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Strategies for Informational Integration of Wushu Teaching and Ethnic Traditional Sports Culture

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Chinese Wushu has a long history and is a sports program gradually developed by the Chinese nation in war, which has important values such as fitness, beauty, and heart. Based on the concept of OBE teaching, the article establishes an informatization teaching mode for Wushu in combination with MOOC platforms and describes the implementation steps for Wushu informatization teaching. Then, based on the cognitive theory of multimedia learning, the construction of an online teaching resources development model of national traditional sports culture in MOOC platform, the introduction of the K-means algorithm for student similarity calculation, combined with collaborative filtering recommendation algorithm for personalized recommendation of online teaching resources of national traditional sports culture. It was found that the MAE value of student similarity based on the K-means algorithm was 0.088, which was 32.82% lower than that of the sub-optimal Pearson algorithm. Before and after the experiment, the EC class students had a 15.97-point increase in their theoretical knowledge of wushu, which was 14.8 points higher than that of the CC class. The information integration strategy for Wushu teaching and traditional national sports culture should be based on the growth-oriented (SO) strategy, supplemented by other developmental strategies.
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Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-18
Applied Mathematics and Nonlinear Sciences
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ISSN 2444-8656
https://doi.org/10.2478/amns-2024-2835
© 2024 Bin Qian, published by Sciendo.
This work is licensed under the Creative Commons Attribution alone 4.0 License.
Strategies for Informational Integration of Wushu Teaching and Ethnic Traditional
Sports Culture
Bin Qian1,†
1. Department of Physical Education, Guangzhou Huashang College, Guangzhou, Guangdong,
511300, China.
Submission Info
Communicated by Z. Sabir
Received May 19, 2024
Accepted September 14, 2024
Available online October 9, 2024
Abstract
Chinese Wushu has a long history and is a sports program gradually developed by the Chinese nation in war, which has
important values such as fitness, beauty, and heart. Based on the concept of OBE teaching, the article establishes an
informatization teaching mode for Wushu in combination with MOOC platforms and describes the implementation steps
for Wushu informatization teaching. Then, based on the cognitive theory of multimedia learning, the construction of an
online teaching resources development model of national traditional sports culture in MOOC platform, the introduction
of the K-means algorithm for student similarity calculation, combined with collaborative filtering recommendation
algorithm for personalized recommendation of online teaching resources of national traditional sports culture. It was
found that the MAE value of student similarity based on the K-means algorithm was 0.088, which was 32.82% lower
than that of the sub-optimal Pearson algorithm. Before and after the experiment, the EC class students had a 15.97-point
increase in their theoretical knowledge of wushu, which was 14.8 points higher than that of the CC class. The information
integration strategy for Wushu teaching and traditional national sports culture should be based on the growth-oriented
(SO) strategy, supplemented by other developmental strategies.
Keywords: Resource recommendation; K-means algorithm; Collaborative filtering; Martial arts instruction.
AMS 2010 codes: 01A12
Bin Qian. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-18
2
1 Introduction
Wushu is the essence of China’s traditional culture, with a very long history of development. It is not
only a practical self-defense technique, but also a form of Chinese cultural heritage. Traditional
national sports are also an important part of Chinese traditional culture and have a very wide popular
base. With the development of the times, wushu and national traditional sports programs also present
many new changes and phenomena [1-2].
In recent years, with the awakening of the awareness of cultural inheritance and protection, more and
more people believe that the teaching resources of wushu and traditional national sports should be
integrated, so as to realize the synergistic development of wushu and traditional sports. In the
integration of professional resources of wushu and national traditional sports, the tracking and
evaluation of the effectiveness of resource integration should be done well to accumulate good
experience and methods and, at the same time, to find out the shortcomings at an early stage [3-4].
On the other hand, it is necessary to introduce the good phenomena, good materials and good
resources in the related fields in time, and at the same time sift out some old or low-quality resources.
It is necessary to check and make up for the shortcomings in the teaching activities, and to make up
for the shortcomings. Wushu and traditional national sports professional teaching resources platform
resources integration, this is a big project, not overnight be completed. Long vision, good tracking
and evaluation, timely updating and adjustment so that the integration of resources play the greatest
value [5-6].
Literature [7] points out that participating in sports enables us to own and share culture, enables to
keep fit and healthy, and, more importantly, can introduce others to the culture that belongs to us, and
participating in sports is one of the ways to interact with other cultures. Literature [8] Intelligent
tracking processing of martial arts feedback systems can effectively track the changes of different
target movements, which can better improve the quality of martial arts learning. Literature [9]
explored the impact of including traditional sports in physical education classes on cultural heritage.
It was emphasized that the decline of traditional sports in the face of modern culture has attracted
attention in all areas of cultural heritage and education and that recognizing the diversity of traditional
and modern sports can create a more inclusive educational environment. Literature [10] emphasizes
that with the development of network Internet, the teaching of wushu and ethnic traditional sports
breaks through the traditional limitations. Building a teaching resource system for martial arts and
traditional sports through computer information technology can realize the sharing of teaching
resources. Literature [11] points out that Wushu, as a traditional Chinese sport, originates from the
practice of life, and throughout its development history, it has gradually taken on a social value and
cultural flavor and is an important embodiment of the world’s cultural diversity. Literature [12]
specifies that Chinese national traditional sports culture has a long history and is a treasure of Chinese
culture, which reflects the life practices and wisdom of Chinese people of all ethnic groups. In modern
society, national traditional sports culture is not only a necessary means of cultural export, but also
an important embodiment of the world’s cultural diversity.
