A Study on the Enhancement of Students’ Sports Participation by an Augmented Reality Interactive Platform for Teaching Physical Education in Colleges and Universities
Published Online: Mar 19, 2025
Received: Oct 31, 2024
Accepted: Feb 07, 2025
DOI: https://doi.org/10.2478/amns-2025-0429
Keywords
© 2025 Silin Li et al., published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Sports in colleges and universities is an important part of promoting the overall development of students, but in reality, many students do not have a high level of participation in sports. Students are often more willing to spend time playing video games or using social media than playing sports [1–3]. Sports can not only improve students’ physical fitness and health, but also help to improve students’ mental health and promote group activities. Therefore, the use of augmented reality technology in physical education in colleges and universities is of great significance to improve students’ participation in physical exercise [4–6].
With the rapid development of modern science and technology, its penetration in the field of education is becoming more and more significant, especially in the field of physical education, the application of science and technology not only refreshes the traditional teaching mode, but also greatly improves the teaching effect and students’ learning experience. The introduction of augmented reality technology has revolutionized physical education [7–10]. Through augmented reality technology, abstract sports skills can be visualized in front of the students, such as through the augmented reality glasses to show the decomposition diagram of swimming movements or the correct posture of basketball shooting. Augmented reality technology can bring an immersive experience to physical education [11–13]. Through the use of augmented reality glasses, students can participate in virtual sports scenarios, interact with characters, practice skills, and conduct tactical drills. Such teaching methods can enhance students’ participation and interest and improve the effect of physical education teaching [14–16].
Literature [17] examined the impact of augmented reality gaming environments on students’ motivation and activity levels to participate in physical education. A comparative experiment was conducted with 30 students and structured questionnaires and activity tests were used to collect students’ movement data, and the results pointed out that the augmented realization gaming environment enhances the interactivity of learning and contributes to increasing students’ engagement and enthusiasm. Literature [18] discussed the impact of augmented reality media on students’ learning outcomes with a quasi-experimental form of 2x2 factorial modeling as the research design and biometric testing as the research tool. A random sampling technique was also used to select 80 students as the study population and the results of the experiment pointed out that augmented reality improved students’ motivation and learning outcomes. Literature [19] explored the use of augmented reality in physical education. A quasi-experimental design approach was taken to 140 students on the post-physical education side. The results verified the effectiveness of augmented reality pedagogy in physical education, especially in the learning of spatially oriented content. Literature [20] aims to address the application and impact of AR, VR and MR technologies in physical education. A systematic review design was developed using a PRISMA-based methodology and databases such as wos and Scopus were analyzed, and the results revealed a continuous growth of interest in this area in recent years. It is emphasized that the application and results of new technologies enhance the educational experience of students participating in physical education courses. Literature [21] describes the feasibility of gamifying physical education using augmented reality and identifies the benefits and challenges it presents. The introduction of augmented reality into the classroom is explored through examples and recommendations for using this technology in physical education are presented. Literature [22] reviewed the impact of augmented reality technology on improving students’ perseverance levels and learning satisfaction. A mixed methods sequential explanatory design was utilized to conduct a comparative trial with 40 students. The results of the qualitative and quantitative based study indicated that the integration of augmented reality in physical education facilitated the improvement of students’ exercise perseverance and learning satisfaction. Literature [23] investigated the effects of augmented reality technology physical education teaching model on students’ motivation and learning behaviors. Student learning outcomes, motivation, and skill learning behaviors in soccer teaching were examined. The results of the study pointed out that the integration of augmented reality technology in physical education had a motivational effect on students’ learning behaviors and addressed the shortcomings of the application of information technology in physical education. Literature [24] states that augmented reality technology is emphasized as an advanced digital technology that has significant value in education. Based on the literature review, it was concluded that ADDIE was the most common instructional design used by previous researchers, while the use of augmented reality technology in recent years was not the only option.
In this paper, in order to enhance students’ participation in the process of physical education teaching under the background of the Internet, an interactive platform for physical education teaching for students in colleges and universities is constructed. Then, taking the students of a college in A city as the experimental objects, the interactive platform was applied to the process of physical education teaching, and a teaching comparison experiment was designed to investigate the improvement of sports participation in different teaching modes, and to study the differences in the improvement of students’ sports participation in different stages, different genders, and with or without parental exercise experience.
