action behavior; the solid line represents the speed curve, which records the waving speed state of this action behavior. The more similar the peak values of the two curves are, the more the stroke is completed in the same direction and the fluctuation in the power curve, which reflects the kinetic energy loss in the swing process. The zigzagging fluctuation of the speed curve is used to explain whether the force is consistent in the swing process (if there is an obvious fluctuation before the first peak of the speed curve, it indicates that the lead beat is incoherent and there is a phenomenon of repeated force) [13]. In the actual swing application, the occurrence of downward acute Angle shows the existence of reverse power, which is reflected in misleading, limiting power, and affecting the shot timing. The smoother the movement, the more calm the recorded curve tends to be, and the more regular it tends to be, without drastic fluctuations.The traditional badminton teaching is mainly guided by the verbal feedback of the action by the teacher. For the students with a weak ability of representation construction, it is difficult to find the correct technical action experience. The use of intelligent sensing equipment to assist teaching is to form digital intuitive feedback on the arc of swing, hitting power, hitting speed, and other related indicators through the specific restoration of the image of various badminton technical actions in the process of students’ practice, so as to deepen students’ experience of technical actions in a guided way [14]. With the cycle of “exercise-feedback-self-analysis-targeted repractice”, students can master and perfect their technical movements and finally finalize them correctly. It effectively solves the disadvantages of poor understanding ability and slow mastery of skills of students in traditional badminton teaching method. In addition, the number of students’ active practice after class increases, which further promotes the students’ mastery of badminton skills.


## 3.1. The Process of Traditional Teaching Methods in Badminton Teaching

As shown in Figure1, the traditional teaching mode is still adopted in PE technology teaching in most colleges and universities in China. It is mainly reflected in the educational thought represented by the Herbart school, which advocates that teachers are the main body of classroom teaching. Teachers mainly explain and demonstrate and students imitate and practice, showing a relatively single teaching mode. From the process guidance in the figure above, we can see that in this mode, teachers are easy to control and organize badminton classes. Using conventional teaching methods and means to teach basic skills to students, students can repeat and imitate until they master the movements. This teaching mode can help students to complete the acquisition of basic skills. However, in the teaching process, it is not conducive to give full play to students’ subjective initiative and does not play a good role in promoting the improvement of students’ interest in learning and the cultivation of their learning initiative.Figure 1
Flow chart of traditional badminton teaching in class.


## 3.2. The Process of Intelligent Sensor-Assisted Badminton Teaching

As shown in Figure2, the use of intelligent sensors to assist badminton teaching requires teachers to actively create research-based learning modes and try to achieve simple guided teaching. Teachers are required to encourage students to make full use of real-time numerical information feedback provided by sensors (such as hitting speed, strength, and arc) and standard degree evaluation of movements in the process of practice, to form a conscious self-evaluation, and to explore standard badminton technical movements, appropriate power generation and timing. Through the effective collection of kinematic parameters in the swing process, students can be promoted to discuss and communicate with each other, deepen their understanding and grasp of correct badminton technical movements, and return to the principal status of students in class [8].Figure 2
Flowchart of intelligent sensor-assisted badminton teaching.


## 3.3. Teaching Experiment Steps of Sensor-Assisted Traditional Classroom Teaching

The main goal of badminton technology teaching is to let students master basic badminton technology and skills. When the sensor-assisted teaching mode is switched, the role of teachers is more inclined to be teaching assistant and guide.


### 3.3.1. The Beginning of the Lesson

Centering on the course, the operation method, main function and use purpose of the sensor equipment were introduced to the students in the experimental group, so as to deepen their behavioral ability and thinking consciousness, guide students to have subjective analysis and judgment of their own behaviors in the process of using the equipment, and then improve their research and practice ability.


### 3.3.2. The Progress of the Lesson

The guidance of intelligent sensor-assisted teaching to badminton technical action teaching is carried out according to the four stages of “generalization-differentiation-solidification-automation.”Forehand overhand hitting a lob is taken as an example. At the stage of generalization and differentiation, teachers should first demonstrate and drill the correct movements and brief notes for attention. It is not appropriate to emphasize the details of movements too much. In the training session of classroom technical movements are arranged immediately, students are guided to form a complete impression of technical movements by using sensor information feedback, and students are not directly evaluated for their exercises, so as to stimulate their thirst for knowledge and active awareness of inquiry [9]. As far as possible to meet the students’ freedom to exercise, the students are required to learn to improve themselves for each exercise movement.In the movement practice of the differentiation-solidification stage, students should be guided to experience the process of coordinating force and enhance the experience of muscle sensation and perception. Group cooperation mode was established to promote students to cultivate their ability of independent thinking, problem finding, and problem solving in helping each other, mutual assistance, and mutual learning.In the solidifying stage, students’ mastery of technical movements tends to be stable, so they should strengthen the combination with other mastered technical movements for flexible application in actual combat. At this stage, attention should be paid to the cultivation of personal technical style [10].


