Practical Research on the Development of Physical Exercise and Physical Education Training Based on 5G Technology.

The traditional physical education teaching model in colleges and universities is basically based on "teaching" to teach learning, to cultivate the knowledge and skills of college students, and to master some scientific physical exercise methods and skills. This article was aimed at conducting research based on the practice of 5G technology to help physical exercise development and physical education training. This article first discusses the importance of outreach training in physical education. It is feasible to implement expansion training in physical education, and it can have a profound impact. It can have a great impact on students' personality, psychology, and work attitude and will greatly help them enter the society in the future. At the same time, this article introduces the human movement data monitoring method based on 5G technology. It expounds on the two aspects of human body posture description method and exercise data parameter calculation and analyzes and discusses the exercise time, exercise frequency, exercise intensity, exercise items, and exercise persistence of college students of different genders, disciplines, and grades. The results of the study show that the proportion of college students who take part in physical exercise every time "within 0.5 hours" is the highest, which is 40% of the total sample size. The option of "1.5 hours or more" is the least, only 11% of the total number of people. There is a significant difference between the two, indicating that college students should strengthen physical exercise.

1. Introduction

In response to the school students who enjoy exercise but do not love PE classes, the endurance level keeps decreasing; students do not work out on their own and have no idea of sports burden; this study is based on 5G technology to help the development of physical exercise and training of physical education. It stimulates students' interest in participating in physical exercise, scientifically improves students' aerobic exercise capabilities, improves students' physical exercise theoretical literacy, and promotes students' physical and mental health. It lays the foundation of psychology and exercise skills for lifelong sports. At the same time, due to the broader scope of sports technology, the connotations and extension of sports technology are still controversial. The sports technology itself is also in the process of rapid development. Therefore, it is very difficult to give a comprehensive and in-depth introduction and analysis of the status quo of the development of sports science and technology.

With the development trends of sports internationalization, modernization, and socialization, science and technology are playing an increasingly important role in the field of sports. Sports technology has become an important manifestation of the comprehensive sports strength of a country or region. To a certain extent, the development level of sports technology reflects the comprehensive strength of a country or region and the development level of social civilization. At the same time, based on the practical research of 5G technology to help physical exercise development and physical education training, it can not only improve the aerobic exercise capacity of students but also master the correct knowledge of physical exercise and stimulate students' interest in active participation in physical exercise. The development of physical exercise and the optimization of the physical education training model can alleviate the practical problem of “students like sports but do not like physical education.”

Based on the progress of domestic and international research, there is also a level of collaboration between different scholars in 5G technology and physical education and training. Pesce et al. aim to verify whether the life skill plan in physical education (PE) has a positive impact on physical health, motor skills, and executive cognitive functions and whether the final fitness and exercise results are mediated by the improvement of life skills and executive functions. 90 14-15-year-old students participated in an experimental life skills program incorporating a multisports environment or traditional sports. The results showed that, compared with the control group, the life skill program improved aerobic fitness, exercise, passing skills, and inhibitory executive function. The result of fitness and sports skills is the change in decision-making ability mediated by the improvement of life skills [1]. The purpose of the Mazurek K. et al. study was to investigate the effect of eight weeks of regular physical education with high-intensity intermittent cyclic exercise (HIIE) or moderate-intensity continuous cyclic exercise (CME). Participants perform HIIE, including 2 series of 6 × 10 s sprints, maximum pedaling rhythm, and active recovery pedaling, with an intensity of 65%-75% HRmax, or perform CME corresponding to 65%-75% HRmax [2]. Frias and Martínez discussed the potential conflict between network neutrality regulation and future 5G services. The author discusses the challenge of establishing net neutrality based on the objective and necessary judgment of traffic optimization. In addition, the author believes that the “everything -as-a--a-service” paradigm may become an important source of innovation at the Internet infrastructure layer in the future and thus an important source of innovation for the entire ecosystem [3]. RF-MEMS technology is becoming a key support solution to solve the demanding requirements of the upcoming 5G standard on passive devices and networks. In this work, Iannacci et al. demonstrated the RF-MEMS 2-state basic attenuator module through experiments for the first time, from near DC to 110 GHz. It implements physical samples in CMM-FBK RF-MEMS technology and tests design changes [4]. In this regard, Li et al. analyzed the latest frequency hopping protocols and compared the scene settings and performance indicators of these channel hopping protocols [5]. The main purpose of the research is to optimize the data transmission and connection between 5G base stations. Taking into account the key technology of massive multi-input multioutput in 5G network, Wu and Chang improved the access technology and transmission method [6]. Ghosh et al. discuss the features of rel-16 and provide an overview of rel-17 and beyond, including new capabilities and additions to current capabilities. The evolution of 5G would concentrate on 3 major domains: enhancements to the features introduced in rel-15 and rel-16, enhancements required for operations, and new features that extend even farther the fitness of 5G systems for new markets [7]. However, these scholars did not conduct research and discussion on physical exercise development and physical education training based on 5G technology but only unilaterally analyzed their significance.

