Design and mental health enhancement strategies of students’ emotional intervention model in physical education supported by intelligent algorithms
Bibliographic record
Abstract
Appropriate use of emotions as a means to intervene in students' sports behaviors in physical education can promote individuals to form correct concepts of sports and physical exercise.In this paper, in order to construct an emotion intervention model, a cross-temporal adaptive graph convolution network (CST-AGCN) model for whole-body limb emotion recognition is proposed by using the method of spatio-temporal graph convolution.The model was applied to the first stage of negative emotion intervention, after which the appropriate intervention strategy was selected from the intervention strategy library.Then the system was used to assist the teacher in completing some of the intervention initiatives.Finally, based on the empirical study and the system, the learners' classroom status after the intervention was analyzed again.In addition the study also designed strategies related to enhancement of students' mental health to further promote students' physical and mental health.After applying the emotional intervention model and mental health enhancement strategies to the second year (1) class of Secondary School S, this group of students showed significant differences in subjective experience, emotional vitality, body value, interpersonal perception, and dilemma coping, and their mental health was significantly improved.Physical education scores were 7.96 points higher compared to the traditional teaching class, and anxiety decreased significantly.It indicates that the intervention model and mental health enhancement strategies in this study can reduce students' anxiety behavior and have a more significant relief of students' negative emotional symptoms such as anxiety and depression, thus promoting the quality of physical education teaching.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".