### 3.3.3. The End of the Lesson

By observing students’ practice in class, the teacher points out common mistakes in the course of students’ practice at the end of each class and does not take the initiative to propose solutions. Instead, the students are encouraged to analyze and discuss the phenomena. After class, students are required to reflect on their own shortcomings and improvement direction.


## 3.3.1. The Beginning of the Lesson

Centering on the course, the operation method, main function and use purpose of the sensor equipment were introduced to the students in the experimental group, so as to deepen their behavioral ability and thinking consciousness, guide students to have subjective analysis and judgment of their own behaviors in the process of using the equipment, and then improve their research and practice ability.


## 3.3.2. The Progress of the Lesson

The guidance of intelligent sensor-assisted teaching to badminton technical action teaching is carried out according to the four stages of “generalization-differentiation-solidification-automation.”Forehand overhand hitting a lob is taken as an example. At the stage of generalization and differentiation, teachers should first demonstrate and drill the correct movements and brief notes for attention. It is not appropriate to emphasize the details of movements too much. In the training session of classroom technical movements are arranged immediately, students are guided to form a complete impression of technical movements by using sensor information feedback, and students are not directly evaluated for their exercises, so as to stimulate their thirst for knowledge and active awareness of inquiry [9]. As far as possible to meet the students’ freedom to exercise, the students are required to learn to improve themselves for each exercise movement.In the movement practice of the differentiation-solidification stage, students should be guided to experience the process of coordinating force and enhance the experience of muscle sensation and perception. Group cooperation mode was established to promote students to cultivate their ability of independent thinking, problem finding, and problem solving in helping each other, mutual assistance, and mutual learning.In the solidifying stage, students’ mastery of technical movements tends to be stable, so they should strengthen the combination with other mastered technical movements for flexible application in actual combat. At this stage, attention should be paid to the cultivation of personal technical style [10].


## 3.3.3. The End of the Lesson

By observing students’ practice in class, the teacher points out common mistakes in the course of students’ practice at the end of each class and does not take the initiative to propose solutions. Instead, the students are encouraged to analyze and discuss the phenomena. After class, students are required to reflect on their own shortcomings and improvement direction.


## 3.4. Comparison between Traditional Teaching and Intelligent Assisted Teaching

Let’s take an overhand forehand hit as an example.In the traditional mode, after the completion of technical movement teaching, teachers will focus on requiring students to improve the proficiency and stability of movements, and the word “efficient force generation” will often come out [11]. Indeed, as a sport with strong resistance across the net, the mastery of every single action of badminton technology ultimately serves the high-quality hitting effect. However, as far as practitioners and teachers are concerned, there is no objective evaluation standard to analyze and judge the effect of this exercise.With the aid of intelligent teaching, we can easily show the actual effect and mastery of the badminton technical action to the practitioners through the speed and strength curve recorded by the sensor [12].In the speed-force curve part, the dashed line represents the power curve, which records the power state of the practitioner of this action behavior; the solid line represents the speed curve, which records the waving speed state of this action behavior. The more similar the peak values of the two curves are, the more the stroke is completed in the same direction and the fluctuation in the power curve, which reflects the kinetic energy loss in the swing process. The zigzagging fluctuation of the speed curve is used to explain whether the force is consistent in the swing process (if there is an obvious fluctuation before the first peak of the speed curve, it indicates that the lead beat is incoherent and there is a phenomenon of repeated force) [13]. In the actual swing application, the occurrence of downward acute Angle shows the existence of reverse power, which is reflected in misleading, limiting power, and affecting the shot timing. The smoother the movement, the more calm the recorded curve tends to be, and the more regular it tends to be, without drastic fluctuations.The traditional badminton teaching is mainly guided by the verbal feedback of the action by the teacher. For the students with a weak ability of representation construction, it is difficult to find the correct technical action experience. The use of intelligent sensing equipment to assist teaching is to form digital intuitive feedback on the arc of swing, hitting power, hitting speed, and other related indicators through the specific restoration of the image of various badminton technical actions in the process of students’ practice, so as to deepen students’ experience of technical actions in a guided way [14]. With the cycle of “exercise-feedback-self-analysis-targeted repractice”, students can master and perfect their technical movements and finally finalize them correctly. It effectively solves the disadvantages of poor understanding ability and slow mastery of skills of students in traditional badminton teaching method. In addition, the number of students’ active practice after class increases, which further promotes the students’ mastery of badminton skills.