The innovation of this article is embodied in the following: (1) first of all, this article discusses the important significance of outreach training in physical education. It is feasible to implement expansion training in physical education, and it can have a profound impact. It can have a great impact on students' personality, psychology, and work attitude and will greatly help them enter the society in the future. (2) This article introduces human motion data monitoring methods based on 5G technology. It elaborates on two aspects: the description method of human body posture and the calculation of motion data parameters. (3) This article analyzes and discusses the exercise time, exercise frequency, exercise intensity, exercise items, and exercise persistence of college students of different genders, disciplines, and grades participating in physical exercise.

2. Practical Research Methods Based on 5G Technology to Help Physical Exercise Development and Physical Education Training

2.1. The Importance of Outreach Training in Physical Education

For a long time, education has been simplified to “school education.” This definition has made the concept of education too one-sided, causing people to misunderstand the meaning of education. Moreover, most of the resources of education are shared between schools, especially the teaching of physical education. The society has less contact with this and is more likely to be ignored. In today's society, economic sports are widely accepted and promoted in physical education, such as track and field and ball games. The physical education curriculum is mainly implemented in schools, which wastes natural social resources. The development and implementation of quality education is to comply with the long-term requirements of social development, so that all students can get comprehensive development and create the talents that the society needs.

As a new educational method and teaching form, outreach training has its unique advantages. The purpose of physical education is to cultivate all-round people on the basis of improving the physical and mental health of students, and the goal of outreach training is basically the same [8]. Figure 1 is a diagram of the education service architecture based on 5G communication equipment. Expansion training is to return sport to its original form. The natural integration with learning requires teachers to change the simple and one-way “teaching” of traditional physical education, but to enable students to actively “learn” while participating in various expansion projects. It let students have full contact with the active atmosphere of nature, experience collective cooperation, and enhance team spirit. It enables students to learn and master a set of scientific methods and skills to improve and maintain health, fully contact nature in an active atmosphere, experience collective collaboration, and enhance team spirit [9]. Expansion training allows students to experience the dominant position of the “master” in their studies. It can actively learn, participate, experience, and absorb and fully experience that learning is actually a kind of entertainment. This kind of “know before you” training model is recognized by all sectors of society, so the introduction of outreach training not only conforms to the development trend of curriculum reform but also enriches and perfects the curriculum system of school physical education.

Figure 1

Educational service architecture under 5G communication equipment.

At present, the educational philosophy of most schools is “learning first,” and most middle school students are completely immersed in this philosophy. In layman's terms, it means “nothing but learning.” The ability to interact with people, deal with accidents, and cooperate in solidarity is almost zero, making him a so-called “nerd.” The implementation of outreach training can improve the comprehensive quality level of middle school students on the basis of the basic training required by the school [10]. Expansion training follows the guiding ideology of “health first” in the new physical education curriculum standards, inspires students' full motivation for autonomous learning, and helps students tap their potential, hone their willpower, and improve their own quality. It enables students to fully contact nature in an active teaching environment, experience collective cooperation, and enhance the construction of students' team spirit.

Therefore, theoretically speaking, it is feasible to implement expansion training in physical education and can have a profound impact. It can have a great impact on students' personality, psychology, and work attitude and will be of great help for them to enter the society in the future. Expansion training can change the hollow phenomenon of school sports learning content. On the basis of learning real sports knowledge, it improves learning interest and exercise ability, promotes students' physical and mental health, enhances interpersonal skills, and improves social adaptability. This is what everyone who cares about school education is happy to see. This teaching mode is in line with the development path of modern physical education [11].