The flowchart of resource interaction [25–26] design of sports interactive platform supported by IoT technology is shown in Fig. 1.
The resource interaction design flow chart of the sports interactive platform
The interactive platform and sports resources must be integrated into the new sports resources interaction model that is based on the interactive platform. First of all, it is necessary to summarize and summarize the university sports resources that can be utilized by the interactive platform in terms of structure and content. In terms of structure, it is necessary to analyze the task modules of the interactive platform and clarify the internal organization of sports resources under each module. In terms of content, according to the different contents of sports resources, the sports resources within the built interactive platform should be divided into basic sports resources and expansion sports resources, and then combined with the characteristics of community residents’ participation in sports activities, focus on redesigning the basic sports resources that cover a wide range of areas and integrating and converting them into the various modules of the interactive platform.
Under the new sports resource sharing mode of the interactive platform, it is necessary to establish a scientific and systematic online digital sports resource base. The sports resource library within the interactive platform is based on the digitization of many sports resource points in real life, so it is necessary to fully study the construction objectives and significance of various types of sports resources and classify, summarize and aggregate them according to resource attributes. The sports resource library must set the sports resource category as the highest level, with a number of resource themes under it, and constructed under the resource themes in accordance with the sports sociological relationships required by the interactive platform. The structural model of the social relationship between resources in the sports resource library is shown in Figure 2. After the establishment of the relevant digital sports resource library, it is also necessary to label each different type of sports resources so that community residents can conveniently select sports resources through the labels, which in turn enhances the sorting efficiency and frequency of use of sports resources on the interactive platform by community residents.
The social relationship between Chinese sources in the sports repository
After completing the summarization and screening of the structure and content of sports resources on the interactive platform and establishing the sports resources database, it is necessary to select the corresponding sports resources according to the various modules of the interactive platform. Specifically, various types of sports resources in colleges and universities are analyzed. Effective resources suitable for interaction on the interactive platform such as personnel, material resources, classroom activities, etc. are integrated, and the corresponding resource modules of the interactive platform are selected for resource docking in accordance with the effects produced by various types of resources and the corresponding objectives.
After selecting sports resources suitable for the interactive platform, it is necessary to process and handle these sports resources, that is, to digitize all kinds of sports resources in reality, and then decompose the processed sports resources into small pieces of resource points, and regularize the information of similar resource points in a closed modular label centered on the design of sports activities, so that the way of presenting the resources can help the community residents understand the structure of the interactive platform in a relatively short time and quickly realize their own sports needs. This presentation of resources can help community residents understand the structure of the interactive platform in a short time and quickly realize their sports needs.
In this paper, the application of augmented reality interactive platform for college sports teaching in college sports teaching is studied, and two classes of freshmen and juniors in a college in A city are taken as experimental subjects. Among them, the second class is an experimental class with a total of 55 students, and the third class is a control class with a total of 55 students for one semester of teaching experimental activities.
Literature method
Through China Knowledge Network, and foreign websites and other resources to query a large number of literature related to the study, combined with the actual needs of the study, to analyze and summarize the literature, to distill the current situation of the previous research, to analyze the achievements and the actual extent of the study, to summarize the problems and shortcomings.
Questionnaire survey method
Using the questionnaire of “students’ participation in sports”, the experimental class and the control class were surveyed before and after the experiment. Two questionnaires were distributed before and after the experiment to investigate students’ interest in physical education, cooperation spirit in sports participation, will quality in sports participation, self-control in sports participation and health consciousness in sports participation in the experimental and control classes in order to understand the changes of the students before and after the experiment by means of questionnaires.
Questionnaire reliability test
The reliability method for retesting was adopted. Using statistical methods to analyze the correlation coefficients of the measurement scores of the two questionnaires issued to these 110 students, the correlation coefficients of the two tests were calculated: The correlation coefficient of the pre-test of the students’ sports participation questionnaire was 0.9638; the correlation coefficient of the post-test was 0.9427. Thus, it can be seen that these two questionnaires have good reliability.
Validity test
The questionnaire on students’ participation in sports was presented to 20 experts experienced in teaching sports, and was evaluated at three levels, namely, “effective, relatively effective, and ineffective” according to the details of the pre and post-tests. The questionnaire’s high validity is indicated by its approval rate being above 92.34%.