The integration of traditional national sports culture into the teaching of wushu can not only
comprehensively improve students’ physical and mental health but also shape their good ideological
quality, which is of positive significance for the sustainable development of traditional wushu. The
article takes the OBE concept as the guiding ideology, combines the MOOC teaching platform to
construct a wushu informatization teaching mode, and provides implementation steps for its
implementation. Based on the cognitive theory of multimedia learning, an online teaching resources
development model for national traditional sports culture has been established on the MOOC teaching
platform. The K-means clustering algorithm is used to optimize the similarity of students, and the
collaborative filtering recommendation algorithm is combined to carry out the personalized
Strategies for Informational Integration of Wushu Teaching and Ethnic Traditional Sports Culture
3
recommendation of online teaching resources of ethnic traditional sports culture. In order to
effectively analyze the informatization integration strategy of wushu teaching and national traditional
sports culture, the feasibility of informatization teaching was verified by using teaching comparison
experiments, and the informatization teaching strategy of wushu was also selected by combining the
SWOT model.
2 Informatization teaching mode of martial arts based on the concept of OBE
Taking the OBE education concept as the fundamental, combining the MOOC characteristics and
teaching status quo, analyzing the inheritance and development needs of national traditional sports
culture, innovatively constructing a MOOC hybrid teaching mode that meets the needs of wushu
teaching reform, and summarizing its theoretical support, teaching effect, advantages and
disadvantages in practice, so as to provide the informatization fusion of wushu teaching in colleges
and universities and national traditional sports culture, which is developed with the core of the OBE
concept. Feasible reference.
2.1 OBE Concepts and MOOC Teaching Platforms
2.1.1 OBE teaching philosophy
Outcomes-based education (OBE) is a system driven by the outputs of learning, i.e., a system of
education that is clearly focused and organized around experiences that will ensure students
substantial success in their future lives [13]. At the theoretical level, OBE is a student-centered”
philosophy of education, and at the practical level, OBE emphasizes that what students learn and
whether they are successful is far more important than how and when they learn and is used as a way
to measure what students “should know, know and do” after completing their studies. “OBE is a
model of education and training that emphasizes what students learn and whether they are successful
rather than how and when they learn.
Compared to traditional teaching, OBE-based teaching is student-centered, active learning, driven by
student feedback, and emphasizes student learning outcomes and sustainable improvement of the
teaching process and teaching. In an OBE education system, educators must have a clear vision of
what students should be able to achieve by the time they graduate and their level of competence, grasp
the goals, foundations, and processes of each individual in a timely manner, and design appropriate
educational structures in accordance with different requirements to ensure that students achieve the
desired learning goals. In terms of learning styles, teachers do not emphasize comparisons between
students but rather the content of the learning outcomes and individual progress according to the
degree to which students have achieved the educational requirements. And finally, each student is
given multiple and graded evaluation criteria.
2.1.2 MOOC teaching platform
A Massive Open Online Course (MOOC) is an online course that allows students to learn in an
information network environment by utilizing Internet technology [14]. Online learning courses are
not specific to the learners, not only to make up for the deficiencies in traditional martial arts teaching
but also through the combination with Internet technology so that students can learn more about the
relevant content of the traditional national sports culture and martial arts skills, so as to tap more
potential of the students through the application of the MOOC model in the teaching of martial
arts.MOOC has the following characteristics:
Bin Qian. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-18
4
1) Sharing and openness: MOOC participants learn through online courses, which enables
students to exert their initiative in a relaxed and comfortable learning environment and then
strengthen effective communication with classmates or teachers, thus realizing the sharing of
resources.
2) Freedom of participation: MOOC courses can be studied not only in the classroom but also at
other times, which fully demonstrates that MOOC courses are no longer subject to the
constraints of classroom time so that learners can have more time to study. At the same time,
it can also improve students independent mobility, and then complete the entire martial arts
course.
3) Interactivity: The application of MOOC teaching mode improves students learning initiative,
students learning purpose is stronger, and it helps to improve students execution ability. At
the same time, students can effectively promote the internalization of traditional national
sports culture and enhance their willpower through MOOC learning. It can also serve as a
motivator, allowing students to enhance their understanding of the traditional culture of
national sports.
2.2 Wushu Informatization Teaching Mode Construction
2.2.1 Informatized teaching of martial arts
With OBE as the educational concept, the teaching process is designed in reverse; traditional
classroom teaching is retained, and MOOC is used as the platform to complete the modularized
teaching of martial arts courses through the combination of online and offline, and the evaluation is
carried out from the aspects of knowledge, ability, quality, and behavior. With the goal of promoting
students’ mastery of traditional national sports culture, health knowledge, and sports skills, and with
the purpose of cultivating students’ innovation ability, promoting traditional national sports culture,
and forming lifelong sports awareness, it is a hybrid teaching mode that is conducive to students’
overall development.