2.2. Human Motion Data Monitoring Based on 5G Technology

The wrong training mode can cause injuries to athletes or ruin sports careers directly and regrettably. Especially in the field of juvenile athlete selection, the large number of athletes and imperfect skills has buried many potential sports talents. In this regard, we monitor and explore the human body motion data based on 5G technology. Figure 2 is a processing diagram of sports data under 5G technology [12]. In the human body model, to simplify the complex human body structure, the human body is abstracted into several parts. Usually, each part is regarded as a rigid body to simplify the complex motion of the human body [13].

Figure 2

Processing of sports data under 5G technology.

2.2.1. Human Body Posture Description Method

Among them, there are three main methods to describe the human pose, namely, Euler angles, rotation matrix, and quaternions. Each of these three methods has its own advantages and drawbacks and range of applications [14].

(1) Euler Angle. The Euler angle is a set of 3 separate angular terms used to solely define the location of a rigid body spinning at a fixed point. It was first introduced by L. Euler, thus the name. As shown in Figure 3, Omnik and Om`n`k` are right-handed coordinate systems. Three angle parameters A, B, and C are used to represent the angular change relationship of the rigid body rotating around a fixed point, and Omnik is the reference coordinate system.

Figure 3

Euler angles describing fixed point rotation.

The angle from the fixed axis Ok to Ok` is the nutation angle C, and the perpendicular OP of the plane kOk` is the pitch line, which is also the intersection of the two planes Om`n` and Omni. The angle from the fixed axis Om to the pitch line OP is the precession angle A, and the angle from the pitch line OP to the moving axis Om` is the autorotation angle C (A, B, and C are all measured in a counterclockwise direction). The initial position is Om`, and n`k` and Omnk coincide. After successively rotating K(A), P(B), K`(C) around the three axes of Ok, OP, and Ok`, T(A, B, C) is obtained, and the transformation relationship formula is as follows:

A rotation matrix is a parameter that, when multiplied with a vector and kept chiral, has the effect of changing the direction but not the size of the vector. The rotation matrix in the expression of the rotation operator, the use of the rotation matrix needs to calculate a lot of trigonometric function values, and the amount of matrix multiplication is relatively large [15]. Rotation operator is

Euler angles can decompose the rotation of a fixed point in the coordinate system into three successive rotations around a fixed axis [16]. This method can more intuitively express the rotation angle of a rigid body or vector in the reference coordinate system.

(2) Quaternion. The quaternion is composed of four elements, and the complex number is expressed as

In the formula, g0 is the scalar of the quaternion representing the rotation angle; g1, g2, g3 is the vector part of the quaternion; s, d, and f represent the orthonormal vector. According to the nature of the complex number,

The ⨂ symbol represents the multiplication of the quaternion.

A quaternion can be seen as a vector in a four-dimensional space, or a supercomplex number [17]. If the collection of tetrad numbers is regarded as a multidimensional reality room, then the tetrad represents a 4-dimensional room, compared to the complex numbers which are a 2-dimensional room. The rotation relationship of s, d, and f can be described by the multiplication of quaternions as

In the formula, the multiplication of two different unit vectors by a quaternion conforms to the nature of unit vector cross multiplication. The addition and subtraction of a quaternion conform to the general complex number algorithm and properties [18].

The multiplication of quaternions is defined as the symbol⨂, and the expression is

The formula is written in matrix form

or

Quaternion multiplication satisfies the distributive law and associative law:

In the quaternion inversion, if H⨂T = 1, then H and T are inverse to each other, denoted as H = T−1 or T = H−1 in the calculation expression,

Find where H∗ is the conjugate quaternion of H and ‖h‖ is the norm of the quaternion, which represents the size of the quaternion.

2.2.2. Calculation of Motion Data Parameters

(1) Calculation of Space Angle (. The spatial angle refers to the acute or right angle formed by the intersection of two straight lines parallel to two different planes at a point across the space, called the angle formed by the straight lines of different planes. When calculating the range of motion of the joints, it is necessary to obtain the relative positional relationship between the adjacent upper and lower limbs through the measured posture quaternion. During the movement, the relative positions of the wearable inertial sensors t1 and t2 and the ground reference system J are constantly changing. The ground reference system J remains unchanged. It requires 2 or more node data to determine the attitude and transform the coordinate system, so that the wearable inertial sensors t1 and t2 use the ground coordinate system as the reference system. The vector U in the T system is described by the following formula in the coordinate expression U of the J system.