In the experiment, the “class” variable (divided into “experimental class” and “control class”) and the “experimental time” variable (divided into “before the experiment” and “after the experiment”) were selected as the variables to be processed during the experiment, and these variables needed to be classified and the experimental design was carried out. In the experimental process, the independent variable was the physical education teaching mode applied by the augmented reality interactive platform and the traditional physical education teaching mode, and the dependent variable was the students’ sports participation.
This experiment is intended to determine the changes in the six aspects of “interest in physical education, cooperative spirit, will quality, students’ health consciousness, students’ self-control, and interactive participation in physical education [27]” of the students in the experimental and control classes before and after the experiment to explore the impact of the application of the augmented reality interactive platform for teaching on students’ participation in sports, and thus to verify the effect of interactive education model in physical education.
In order to strictly control the influence on the experimental results due to the differences in teaching programs and progress in physical education teaching, the control class does not disrupt the original teaching program in physical education teaching. During the experiment, the experimental class was given guidance on the concepts and teaching methods of the sports education model, while the control class was not taught the concepts of the sports education model.
In terms of physical education teachers’ teaching style and teaching design, physical education teachers can teach according to their own teaching plan, and it should be noted that after each class, teachers in the experimental class are given feedback on the problems and worthwhile development of the teaching process, while teachers in the control class do not provide relevant feedback.
The teaching content and teaching progress of the experimental class and the control class are as consistent as possible.
Pre-testing
At the beginning of the school year, the existing situation of students’ participation in sports activities in the classroom and outside the classroom in the experimental class and the control class was tested, including questionnaires and technical tests in six aspects, including “interest in physical education, spirit of cooperation, willfulness, students’ health consciousness, students’ self-control, and participation in physical education interactions,” to find out whether there is a difference in the level of the experimental and the control classes. The questionnaires and technical tests were conducted to determine whether there was any difference between the experimental and control classes. Before and after the experiment, students’ interest in physical education, cooperation spirit, will quality, health consciousness, and self-control ability were investigated. The differences between the students before and after the experiment were calculated using the statistics of the scores.
The process of experiment implementation
In the first class of the first semester, the teacher first explains the teaching content and teaching requirements of the semester, as well as the goals that each student will achieve after a semester of study, students make corresponding records, and set their own milestones and long-term learning goals according to their own actual situation after the class. Teachers explain the teaching links, process, and teaching schedule of the semester, so that students can fully understand the arrangements of the teacher in the physical education class.
The teacher observes the students’ existing level of actual sports skills, physical abilities and the cooperative spirit and sense of responsibility shown by the students in practice, so as to prepare for better grouping in the following. In the process of grouping, teachers should control the grouping appropriately to avoid obvious differences in the level of sports skills between groups, otherwise it will have a great impact on future teaching and competition.
Teachers group students according to their actual situation and their participation. In the process of each application of interactive platform education mode teaching, teachers need to pay attention to the reaction of students in each classroom, pay attention to the changes of students, and adjust the teaching strategy according to the performance of students in the classroom.
Teachers teach according to the concepts and ideas of the physical education model, during which they reflect on and discuss the problems in teaching. Teachers need to do this after each class or at the end of the day’s physical education class, so as to avoid a long interval affecting the effectiveness of teachers’ reflection on the classroom. Teachers need to keep detailed records of students’ performance, classroom teaching effects, and feedback from teachers in order to better solve problems in the experiment.
The instructor of the movement education model gives feedback and guidance to the teachers of the experimental class, and the experimental teachers continuously improve their teaching methods and approaches in order to continuously meet the teaching requirements of the movement education model. In teaching, teachers should have the ability to improvise and keep a clear mind at all times.
Stage discussions and exchanges will be held after every two weeks to brainstorm and seek solutions to existing problems. In response to the teachers’ own design problems in physical education classes, they will collectively re-teach, analyze, and discuss class arrangements and teaching plans. In response to students’ common problems, teachers need to deeply analyze the reasons for the problems and keep looking for ways to solve them.
At the end of this semester’s teaching, the distribution and recovery of questionnaires for the experimental and control classes will be completed, and the experimental teachers will do a good job of summarizing the work. Aiming at the problems encountered in the process of teaching the movement education model, make a unified summary and summarize.