The wushu informatization teaching mode that combines OBE and MOOC is shown in Figure 1,
which is based on imparting new knowledge before class and internalizing knowledge and skills
during class and fully combines the teaching content of wushu and the characteristics of the learners
as a means of realizing wushu informatization teaching and boosting the informatization fusion of the
national traditional sports culture and wushu courses [15].
Strategies for Informational Integration of Wushu Teaching and Ethnic Traditional Sports Culture
5
Communication
Student
Watch learning materials
Memorize and practice
Form a problem
Teacher
Prepare lessons
Provide learning resources
Assign relevant tasks
Create situation Cooperative inquiry
Summary evaluation
Individual guidance Consolidation exercise
Figure 1. Combining the OBE and MOOC wushu information teaching mode
The whole process of the model is divided into two parts: pre-course and in-course. The main purpose
of the pre-course is to complete the transfer of knowledge. At this time, the teacher and the students
have different tasks division of labor. The teacher’s main task is to determine the problems around
the teaching tasks of the unit, provide learning resources, record micro-video, and set up learning
tasks. Students complete the corresponding learning according to the teacher’s arrangements, and at
the same time, the existence of difficult problems through the platform’s chat function to complete
the communication between teachers and students, students, teachers on the existence of students
general problems and representative problems for a unified response. The main purpose of the class
is to maximize the internalization of knowledge through classroom design, and it is easier to deepen
the understanding of the nature of sports or teaching content by using collective, competitive, or
conditional exercises in physical education. Therefore, the teacher’s main task at this stage is to create
a learning situation conducive to students’ collaborative exploration, arrange the appropriate amount
of exercise load, and strive to achieve the coordination and unity of the teaching task, the learning
situation, and the way of practice.
2.2.2 Steps for the implementation of martial arts instruction
The implementation steps of the informatization teaching model of martial arts courses based on the
OBE concept and the MOOC platform in the teaching of martial arts can be summarized into four
steps, namely, “defining learning outputs → realizing learning outputs → evaluating learning outputs
→ using learning outputs. The specifics are as follows:
1) Define learning outputs. According to the talent training program of Wushu courses, the
development of traditional national sports culture and the employment needs of students, the
abilities and levels that students should achieve, and specify them into the teaching objectives
of Wushu courses in terms of four aspects: knowledge, ability, quality, and behavior.
2) Realization of learning outputs. Measures to achieve the expected teaching goals are first
formulated based on the characteristics of the martial arts curriculum, the characteristics of
Bin Qian. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-18
6
the students, and the characteristics of the teachers. The teaching content and teaching
methods are determined, and scientific teaching principles are formulated, which are finally
presented in the form of classroom teaching (offline) and platform teaching (online).
3) Evaluation of learning outputs. The main point is that teachers should objectively evaluate
students learning outputs in formative and process evaluation.
4) Use of learning outputs. Based on the concept of OBE education, the MOOC platform
provides teachers, students, and administrators with different teaching feedback information,
respectively. Students can learn about their mastery of knowledge and skills, as well as
recommended courses, etc. Through the MOOC platform, teachers can learn about students
knowledge mastery and the development of traditional ethnic sports and cultural resources
and adjust the teaching design accordingly.
3 Paths for the development of teaching resources for traditional ethnic sports and culture
Wushu, an outstanding intangible cultural heritage of China, has a unique educational function.
However, wushu is difficult to learn, teach, and practice, and the traditional oral and physical teaching
methods are far from meeting the current needs of people learning and practicing wushu. The deep
integration of information technology and education and teaching in the era of intelligence has
become an inevitable trend, which brings more possibilities for realizing the inheritance of national
traditional sports culture with high quality and efficiency. The development of teaching resources on
national traditional sports culture and the construction of high-quality wushu catechism classes can
effectively promote the promotion and dissemination of national traditional sports culture around the
world.
3.1 Online Teaching Resource Development Model
3.1.1 Multimedia Learning Theory
Multimedia learning is defined as the presentation of words and pictures; words can be written or
spoken texts, while pictures include static graphic lines, charts, and photographs, as well as moving
pictures, videos, and so on. When people build mental representations of words and pictures,
multimedia learning takes place, and multimedia instruction involves presenting material in words
and pictures to facilitate learning. In other words, technology does not produce learning; multimedia
learning actually relies on the learner to integrate information, and technology merely facilitates this
process.
The cognitive theory model of multimedia learning is shown in Figure 2, and the multimedia learning
process is divided into three parts. First, the multimedia presents corresponding words and image
materials, from which the learner independently selects certain content, which is then entered into the
sensory memory for processing. The second step is for the learner to organize the selected words into
a verbal model and the selected images into an image model, resulting in working memory.
Subsequently, the verbal and image models that have been processed are combined with previous
knowledge to enter long-term memory.