In the formula, g is the conjugate quaternion of g∗; if ‖g‖ = 1, then g∗ = g−1.

According to the principle of synthetic quaternion, if the quaternions h and g represent the first and second coordinate system rotations, the combined quaternion G can be described by the formula. The quaternion coordinate system rotation relationship △G can be described by the following formula.

The quaternion △G = (g0, g1, g2, g3) of the coordinate rotation of the upper and lower limbs has been obtained. The vector L represents the coordinate transformation matrix of the negative direction vector (0 0 − 1)  of the Ok` axis from the Om`n`k` system to the Omnk system and is described by the following formula.

Obtain the reference vector

and y-axis vector

According to the Euler angle, rotation angle formula, (a, b, c) can be obtained, which can be described by the following formula:

(2) Acceleration Calculation. Assuming that the attitude vector U is unchanged in the T system, the coordinate system T is rotated to the conjugate quaternion g∗ with the J system being g, and the acceleration m, m, m measured by the sensor is based on the T system. The calculation process using the J system as the reference system is as follows: the coordinates of the sensor acceleration vector in the T system are expressed as

3. Practical Research Results Based on 5G Technology to Help Physical Exercise Development and Physical Education Training

According to the research needs and the criteria of the “population who regularly participates in physical exercise,” the exercise time, exercise frequency, exercise intensity, exercise items, and exercise persistence of college students of different genders, disciplines, and grades are analyzed.

This study adopts the method of sociological proportional stratified sampling, according to stratified sampling, and based on the total number of students in School A, the theoretical sample number is calculated to be 380. To ensure the wideness, representativeness, and recovery rate of the questionnaire, this paper increased by 2.5 times on this basis, and finally, 950 were selected as the research objects. Among them, the liberal arts, science, and medicine majors and gender distribution are shown in Table 1.

Table 1

Research objects and gender distribution.

	Boys	Girls	Total
Liberal arts major	122	219	341
Science major	147	104	249
Medical	227	133	360
Total	494	456	950

3.1. Analysis and Statistics of Students' Physical Exercise Time and Exercise Frequency

It can be seen from Table 2 that the proportion of the tested college students taking part in physical exercise every time “within 0.5 hours” is the highest, which is 40% of the total sample size. The “1.5 hours or more” option is the least, only 11% of the total number of people, and there is a significant difference between the two. From an overall point of view, the duration of each exercise of students is more than 0.5 hours, reaching 60% of the total sample size. It shows that more than half of the students can basically keep the time to participate in physical exercise each time, which has reached the standard of exercise duration for the “population who regularly participates in physical exercise.” However, compared with the results of the national mass physical exercise survey, there is still a certain distance, and the situation is not optimistic.

Table 2

Physical exercise time and frequency of college students.

Exercise time	Within 0.5 hours	0.5~1 hour	1~1.5 hour	1.5 hours or more
Percentage	40%	29%	18%	11%
Exercise frequency	Less than 1 time	1 times	2 times	3 times and above
Percentage	25%	23%	26%	26%

It can be seen from the sampling situation that most students exercise between 1 and 3 times a week or more, which amounts to 75% of the total sample size. Students who exercise 2 times a week or more accounted for 52% of the total sample size. It shows that about 52% of the students are willing to be keen on physical exercises through physical exercise, to achieve the purpose of strengthening physical fitness, and so on. Twenty-five percent of the students in the sample basically do not exercise. The reason for this situation may be excessive academic pressure or insufficient awareness of fitness, and some students find it difficult to spare time to participate in sports.

This article uses gender as a grouping variable to test whether there are significant differences in exercise time and exercise frequency among students of different genders. The result is shown in Figure 4. There are significant differences in the duration and frequency of each exercise for students of different genders, P < 0.05, the duration of each exercise for girls is shorter than that for boys, and more than half of the girls have exercise durations within 30 minutes. Most boys' exercise lasts more than 30 minutes or even longer. This may be caused by differences in physical fitness, function, and interest in sports activities between boys and girls. In addition, the girls who exercised more than 3 times in the sample book were significantly higher than boys, and the girls who exercised once and less than once were significantly lower than boys. It shows that the exercise frequency of the female students is significantly higher than that of the male students.