After a semester of teaching experiment, the experimental class students’ exercise participation before and after the experiment was compared. After the independent samples t-test, the results of the comparison of the experimental class students’ sports participation before and after the experiment were obtained as shown in Table 1. The results showed that at the end of the teaching experiment, the mean value of the experimental class students’ sports learning interest score was 54.17±0.87, which was significantly higher than that of 48.93±1.72 before the experiment, and P<0.001, indicating that there was a statistically very significant difference. In the dimension of spirit of cooperation in sports, the average values of the students in the experimental class before and after the experiment were 42.48±1.40 and 46.95±1.17, respectively, and P<0.001, indicating that the students in the experimental class after the experiment had a significant improvement in the spirit of cooperation in sports. On the quality of sports will, the average value of the scores before and after the experiment was tested by t-test (t=9.167), and the p-value was less than 0.001, indicating that there was a significant difference. In the three aspects of “students’ health awareness, students’ self-control and sports interaction participation”, the average values of the students in the experimental class before the experiment were 36.35±2.68, 39.40±1.75 and 37.52±1.05, respectively, and the post-test evaluation values were 37.22±1.21, 41.80±1.39 and 53.36±0.87, respectively, and the corresponding t values were -11.152, - 14.323 and -26.439, and the P values of the three dimensions were less than 0.001, indicating that there were significant differences between the students in the experimental class before and after the experiment, including “students’ health awareness, students’ self-control and sports interaction participation”. The results show that the augmented reality interactive teaching platform in colleges and universities has a positive effect on improving students’ sports participation.
Comparison results of the experimental study before and after the experiment
| Dimension | Pre-test(N=55) | Post-test(N=55) | t | P |
|---|---|---|---|---|
| Sports interest | 48.93±1.72 | 54.17±0.87 | -16.954 | 0.000** |
| Cooperative spirit | 42.48±1.40 | 46.95±1.17 | -23.061 | 0.000** |
| Will quality | 27.25±1.51 | 27.09±0.38 | 9.167 | 0.000** |
| Student health awareness | 36.35±2.68 | 37.22±1.21 | -11.152 | 0.000** |
| Student self-control | 39.40±1.75 | 41.80±1.39 | -14.323 | 0.000** |
| Sports interaction participation | 37.52±1.05 | 53.36±0.87 | -26.439 | 0.000** |
After one semester of teaching experiments, the comparison results of the exercise participation of the students in the control class before and after the experiment are shown in Table 2. It can be seen from the table that after the teaching experiment, the mean pre-test scores of the students in the control class using the “traditional teaching method” in six aspects: “interest in physical education, spirit of cooperation, quality of will, students’ health awareness, students’ self-control and participation in sports interaction” were 32.43±1.21, 24.22±1.34, 18.98±0.90, 35.34±0.78, 31.56±1.07 and 38.2±5, respectively0.73, the mean scores were 33.93± 1.13, 25.20± 1.68, 19.71± 1.08, 36.74±1.26, 31.77± 1.09 and 37.93±0.66, respectively, and the P values were greater than 0.05. Obviously, there was no significant difference in the above six dimensions after the “traditional teaching method” was used to teach the exercise participation in the control class for one semester (P>0.05). Therefore, the effect of “traditional pedagogy” on students’ sports participation is not significant.
Comparison results of the cross-section study before and after the experiment
| Dimension | Pre-test(N=55) | Post-test(N=55) | t | P |
|---|---|---|---|---|
| Sports interest | 32.43±1.21 | 33.93±1.13 | -1.986 | 0.067 |
| Cooperative spirit | 24.22±1.34 | 25.20±1.68 | -1.897 | 0.075 |
| Will quality | 18.98±0.90 | 19.71±1.08 | 1.832 | 0.066 |
| Student health awareness | 35.34±0.78 | 36.74±1.26 | -1.851 | 0.070 |
| Student self-control | 31.56±1.07 | 31.77±1.09 | -1.578 | 0.068 |
| Sports interaction participation | 38.25±0.73 | 37.93±0.66 | -1.772 | 0.072 |
After a semester of teaching experiment, the sports participation of students in the two classes was analyzed, using independent samples t-test to compare and analyze the six dimensions of “interest in physical education, cooperative spirit, will quality, students’ health consciousness, students’ self-control and sports interaction participation”. Table 3 below shows the comparison between the experimental class and the control class after the experiment. The t-values of the students in the experimental class and the control class in the six dimensions after the experiment were 22.376, 24.654, 17.942, 7.979, 13.762 and 19.433 respectively, with p-values of <0.01. Obviously, there is a very significant difference between the experimental class and the control class in the six dimensions above. The reason is that the combination of games and competitions in the interactive platform teaching will make students more willing to participate in sports and make them more motivated in terms of learning interest, cooperative spirit and interactive participation in sports. Through comparison, it is found that the learning initiative of students in the experimental class is stronger than that of students in the control class, which is more helpful to improve students’ sports participation. The interactive platform teaching mode is full of confrontation and entertainment in the process of classroom teaching, which is more attractive to students and enables good communication between teachers and students, thus positively affecting students’ sports participation.