Strategies for Informational Integration of Wushu Teaching and Ethnic Traditional Sports Culture
7
Choice
of words Select
image
Integration
Long-term memory
Prior knowledge
Working memory
Audio Graphics
Speech
model Image
model
Organizing
words
Tissue image
Sensory memory
Ear Eyes
Multimedia rendering
Words Graphics
Figure 2. Cognitive theory model of multimedia learning
The birth of multimedia learning theory is based on three basic assumptions. The first is the dual-
channel assumption, that is, human beings have two channels for processing external information,
one channel for processing visually represented material and the other channel for processing
auditorily represented material, and each of the two channels is independent of the other. The second
is the limited capacity assumption, i.e., the information-carrying capacity of each channel is limited
per unit of time. The third is the active processing hypothesis. That is, learning is an active processing
process. The learner actively selects relevant verbal and pictorial information, organizes these
materials according to the internal mental structure, and finally integrates the new materials with prior
knowledge.
3.1.2 Teaching Resource Development Model
Based on the cognitive theory of multimedia learning, the development model of teaching resources
for traditional ethnic sports and culture is shown in Fig. 3, which is based on the teaching resources
of traditional ethnic sports and culture, and is committed to providing teachers and students with
appropriate teaching resources to ensure the smooth development of wushu teaching activities. The
model takes the four stages of topic selection, design, production, and evaluation as the development
process and carries out emotional design in three dimensions: internal layer, behavioral layer, and
reflection layer, constituting a four-stage, three-dimensional” model for the development of teaching
resources of traditional ethnic sports and culture.
Bin Qian. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-18
8
Design
Design of teaching
Teaching
objective
Teaching
difficult point
Teaching
strategy
Emotional
design
Reflection layer
Long term
memory
Semantic
knowledge
Knowledge
representatio
Behavior layer
Working
memory
Integration
Organization
Withdraw
Sensory
channel
Visual
channel
Inner layer
Multimedia
rendering
Picture
design
Making
Material collection/shooting Post production
Evaluation
Emotional state level Cognitive load
Test result
Keep one's
grades Understand
grades Transfer
achievement
PS treatment
PR clip
PPT making
AU correction
Unity Development
Flash production
Select a topic
Teaching content Learning needs Learning object
Figure 3. The development of national traditional sports culture teaching resources
1) Selection of topics. Selection of teaching content that is needed to help to understand and
create an environment for teaching activities, and feasibility and needs analysis according to
the characteristics of the target group in order to determine the content of the selected topic.
2) Design. Teaching design is the key link but also the most direct and concrete expression of
teaching ideas. Emotional design and instructional design are a generic relationship, which
has the essential characteristics of instructional design but also incorporates emotional factors
so that the martial arts teaching resources based on emotional design also have special
characteristics. Through the three dimensions of emotional design, namely, the internal layer,
behavioral layer, and reflection layer, the teaching resources of traditional national sports and
culture act on learners visual channel, working memory, and long-term memory prompting
them to produce positive emotions and enhance their learning effect.
3) Production. Based on the completion of topic selection and design, the abstract traditional
national sports culture resources are transformed into online teaching resources. First of all,
we need to prepare the teaching resources, collect and process different types of materials, and
then develop and produce them using various types of software.
Strategies for Informational Integration of Wushu Teaching and Ethnic Traditional Sports Culture
9
4) Evaluation. The developed teaching resources of traditional national sports and culture are
applied to the practical teaching of wushu and evaluated, and the cognitive load scale, positive
affective scale, and subject test papers are used to evaluate the cognitive load, emotional state
level, and learning effect of the learners. The conclusions of the evaluation are used to
optimize the selection, design, and production steps in order to develop learning resources
with better learning effects, and the evaluation can be used as a reference basis for verifying
the validity of the model.
3.2 Personalized recommendation of online teaching resources
3.2.1 Resource Collaborative Filtering Recommendations
After realizing the development of teaching resources of national traditional sports culture, this paper
aims to use collaborative filtering algorithms to recommend teaching resources as a way to help
students better understand the national traditional sports culture, promote the learning effect of
students’ wushu courses, and boost the dissemination of the innovation of national traditional sports
culture.
The most important steps in collaborative filtering algorithms are collecting student preferences,
finding neighboring students or similar resources, and computing recommendations. The details are
as follows:
1) Collecting student preferences
Student preference information comes from MOOC online learning data, which basically
includes student basic information, student learning data, and student behavior data.
2) Find similar students or similar resources
Finding similarities between students and resources is the core step of collaborative filtering
recommendation. Commonly used similarity algorithms include cosine similarity, Euclidean
distance, and Pearson correlation coefficient. The specific calculation is as follows:
Define the set of jointly rated items by user
i
and user
j
as
,ij
U
, then
, ij
denotes the
vector of ratings on
,ij
U
by user
i
and user
j
, respectively. The ratings of user
i
and
j
on item
k
are denoted by
,ik
R
and
,jk
R
, respectively. In the following, the similarity
between users
i
and
j
is calculated by different methods.