## 4. Results and Discussion

Interest is an important factor for the success of badminton teaching. Only when students are interested in badminton can they keep a positive and conscious attitude towards badminton for a long time [15]. As shown in Table 1, in order to verify the influence of intelligent sensor-assisted teaching methods on students’ interest in learning badminton, students were investigated in the form of questionnaires after the experiment. The subjective self-evaluation of the students in the experimental group and the control group (combined with the objective reality of badminton technique practice frequency, self-learning time, learning initiative and enthusiasm, etc.) was counted, and the results were shown in Figure 3.Table 1
Comparison of badminton skills between the two groups before the experiment.
Technical actionsExperimental groupX¯Control groupX¯TPForehand long serve technique4.624.69−0.2210.829Forehand technique5.385.150.8980.387Figure 3
Comparison of badminton learning interest between the experimental group and the control group after the experiment.Figure3 shows the comparison of the two groups of students’ learning interest in badminton after the experiment. After one semester’s study, 46% of the students in the experimental group thought badminton special learning was interesting, while only 15% of the students in the control group held the same attitude. 39% of the students in the experimental group thought badminton special learning interesting, 31% of the students in the control group; In the experimental group, 15% of students thought that their interest in badminton became average after a semester of special courses, while in the control group, 39% students should be interested in badminton. None of the students in the experimental group thought badminton learning was less interesting, while 15% of the students in the control group still felt badminton learning became less interesting. From the overall situation, the students in the experimental group are more interested in learning badminton than the control group. The two groups of students learned badminton special courses on the basis of the same teachers, venues, teaching tasks, and time schedule. The only difference was that the experimental group used sensor equipment to assist routine teaching in the learning process. According to the statistics in Table 1, the attitude of using sensors in the badminton learning process of the experimental group was evaluated after the experiment, and the students in the experimental group all took the initiative to use the sensors. The use of intelligent sensing equipment to assist teaching is more conducive to stimulate students’ interest in learning badminton and mobilize their learning enthusiasm [16] as shown in Figure 4.Figure 4
After the experiment, the experimental group and the control group actively practiced badminton times after class every week.According to Figure4, students in the experimental group actively participated in after-class exercises every week, while the control group still showed that 15% of students did not actively participate in after-class exercises. 23% of the experimental group practiced once or twice a week after class, while 46% of the control group did. 46% of the experimental group practiced three to four times a week after class, compared with 23% of the control group. Nearly 46 percent of the experimental group participated in self-directed exercises at least five times a week after class, compared with 15 percent of the control group. From the figure above, it can be seen that the initiative of students in the experimental group is significantly better than that in the control group.After the control experiment, part of the questionnaire of students’ interest reflected more real. Combined with the investigation of students’ interest in badminton and the reasoning analysis of badminton practice in their spare time, in the process of physical education classroom teaching, the use of intelligent sensors to assist traditional classroom teaching is conducive to creating a good training atmosphere for students and stimulating their learning enthusiasm [17]. This device can provide objective feedback and suggestions for the current technical actions in real time, which is the icing on the cake for the cultivation of interest in badminton and the improvement of initiative in after-class practice as shown in Table 2.Table 2
Influence of different teaching methods on students’ badminton skills.
ProjectsExperimental groupX¯Control groupX¯TPA long forehand serve7.766.815.8390.000Backhand ball at the net7.696.503.4840.005A forehand hit a long shot7.736.805.4820.000Lob7.156.314.2470.001Note.P<0.01 has a very significant difference, P<0.05 has a significant difference.Formula (1) was used to calculate the data in Table 2.(1)X¯=∑Xi/N.After the experiment, the scoring method combining standard and technical evaluation was adopted. The experimental data showed that students in the experimental class scored higher than those in the control group in the four technical tests of forehand lob, backhand lob, forehand lob, and forehand lob [18]. T test analysis showed that the students in the experimental group were significantly different from the control group in the four technical movements such as forehand high shot P<0.01.The analysis of the reason is that the intelligent sensor auxiliary teaching can be more effective in accordance with the actual situation of students, formulate scientific and reasonable training, accelerate the understanding and master of various badminton skills. The cognitive process of motor skills includes three stages: motor perception, motor representation, and motor concept [19]. Motor imagery plays an important part in the formation of motor skills, and the clarity of motor imagery largely determines the speed and accuracy of motor skill formation [20]. Therefore, the sensor-assisted teaching method is significantly better than the traditional teaching method in promoting students’ mastery of badminton technology.


## 5. Conclusion

This paper proposes a sensor-based approach to intelligent wearable devices. The method guides students to form a complete impression of technical movements by using sensor information feedback and does not directly evaluate students’ movements, so as to stimulate students’ thirst for knowledge and active awareness of inquiry. Students’ freedom of exercise should be satisfied as much as possible, and students are required to learn to improve themselves for each exercise. Through the control group experiment and the analysis of the experimental results, it can be seen that compared with the traditional teaching method, the number of students’ active practice after class has increased, which has more promoted the students’ mastery of badminton skills. Therefore, it is feasible to apply this method to badminton teaching in colleges and universities.



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