The results of the participation of the two groups of students were compared
| Dimension | Experimental group | Control group | t | P |
|---|---|---|---|---|
| Sports interest | 54.17±0.87 | 33.93±1.13 | 22.376 | 0.000** |
| Cooperative spirit | 46.95±1.17 | 25.20±1.68 | 24.654 | 0.000** |
| Will quality | 27.09±0.38 | 19.71±1.08 | 17.942 | 0.000** |
| Student health awareness | 37.22±1.21 | 36.74±1.26 | 7.979 | 0.004** |
| Student self-control | 41.80±1.39 | 31.77±1.09 | 13.762 | 0.000** |
| Sports interaction participation | 53.36±0.87 | 37.93±0.66 | 19.433 | 0.000** |
The interactive platform sports participation behaviors were set with reference to the nationally implemented Sunshine Sports Participation Standards. The six participatory behaviors of “ensuring 60 minutes of exercise time per day, mastering more than two fitness methods, never missing the two exercises in school, participating in guided sports or activities, participating in recreational sports, and participating in fitness exercises at least three times a week” are named B1, B2, B3, B4, B5, and B6 in this paper, respectively. The six behaviors are a complete reflection of the students’ interactive sports participation behaviors, and this study utilizes the independent sample t-test method for analysis.
The results of the behavioral survey of students’ sports participation at different stages are shown in Table 4. The results showed that there were significant differences between behaviors B1, B2, and B5 for freshman students and junior students, with corresponding statistical t-values of -19.054, 16.534, and -18.284, respectively; the corresponding significant p-values were all 0.000 (p < 0.01). In terms of the magnitude of the rank means, the rank means of freshmen students’ sports participation under the interactive platform education from B1-B6 were 26.34, 30.63, 35.81, 37.94, 28.05, and 41.03, respectively; and the rank means of juniors were 48.92, 45.03, 27.62, 44.81, in that order, 46.86 and 49.56. It is obvious that the behaviors of “B1 ensuring 60 minutes of exercise every day, B2 mastering more than 2 fitness methods and B5 participating in recreational sports” of the junior students are significantly better than those of the freshmen.
The physical participation of students in different stages
| Student stage | Rank average | |||||
|---|---|---|---|---|---|---|
| B1 | B2 | B3 | B4 | B5 | B6 | |
| Freshman | 26.34 | 30.63 | 35.81 | 37.94 | 28.05 | 41.03 |
| Junior | 48.92 | 45.03 | 27.62 | 44.81 | 46.86 | 49.56 |
| t | -19.054 | -16.534 | -2.006 | -1.625 | -18.284 | -2.165 |
| P | 0.000** | 0.000** | 0.117 | 0.146 | 0.000** | 0.105 |
The results of the survey of students’ sports participation behaviors by gender are shown in Table 5. The results show that there is a significant difference between behaviors B1, B2, B4, and B5 for boys and girls, whose corresponding statistical t-values in boys are -16.746, -17.997, -8.514, and -14.632, respectively; and the corresponding significant p-values are 0.017, 0.013, 0.034, and 0.020, respectively. in terms of the magnitude of the ordinal means, boys’ sports participation from B1 -B6 under the interactive platform education, the rank means of their sports participation were 21.89, 22.65, 47.46, 32.81, 28.08, and 47.44, respectively; and for girls, the rank means were 41.74, 45.09, 34.2, 46.83, 44.94, and 42.25, respectively.It is clear that 60 minutes per day of Exercise behavior, mastering more than two methods behavior, and participation in guided sports or activities versus participation in recreational sports behaviors were shown to be better for boys than for girls. Girls were more likely to attend two exercise classes at school and perform calisthenics at least three times a week.