Figure 4

Exercise time and frequency of students of different genders.

Figure 5 shows the analysis of exercise time of students in different disciplines and college students of different grades. The proportion of science students who exercise for 0.5 to 1 hour is more than that of liberal arts and medical students, and the proportion of medical students who exercise for more than one hour is more than that of science and liberal arts students. In the comparison of the difference in the duration of each exercise for students of different disciplines, F = 3.531 and P < 0.05. The analysis of variance shows that the difference in the duration of each exercise for students of different disciplines has a significant impact. However, multiple comparisons show that there is a significant difference in the duration of exercise between liberal arts students and medical students (P < 0.05). There was no significant difference between science students and liberal arts students (P > 0.05) and science students and medical students (P > 0.05). The reason for the short exercise time of science students may be that due to their professional characteristics, academic pressure, and future employment, they are required to have high-quality experimental operation capabilities, and most of their time is spent on experimental operations and experimental research. Among the students who exercised for more than 0.5 hours, the proportion of second-grade students was higher than that of third- and fourth-grade students. In other words, the second-grade students take longer to participate in physical exercise than the third and fourth grades. There are significant differences in the duration of each exercise for students of different grades (F = 6.660, P < 0.05). The results of multiple comparisons showed that there were significant differences in the duration of each exercise between the second- and third-grade students (P < 0.05) and the second- and fourth-grade students (P < 0.05). The duration of each exercise for the third-grade and fourth-grade students is P > 0.05, and the difference is not significant. This may be related to the fact that most college physical education courses are set for two years. That is, physical education courses are offered in the first and second grades of the university. The third- and fourth-grade students were cancelled due to external mandatory restrictions after the end of the physical education curriculum. Their participation time in physical exercise has greater autonomy; that is, it is difficult to guarantee a certain amount of physical exercise time. This reminds us whether we should continue to offer physical education classes after the second grade to maintain students' physical exercise.

Figure 5

The duration of each exercise for students of different disciplines and different grades.

The frequency of exercise for students in different disciplines and different grades is shown in Figure 6. For students in different disciplines with a frequency of 3 or more exercises, science students accounted for 26%, liberal arts students 33%, and medical students 20%, which accounted for only a small proportion of the sample. The exercise frequency of liberal arts students is higher than that of students in the other two disciplines. From the average value of exercise frequency of students in different disciplines, it can be seen that the exercise frequency of liberal arts students is greater than that of science students than that of medical students. The test results of the difference in exercise frequency of students in different disciplines (F = 9.668, P < 0.05) show that there are significant differences in the exercise frequency of students in different disciplines. From the results of the analysis of variance, we can see that there are significant differences in the exercise frequency between science and medical students (P < 0.05) and the exercise frequency between liberal arts students and medical students (P < 0.05). The difference in exercise frequency (>0.05) between science and liberal arts students is not significant. Among them, the proportion of students whose exercise frequency is 3 times or more is 28% in the second grade, 27% in the third grade, and 23% in the fourth grade. It can be concluded that the exercise frequency of fourth-grade students is higher than that of the second and third grades. However, the comparison results of the difference in exercise frequency of students of different grades show that there is no significant difference in exercise frequency of students of different grades.

Figure 6

Exercise frequency of students in different disciplines and different grades.

3.2. Statistics of Student Physical Exercise Intensity and Frequency Analysis of Physical Exercise Items

It can be seen from Table 3 that in the sample book, equal-intensity exercise is checked in 40%, low-intensity exercise is 20%, and high-intensity exercise is only 27%. It shows that most college students prefer medium-to-high-intensity sports. This also reflects from the side that the amount of exercise that college students participate in physical exercise is not enough and even affects the fitness effect.

Table 3

Physical exercise intensity and exercise items of college students.

Exercise intensity	No feeling	Light activity	Small intensity	Medium intensity	High intensity
Percentage	2%	11%	20%	40%	27%
Exercise item	0 items	1 item	2 items	3 items	4 items and above
Percentage	5%	29%	51%	11%	4%

The sample observations have the most options with “2 items” checked, accounting for 51% of the total sample size. The options for checking “4 or more” are the least, accounting for only 4% of the total sample size. Checked “3 items” accounted for 11% of the sample, checked “1 item” for 29%, and checked “0 items” accounted for 5%. It shows that college students' participation in physical exercise is relatively single, the content and form of exercise lack diversity, and their hobbies are not very extensive.