Cosine similarity: the similarity between users is measured by the cosine of the angle between
two vectors. The cosine value is between 0 and 1. The higher the cosine value, the higher the
similarity, and vice versa, the lower the cosine value. The lower the similarity. Cosine
similarity focuses on the difference between two vectors in direction rather than distance or
length. Then:
,,
22
,,
sin( , ) cos( , ) ij
ij
j k j k
ku
i k j k
k u k u
RR
ij
ij ij RR
ij




= = =

(1)
Bin Qian. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-18
10
Pearson’s correlation coefficient is a measure of the degree of correlation between variables. It is a
value between 1 and -1, where 1 means that the variables are perfectly positively correlated, 0 means
that they are not correlated, and -1 means that they are perfectly negatively correlated. Then:
,
,,
,,
22
,,
( )( )
( , ) ( ) ( )
ij
i j i j
i k j k
ku
i k u j k u
k U k U
R R R R
sim i j R R R R

−−
=
−−

(2)
The Euclidean distance is a commonly adopted definition of distance as the true distance between
two points in
m
-dimensional space or the natural length of a vector (i.e., the distance from that point
to the origin). Then:
( )
2
1
( , ) n
mm
m
d x y x y
=
=−
(3)
3) Predictive Recommendation
Currently, the commonly used recommendation is the Top-N recommendation, which predicts
the rating of item
i
, which is not rated by the current user based on the resource ratings of
the set of neighboring users,
( )
su
denotes the set of similar neighboring users of user
u
,
and
u
R
denotes the average rating of user
u
. The prediction calculation formula is:
,
()
,
()
||
,( ) ( )
P( , )
j
es u
u j u
es u
R R sim u
Rsim u

−
=+
(4)
After completing the rating prediction, the top N items with high rating prediction scores and not in
the set of items already rated by the user are selected as the Top-N recommendation set, and finally,
these items are recommended to the user [16].
3.2.2 Personalized Recommendations with Fused K-Values
The K-means algorithm, as a classical data mining algorithm, can be used as a way of user similarity
calculation, utilizing the continuous iterative process of its algorithm itself so that the similar users
are divided into
K
sets, and the users in the same set have similar preferences, so as to carry out
recommendations.
In this study, a user set of
n
students can be given first and then given
K
divisions, i.e., as
K
student clusters,
Kn
. This means that the students are divided into
K
groups, while the
following requirements need to be met: firstly, each group contains at least one student-user, and
secondly, each student must belong to and only belong to one group.
The process of the algorithm is as follows:
1) In each of these
K
groups, choose a center point, i.e., there are
K
centers at this point.
2) Calculate the distance from each point to the center point in each group, and divide each point
into the class where the center point with the shortest distance from it is located.
Strategies for Informational Integration of Wushu Teaching and Ethnic Traditional Sports Culture
11
3) After one calculation, take the average value of the points in a class as the new cluster center
point.
4) Repeat the process until the centroids no longer change.
In this, the distance formula used is:
2
1
( , ) | |
m
ik jk
k
Euclid i j x x
=
=−
(5)
Therefore, in this study, students’ ratings for teaching resources of traditional ethnic sports and culture
can be utilized to cluster students to obtain a set of similar students.
Due to the use of only a collaborative filtering recommendation algorithm, there are problems such
as data sparsity. In the research of this paper, the collaborative filtering algorithm and K-means
algorithm are combined to improve the course recommendation accuracy, which effectively solves
the deficiencies of the collaborative-based course recommendation algorithm and the content-based
course recommendation algorithm, as well as solves the similarity computation problem under a large
number of datasets, so as to improve the effectiveness and reasonableness of the recommendation of
the teaching resources of martial arts.
The hybrid collaborative filtering-based recommendation algorithm for teaching resources of ethnic
traditional sports and culture introduces the influence factor
( )
0,1
to regulate whether the
recommendation algorithm is based on the ratings of the adjacent students on teaching resources of
ethnic traditional sports and culture or the recommendation filtering based on the interests of the
students when recommending teaching resources to the students. Namely:
( , ) (1 ) ( , )
si stu cour
P P s i P s i

= +
(6)
Where
( , )
stu
P s i
represents the recommendation value of collaborative recommendation algorithm
and
( , )
cour
P s i
represents the recommendation value of content-based recommendation algorithm.
Finally, after ranking the recommendation values
si
P
of all the teaching resources of traditional
ethnic sports culture from the largest to the smallest, the highest Top-N is selected as the
recommendation result to be recommended to students.
4 Practical analysis of the application of martial arts informatization teaching mode
National traditional sports culture is representative of Chinese excellent culture, especially martial
arts programs, which hold an important position in the national traditional sports culture. The deep
and rich field of traditional national sports culture carries the spiritual meaning and historical memory
of the nation. When the body dances, every movement and gesture contains the wisdom and
philosophy of the nation and is a vivid interpretation of national thought. Promoting the inheritance
of national traditional sports culture through the development of wushu teaching is of great
significance both for carrying forward the excellent traditional Chinese culture and for promoting the
physical and mental health of students as well as enriching the cultural life of the campus.