Physical participation behavior of different gender students
| Student gender | Rank average | |||||
|---|---|---|---|---|---|---|
| B1 | B2 | B3 | B4 | B5 | B6 | |
| Male | 21.89 | 22.65 | 47.46 | 32.81 | 28.08 | 47.44 |
| Female | 41.74 | 45.09 | 34.2 | 46.83 | 44.94 | 42.25 |
| t | -16.746 | -17.997 | -3.048 | -8.514 | -14.632 | -0.969 |
| P | 0.017* | 0.013* | 0.311 | 0.034* | 0.020* | 0.405 |
Parents’ different exercise habits can have an impact on their children’s sports participation. The results of the behavioral survey of students’ sports participation with different exercise habits of parents are shown in Table 6. The results show that there is a significant difference between behaviors B1, B2, B4, B5 and B6 between parents with and without exercise habits, and the t-values of the statistics corresponding to parents with exercise habits are -17.187, -18.367, -14.862, -7.964, and - 12.985, respectively; and their corresponding p-values of significance are all 0.000 (p < 0.01). In terms of the magnitude of ranked means, the ranked means of physical education and sport participation of students whose parents had exercise habits from B1-B6 under the interactive platform education were 27.68, 24.16, 36.45, 32.53, 29.42, and 35.53, respectively; and the ranked means for students whose parents did not have exercise habits were 53.44, 51.08, 41.01, 54.41, 39.89 and 53.95, respectively.It can be seen that parents with exercise habit directly affected adolescents’ 60 minutes of exercise per day, mastery of more than two methods, participation in guided activities, participation in recreational activities and frequency of activity participation.
The physical participation of parents in different exercise habits
| Student exercise | Rank average | |||||
|---|---|---|---|---|---|---|
| B1 | B2 | B3 | B4 | B5 | B6 | |
| Exercise habits | 27.68 | 24.16 | 36.45 | 32.53 | 29.42 | 35.53 |
| Unexercised | 53.44 | 51.08 | 41.01 | 54.41 | 39.89 | 53.95 |
| t | -17.187 | -18.367 | -1.333 | -14.862 | -7.964 | -12.985 |
| P | 0.000** | 0.000** | 0.328 | 0.000** | 0.000** | 0.000** |
In this paper, we first constructed an interactive platform for teaching sports in colleges and universities, and then designed a teaching experiment to investigate and evaluate the effect of improving students’ sports participation by applying the interactive platform for sports. The main conclusions are as follows:
The comparison results of the pre- and post-tests of the experimental class show that the t-values of the students in the three aspects of “students’ health awareness, students’ self-control and participation in sports interaction” are -11.152, -14.323, and -26.439, respectively; and the p-values of their significance are all less than 0.01. The Augmented Reality Interactive Teaching Platform in colleges and universities is proven to be effective in improving students’ participation in sports. The results of the comparison of students’ sports participation before and after the test in the control class show that the difference in the mean values of the scores of the control class students in the six aspects of “interest in sports learning, cooperative spirit, will quality, students’ health consciousness, students’ self-control and interactive participation in sports” is not significant. It shows that the effect of “traditional teaching method” on students’ sports participation is not significant. In addition, in the comparison between the experimental class and the control class, the p-values of the six aspects of sports participation after the experiment were less than 0.01, and the difference between the two modes of teaching was highly significant. The survey results of sports participation behavior of students at different stages show that: The T-values of juniors in B1, B2 and B5 are -19.054, 16.534 and -18.284, respectively, with P values of 0.000. Obviously, juniors are significantly better than freshmen in ensuring 60 minutes of exercise a day, mastering more than two fitness methods, and participating in recreational sports. The results of comparing the sports participation behaviors of students of different genders in B1, B2, B4 and B5 showed that the corresponding t-values of boys were -16.746, -17.997, -8.514 and -14.632; and that of girls were -16.746, -17.997, -8.514 and -14.632; and there was a significant difference between the two (p < 0.05). Obviously in sports participation behavior, boys were better than girls in B1, B2, B4 and B5. The results of the behavioral survey of students’ sports participation under different exercise habits of parents showed that, except for B3, students’ participation in sports was significantly greater when their parents had exercise habits than when they had no exercise habits (P < 0.01). Parents’ exercise habits directly affect their children’s participation in sports.