Gender is used as a grouping variable to test whether there are significant differences in physical exercise intensity and physical exercise frequency of students of different genders, P < 0.05, indicating that the difference in physical exercise intensity and physical exercise frequency of students of different genders is significant. As shown in Figure 7, the physical exercise intensity of boys in the sample book reached 72% of the medium intensity and above and that of girls was only 58%, which confirmed that the intensity of physical exercise of boys was greater than that of girls. Among them, boys have a higher proportion of physical exercise items with a frequency of 3 or more than 4 items than girls, and girls have a higher proportion of exercise items with a frequency of 0 items and 1 item than boys. It shows that compared with girls, boys have more content and forms of participating in physical exercise than girls, and their interest in sports is also broader.

Figure 7

Physical exercise intensity and physical exercise items of students of different genders.

The physical exercise intensity of college students in different disciplines and different grades is shown in Figure 8. The physical exercise intensity of Chinese medical students in the sample book is up to 71% of medium-intensity and high-intensity. Liberal arts students accounted for 64% in the second place, and science students' sports intensity accounted for 60% of medium and high-intensity exercises, ranking last. The subject is used as a grouping variable to test the difference of the physical exercise intensity of students in different subjects. The test result of the difference in physical exercise intensity of students in different disciplines is F = 3.030 and P < 0.05, indicating that there are significant differences in the physical exercise intensity of students in different disciplines. There is a significant difference between the physical exercise intensity of science students and medical students (P < 0.05). There was no significant difference between the physical exercise intensity of science students and liberal arts students (P > 0.05) and the physical exercise intensity between humanities students and medical students (P > 0.05). Among them, the second-grade students in the sample book accounted for the highest proportion of medium- and high-intensity physical exercise at 74%, 55% for third-grade students, and 64% for fourth-grade students. It shows that the intensity of participation in physical exercise for second-grade students is higher than that of third- and fourth-grade students. According to the analysis results of the difference in physical exercise intensity of students in different grades, F = 15.941 and P < 0.05, indicating that there are significant differences in physical exercise intensity of students in different grades. There are significant differences in the physical exercise intensity between the second- and third-grade students (P < 0.05), and the physical exercise intensity between the second- and fourth-grade students (P < 0.05). There is no significant difference between the physical exercise intensity (P > 0.05) of the third-grade and fourth-grade students. The reason for this result may be related to the gender differences sampled in each discipline.

Figure 8

Physical exercise intensity of college students in different disciplines and different grades.

The subject is used as a grouping variable to test the differences in the frequency of physical exercise items in samples of different subjects. It can be seen from Figure 9(a) that the proportion of students in different disciplines whose frequency of exercise items is 0 is higher than that of students in arts and medicine. For students whose exercise program is 1 item, science students are higher than liberal arts and medical students. For students with 2 exercise items, medical students are higher than liberal arts students and science students. For students with 3 training items, science students are higher than liberal arts and medical students. For students whose exercise frequency is 4, medical students are higher than liberal arts students and science students. In the comparison of the difference in the frequency of checking physical exercise items among college students in different disciplines, F = 4.720 and P = 0.009 < 0.05. It shows that the difference in the frequency of physical exercise items of college students in different disciplines is significant. Among them, there is a significant difference in the frequency of physical exercise items between liberal arts students and medical students (P < 0.05). There was no difference in the frequency of physical exercise between science students and liberal arts (P > 0.05) and science and medicine (P > 0.05).

Figure 9

The situation of exercise items for college students in different disciplines and different grades.

Grade is used as a grouping variable to test the differences in the frequency of physical exercise items in samples of different grades. From Figure 9(b), it can be seen that the number of students whose exercise item frequency is 0 is in the third-grade than the fourth- and second-grade students. For students whose exercise frequency is 1 item, the second grade is higher than the third- and fourth-grade students. For students with 2 exercise items, the second-year students are higher than the fourth- and third-grade students. For the students with 3 exercise items, the fourth-year students are higher than the second- and third-year students. The exercise program is for students with more than 4 items, and the second grade is higher than the third- and fourth-grade students. In the comparison of the frequency difference of physical exercise items selected by college students of different grades, F = 2.218 and P > 0.05. The reason for this result may be due to sampling, or there is no difference in grades of interest in physical exercise. This may be because second-year students still have to take physical education classes and are relatively more active in physical exercise.