Bin Qian. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-18
12
4.1 Validation of sports and cultural resource recommendations
4.1.1 Selection of Similarity Calculation Methods
In order to prove the optimization of the student similarity method using K-Means calculation, this
paper calculates the trend of RMSE as well as MAE with the number of neighbors K using different
similarity calculation methods and obtains the similarity calculation results of students as shown in
Fig. 4. Where Fig. 4(a) and (b) show the variation curves of RMSE and MAE respectively. As can be
seen from the figure, with the increase of the value of the number of neighbors K, the RMSE as well
as MAE gradually decreases, representing the increasing accuracy of the recommendation of the
teaching resources of the national traditional sports culture when the value of the number of neighbors
K is 100, the RMSE and MAE of the K-means algorithm are 0.163 and 0.088 respectively, which is
still 19.31% lower than that of the Pearson algorithm, which is the second-best performing algorithm,
32.82%. In the case of the same value of K, the recommended results of teaching resources of
traditional national sports culture based on the K-means algorithm are significantly better than other
calculation methods.
(a) RMSE changes the curve of K
(b) MAE changes the curve of K
Figure 4. Student similarity calculation results
4.1.2 Recommendation Algorithm Accuracy Comparison
After the student similarity calculation with the K-means clustering algorithm in section 4.1.1, after
determining the optimal number of cluster classes, the nearest neighbor search space can be narrowed
down by combining the clustering model, and finally, the final recommendation result is outputted by
using the traditional recommendation algorithm in the class where the target student is located. The
traditional collaborative filtering algorithm (Algorithm 1), the simple K-means user clustering
recommendation algorithm (Algorithm 2), and the fusion of K-means and collaborative filtering
recommendation algorithm in this chapter were selected for the comparison experiment. The
horizontal axis represents the number of teaching resources of ethnic traditional sports and culture,
the range increases from 5 to 100 with an interval of 5, and the vertical axis represents the MAE value
and the comparison results are shown in Figure 5.
The MAE values of the three collaborative filtering recommendation algorithms all decrease with the
increase of the number of ethnic traditional sports and cultural teaching resources, indicating that the
accuracy of recommendation can be effectively improved with the increase of the number of ethnic
traditional sports and cultural teaching resources for the target students. The MAE values of the
proposed algorithm in this chapter are the lowest under different numbers of teaching resources of
Strategies for Informational Integration of Wushu Teaching and Ethnic Traditional Sports Culture
13
ethnic traditional sports culture, and the average MAE value is 0.361. This paper uses the K-means
algorithm to populate the initial data before the traditional recommendation, which reduces data
sparsity. By clustering user data based on the minimum variance, the user’s closest-neighbor search
range becomes more objective, and the teaching resources of traditional ethnic sports culture are more
precise. The experimental results show that the fusion algorithm integrating K-means clustering and
collaborative filtering recommendation is more effective than the traditional collaborative filtering
recommendation algorithm in obtaining the teaching resources of national traditional sports culture
and provides diversified teaching resources of national traditional sports culture for the teaching of
wushu informatization.
Figure 5. The proposed algorithm is compared with accuracy
4.2 Effectiveness of Wushu Informatization Teaching
In this study, we use the martial arts general education class at Z Physical Education College as an
example to conduct the teaching practice of martial arts informatization. Two classes of physical
education majors in the class of 2022 were randomly selected as teaching objects, in which physical
education class 1 was the experimental class (EC) and physical education class 2 was the control class
(CC). Both teaching classes were male, with a similar number of students, students’ physical qualities
were similar, and none of them had learned martial arts routines before. The experimental class used
the wushu informatization teaching mode established in this paper to carry out wushu teaching, while
the control class chose the traditional teaching mode, and the wushu teaching materials used in the
class, the course syllabus, wushu theory class teaching PPT courseware and the number of teaching
hours were the same. The teaching practice period is from September 2022 to July 2023, with a total
of 72 credit hours, 36 lessons, 2 times per week, and 60 minutes per lesson.
4.2.1 Test of learning of martial arts
After the teaching experiment, the students of the two classes were tested and analyzed for their
martial arts skills, theoretical knowledge mastery, learning attitudes, active participation attitudes,
independent inquiry ability, and problem-solving ability, and the obtained data were subjected to
independent samples t-tests, while the pre- and post-experiment data of the students of the two classes
were subjected to paired t-tests. Before the experiment, the comparative results of students’ martial
arts learning in EC and CC classes are shown in Table 1.
Before the experiment, a questionnaire on the learning situation was conducted for the students of EC
and CC classes. The learning situation was mainly analyzed from the four dimensions of students’
learning attitude, active participation attitude, independent inquiry ability, and problem-solving ability.
Bin Qian. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-18
14
The data derived from the questionnaire were analyzed. The analysis results show that the P-values
of learning attitude, active participation attitude, independent inquiry ability, and problem-solving
ability of the students in the two classes are 0.678, 0.935, 0.624, and 0.289, respectively, and the P-
values of the four dimensions are greater than 0.05, and the data show that the learning situation of
the students in the two classes is basically the same, with no significant difference. In addition, the
martial arts skill scores of the students in the two classes were 6.43±1.42 and 6.45±1.39, respectively,
with a significance value greater than 0.05, which also reflected that there was no significant
difference between the students in the two classes.
Table 1. The comparison results of the experiment before the experiment
Dimension
EC
CC
T value
P value
The ability of martial arts
6.43±1.42
6.45±1.39
0.756
0.432
Theoretical knowledge
66.51±2.93
65.74±3.01
0.825
0.614
Active participation
13.69±2.89
13.71±2.74
0.543
0.678
Learning attitude
14.51±2.15
14.48±2.12
0.429
0.935
Self-inquiry ability
13.05±2.64
13.04±2.71
0.237
0.624
Problem-solving ability
12.96±2.48
12.95±2.53
0.875
0.289
After the teaching experiment, the students’ martial arts learning was tested again, and the comparison
results of the students’ martial arts learning between EC class and CC class after the experiment are
shown in Table 2. The results showed that the P values of learning attitude, active participation attitude,
and independent inquiry ability of the two classes were all less than 0.01, indicating a very significant
difference, and the P value of analytical and problem-solving ability was 0.025, and its P value was
less than 0.05, indicating a significant difference. It can be seen that the overall effect of the martial
arts informatization teaching mode integrating OBE and MOOC platforms is better than that of the
traditional classroom, which can not only mobilize students’ interest in learning but also improve
students’ active participation attitude independent exploration ability and ability to analyze and solve
problems. The wushu skills of the EC class students increased from 6.43±1.42 points before the
experiment to 8.27±0.71 points, with an overall improvement of 28.62%, which was much greater
than that of the CC students. In the students’ mastery of martial arts theoretical knowledge, the EC
class increased by 15.97 points before and after the experiment, which was 14.8 points higher than
that of the CC class. It shows that the students in the EC class have improved their theoretical
knowledge of martial arts through the intervention of the information-based teaching mode. The
reason for this result is that students in the information-based teaching mode are willing to spend time
to learn the knowledge of traditional national sports culture and understand the traditional national
sports culture, and it also shows the recognition of the students in the information-based teaching
mode. The information-based teaching mode attracts students to the study of traditional national
sports culture theory, which promotes their mastery of martial arts theoretical knowledge.
Table 2. The comparison results of the experiment after the experiment
Dimension
EC
CC
T value
P value
The ability of martial arts
8.27±0.71
7.03±0.69
7.451
0.001***
Theoretical knowledge
82.48±5.19
67.51±5.06
6.382
0.000***
Active participation
17.69±1.42
13.84±1.63
6.725
0.004***
Learning attitude
17.05±1.38
14.75±1.72
6.096
0.000***
Self-inquiry ability
18.12±1.25
13.68±1.95
5.243
0.006***
Problem-solving ability
16.53±1.53
13.59±2.46
3.159
0.025**
Strategies for Informational Integration of Wushu Teaching and Ethnic Traditional Sports Culture
15
4.2.2 Effectiveness of the application of teaching models
In this study, Kirkpatrick’s four levels of assessment model were used as a way to assess the
effectiveness of the application of the Wushu informationalized teaching model constructed based on
the OBE concept. The four assessment levels of the model are reaction, learning, behavior, and result,
and each scale is evaluated on a 100-point scale. The reaction level evaluates the degree of students’
reaction to teaching activities, the learning level evaluates the knowledge and skills students have
learned in the classroom, the behavior level evaluates the degree to which students have applied the
learned knowledge and skills to their actual work, and the resulting level evaluates the results students
have achieved in their actual work and their contribution to the organizational goals. Table 3
demonstrates the effectiveness of the teaching model’s application.
The difference between the pre-and post-experiment wushu learning motivation of the students in the
EC class was analyzed as P=0.005<0.01, and the difference was highly significant, while the
difference between the pre-and post-experiment wushu learning motivation of the students in the CC
class was analyzed as 0.01<P<0.05, and the difference was significant. This indicates that the
motivation to learn wushu in both EC and CC classes increased before and after the experiment, and
the increase in the motivation to learn wushu in EC class was more significant. The average final
wushu scores of the students in EC and CC classes after the teaching experiment were 83.53±2.57
and 68.32±2.61 respectively, and the comparative analysis of the final wushu scores of the students
in the two classes yielded P=0.000<0.01, indicating a highly significant difference. Significant
differences were observed at the 1% level in the paired test results for both behavioral and outcome
levels. Wushu informatization teaching based on the OBE concept and MOOC platform can
effectively improve students mastery of wushu skills, help students clarify the degree of
understanding of national traditional sports culture, and realize the in-depth integration of wushu
teaching and national traditional sports culture.
Table 3. The application of information teaching mode
Dimension
Test
EC
CC
T value
P value
Reaction Level
Before
69.54±4.78
68.91±4.62
-6.749
0.005***
After
85.75±3.15
70.46±3.06
Learning Level
Before
78.41±2.64
78.53±2.47
4.516
0.000***
After
94.19±1.26
80.35±1.35
Behavior Level
Before
67.08±2.98
66.84±3.09
4.272
0.008***
After
83.53±2.57
68.32±2.61
Results Level
Before
74.37±1.83
74.51±1.72
-9.473
0.004***
After
86.81±1.94
76.69±1.89
4.2.3 Selection of Martial Arts Teaching Strategies
For the development of the wushu informatization teaching mode, there are advantages (S),
disadvantages (W), opportunities (O), and threats (T). In order to effectively improve the teaching
effect of the wushu informatization teaching mode, it is necessary to carry out the strategy selection
of the SWOT so as to effectively realize the integration of wushu teaching and the informationization
of the national traditional sports culture. After analyzing the current status quo of Wushu Informatics
Teaching, the SWOT factors for the development of Wushu Informatics Teaching in colleges and
universities are shown in Table 4.