It can be seen from Table 4 that 16% of the girls who insist on physical exercise in the sample book account for only 9% of the boys. 67% of boys have not insisted on physical exercise for more than half a year, while girls accounted for 47%. There are clearly more boys than girls who have not insisted on physical exercise for more than half a year. Most girls expressed their willingness to strengthen their physique and achieve weight loss and body shaping through physical exercise.

Table 4

Physical exercise persistence of college students of different genders.

	Keep insisting	Did not persist for nearly a week	Have not persisted in the past month	Have not persisted in nearly half a year	Have not persisted in the past year
Boys	9%	11%	13%	27%	40%
Girls	16%	18%	19%	24%	23%
Total	25%	29%	32%	51%	63%

The results of the analysis of differences in the persistence of physical exercise among college students of different grades were F = 0.328 and P > 0.05. It shows that there is no significant difference in the physical exercise persistence of the three grades of the subjects. As shown in Figure 10, A represents the students who have persisted, and B represents the students who have not persisted in the past week. C indicates students who have not persisted in the past month, D indicates students who have not persisted in the past six months, and E indicates students who have not persisted in the past year. In the past month or more, 75% of the second-year students have not insisted on physical exercise, 73% of the third-year students, and 74% of the fourth-year students. The situation of students in the three grades not being able to persist in physical exercise is similar. In the sample book, there are more students in the third grade who insist on physical exercise than the other two grade students.

Figure 10

Physical exercise persistence in different grades.

4. Discussion

The motivation of college students' physical exercise is to better meet the needs caused by various stimulations brought by sports. In sports activities, because the needs of different students are different, each student also has multiple needs, so when an individual participates in physical exercise, it is the result of multiple exercise motivations acting simultaneously. College students have diverse exercise motives, and their exercise motives vary in intensity. Therefore, their motivation to participate in exercise has different effects on the behaviors they exhibit. The main motivation for some students to participate in physical exercise is to deal with exams, which is an external motivation. The influence of this motivation on physical exercise behavior is transient and unstable. It is not the result of students' interest in sports activities, but the result of external forces. The stronger this motivation is, the more likely it is to cause the interruption of physical activity, which is not conducive to the development of good physical exercise habits for students. Once the student completes the corresponding exam, it will cause the student to leave physical exercise. In the process of motivation control, the internal motivation of sports activities is more conducive to the maintenance of exercise behavior. The external motivation of physical activity is unfavorable to exercise behavior and may even affect or hinder students' physical exercise behavior. The effect of physical exercise motivation on the behavior of individuals participating in physical activity is as follows: high-level exercise motivation can prompt students to actively participate in physical exercise and can better persist in physical exercise and develop good habits.

5. Conclusion

There is a significant low correlation between exercise time and exercise frequency of students of different genders, subjects, and grades. That is to say, the extension of exercise time does not have a great influence on exercise frequency, and students will not increase the frequency of exercise because of the increase in exercise time. The correlation between exercise time and exercise intensity is low and significant. The exercise time and exercise intensity of boys, science and medical students, and fourth grade students are significantly and moderately correlated. There is a low degree of correlation between exercise frequency and exercise intensity, but it is not significant. It shows that the effect of exercise frequency of college students on exercise intensity is not obvious. The correlation between exercise frequency and exercise intensity of students of different genders, subjects, and grades is different. Male students, medical students, and second- and third-grade students have a significantly low correlation between exercise frequency and exercise intensity. To a certain extent, it shows that the increase in the exercise frequency of these four types of students will also cause the increase in their exercise intensity. There is a negative correlation between exercise frequency and exercise intensity of girls, science students, and fourth grade students, which indicates that the increase in exercise frequency may lead to a decrease in exercise intensity for these three types of students. The relationship between exercise frequency and exercise items of college students is a significant low-degree correlation. There is also a significant low correlation between exercise frequency and exercise items of students of different genders, subjects, and grades. It shows that college students can increase their exercise items due to the increase in exercise frequency.