Bin Qian. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-18
16
Table 4. SWOT factors of the development of wushu information teaching
Dimension
Explanation
Symbol
Strengths
Teachers are abundant in resources
S1
The course goal set is reasonable
S2
The conduct of national martial arts
S3
Weaknesses
The course content of wushu is simpler
W1
Students are less important in martial arts
W2
The promotion of martial arts activities is not enough
W3
The martial arts are not perfect and old
W4
Opportunities
The state attaches importance to traditional sports
O1
New opportunities for teaching reform
O2
The Internet spread rapidly
O3
The flourishing of secondary school martial arts
O4
Threats
The impact of other sports projects on martial arts
T1
The influence of traditional martial arts concepts
T2
The allocation of money in colleges and universities is uneven
T3
The development of martial arts in each university is balanced
T4
In this paper, through the questionnaire distribution and field survey, the real situation and a large
amount of data on the development of wushu informatization teaching in colleges and universities
are obtained, and the advantages, disadvantages, opportunities that can be utilized and threats that are
being faced in the development of wushu in colleges and universities are summarized through the
analysis of the data, and based on this, we construct the AHP hierarchical model, and invite the
relevant experts to score each factor, and determine the wushu teaching and learning strategies in
colleges and universities after passing consistency test. The strategy for developing information
technology. Based on SWOT-AHP to construct the strategy quadrilateral of wushu informatization
teaching, its basic framework is shown in Figure 6. Where the horizontal axis represents advantages
and disadvantages, and the vertical axis represents opportunities and challenges, the total advantage
strength, total disadvantage strength, total opportunity strength, and total challenge strength are
labeled on the axes, and the points connecting the four strengths are connected to form the strategy
quadrilateral. By combining strengths, weaknesses, opportunities, and threats, respectively, we can
develop a growth (SO) strategy, a turnaround (WO) strategy, a diversification (ST) strategy, and a
defense (WT) strategy.
In order to clarify the priority of the development strategy of college wushu informatization teaching,
it is necessary to calculate the size of the area of the triangle in each quadrant, and the larger the area
is, the more important the quadrant strategy is. Combined with the triangle area calculation formula
to calculate the area of each strategy triangle, the values of
, , ,
S XO S XT W XO W XT
S S S S
are 0.289,
0.128, 0.639, 0.346. By comparing the size of the triangle area in each quadrant, it can be seen that
the development strategies of college martial arts teaching informatization in the order of the twisting
(WO) strategy, defensive (WT) strategy, growth (SO) strategy, and multiple (ST) strategy. Therefore,
the integration of wushu and national traditional sports culture should mainly adopt the growth-type
(SO) strategy and take other development strategies into account.
Strategies for Informational Integration of Wushu Teaching and Ethnic Traditional Sports Culture
17
W S
T
O
(0,1.248)O
( 1.024,0)W
(0, 0.5547)T
(0.4628, 0)S
Torsional type
(WO)
Defensive type
(WT) Multivariate type
(ST)
Growth type
(SO)
X
Figure 6. The strategic quadrilateral of martial arts development
5 Conclusion
This paper establishes an informatization teaching model of wushu with the OBE concept combined
with a MOOC platform, develops online teaching resources based on national traditional sports
culture, and integrates the K-means algorithm and collaborative filtering algorithm to establish a
personalized recommendation model of teaching resources. The integration strategy for wushu
teaching and national traditional sports culture is obtained through application practice as follows:
1) Based on the K-means algorithm for student similarity calculation, it will be affected by the
number of similar neighbors. When the number of similar neighbors is 100, its RMSE and
MAE are 0.163 and 0.088, respectively, which are 19.31% and 32.82% lower than the Pearson
algorithm, which has the second-best performance. The K-means clustering algorithm can be
utilized to obtain more accurate student similarity, which can be used to improve the
recommendation of online teaching resources for physical education and culture.
2) As the number of teaching resources of traditional national sports and culture continues to
increase, the MAE value of the algorithm will continue to decrease, and then the accuracy of
the recommendation of online teaching resources for students of martial arts will be improved.
3) At the end of the wushu informatization teaching experiment, the wushu skill scores of the
students in the EC class increased from 6.43±1.42 points before the experiment to 8.27±0.71
points, which was much greater than that of the students in the CC class. The theoretical
knowledge mastery of the wushu knowledge of the students in the EC class increased by 15.97
points before and after the experiment, which is a much stronger overall improvement than
that of the CC class and at the 1% level showed a very significant difference.
4) Through the SWOT strategy quadrilateral calculation results, the triangle area of the growth
type (SO) strategy is the largest at 0.639. Therefore, in the process of the informationization
integration of wushu teaching and national traditional sports culture, the growth type strategy
Bin Qian. Applied Mathematics and Nonlinear Sciences, 9(1) (2024) 1-18
18
is the main strategy, supplemented by the other three strategies in order to promote the depth
of the integration of the two effectively.
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