CALCULATION AND ANALYSIS OF THE

IMPACT OF MICROSOFT SECURITY-

ASSISTED PHYSICAL EDUCATION MODEL

ON COLLEGE BASKETBALL TEACHING IN

THE INTERNET INFORMATION ERA

Chenjing Zhou*

School of Economics and Management, Xianyang Normal University, Xianyang,

Shaanxi, 712000, China

12552121255@xync.edu.cn

Reception: 12/11/2022 Acceptance: 16/01/2023 Publication: 14/03/2023

Suggested citation:

Z., Chenjing. (2023). Calculation and analysis of the impact of Microsoft

security-assisted physical education model on college basketball

teaching in the Internet information era. 3C TIC. Cuadernos de desarrollo

aplicados a las TIC, 12(1), 152-174. https://doi.org/10.17993/3ctic.2023.121.152-174

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ABSTRACT

With the rapid development of information technology in China in recent years, the

network-sharing function in social software such as "WeChat" has begun to serve as a

safety aid for educational work and promote the emergence of a new teaching model,

so this paper proposes a new idea of basketball teaching based on the WeChat

safety-aided sports model. Firstly, under the method of research, the importance of

the practical part of the teaching content of the basketball specialization course is

analyzed by principal component analysis; then the suitability of basketball teaching

theory under WeChat safety-assisted is analyzed according to the correlation

reliability test, measurement ANOVA and post hoc test of score rate; based on Kinect

sensing technology, a basketball teaching model based on Kinect motion capture and

joint construction is constructed; finally Obtain weights according to different weight

calculation methods and construct a basketball teaching quality evaluation system

based on fuzzy synthesis. The results showed that the experimental class achieved

3.16±1.609 (pcs) and 82.38±8.450 (points) in the 4-meter fixed distance passing into

the zone; 35.18±9.167 (sec) and 84.72±10.798 (points) in the half-court dribbling and

folding marching layup; 4.8-meter fixed distance one-handed over-the-shoulder

basketball in the experimental class. The experimental class achieved the standard

score of 3.63±2.282 (one) and the technical evaluation score of 82.28±7.857 (points)

for the 4.8m fixed distance one-handed over-the-shoulder shot.

KEYWORDS

Weight calculation method; Microsoft safety-assisted sports; Teaching model; Fuzzy

evaluation system; College basketball teaching

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PAPER INDEX

ABSTRACT

KEYWORDS

1. INTRODUCTION

2. THE CURRENT SITUATION AND INNOVATION OF TEACHING CONTENT OF

BASKETBALL SPECIALIZATION COURSES IN COLLEGES AND

UNIVERSITIES

2.1. Investigation and analysis of the importance of the practical part of the

teaching content of the basketball specialization course

2.2. STUDY ON THE ADAPTABILITY OF THE THEORETICAL PART OF

BASKETBALL TEACHING WITH THE ASSISTANCE OF WECHAT

SECURITY

2.3. Building a basketball teaching model based on Kinect motion capture and

joints

2.4. Basketball teaching quality evaluation system based on the fuzzy synthesis

3. OVERALL EXPERIMENTAL SCHEME DESIGN

3.1. Experimental subjects and grouping

3.2. Macro and microstructural design of WeChat safety-assisted campaign

education model

3.3. Content schedule of teaching experiments

3.4. Teaching procedures of traditional teaching method and reciprocal teaching

method with the assistance of Microsoft security

3.5. Schematic diagram of teacher-student communication styles for different

teaching methods

3.6. Analysis of experimental results

3.6.1. Comparative analysis of two-handed chest pass performance

3.6.2. Comparative analysis of marching layup performance

3.6.3. Comparative analysis of one-handed over-the-shoulder shooting

performance

4. CONCLUSION

DATA AVAILABILITY

CONFLICTS OF INTEREST

REFERENCES

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1. INTRODUCTION

With the advent of the information age and the rapid development of wireless

communication and network, the Internet has become closely connected with people's

life, work and study [1]. WeChat, as an instant messaging software, is not limited by

time and space, and it is not only widely used for socializing, but also becomes a

communication medium and a safety aid for educational work, which has become a

new and generally recognized educational approach driven by information technology

[2-3]. WeChat has various functions, for example, the WeChat group function can

provide a platform for communication between teachers and students and WeChat

public number is an effective and fast way to obtain learning resources [4]. Teachers

can capture high-quality graphics and explain micro-videos before class and publish

them through the WeChat platform, and they can also make online classroom tasks.

In recent years, more and more research on WeChat safety-assisted physical

education has been conducted, and its application in different sports has achieved

good teaching results. sport education model (SE) model or sports education model,

SE model is based on the theory of sports education, which is developed from game

theory and game education theory [5-6]. zhu et al. [7] integrated WeChat into the

teaching of yoga and found that the WeChat platform could help teachers reasonably

arrange the time, intensity, and frequency of practice, and was also beneficial to the

improvement of skills and the formation of exercise habits. The experimental study

found that the combination of the WeChat platform and PBL teaching was beneficial to

the improvement of students' motor skills, and the safety assistance of the WeChat

platform could reduce the time of classroom lectures and demonstrations so that

students had more time to practice. The students' participation motivation is also

greatly improved.

Liu et al [9-11] combined previous research experience on the sports education

model to integrate the WeChat platform into the sports education model, taking into

account the advantages of both for teaching design, emphasizing the importance of

both giving full play to the advantages of online teaching on the WeChat platform and

strictly following the teaching structure process of the sports education model to make

an effective interface between the two. Wang et al [12] proposed an adaptive analysis

based on Kinect of running posture and Meng et al [13-14] proposed that the MU

safety-assisted sports education model can solve the problem of students' weak

knowledge of sports items and also provide an online channel to solve in-class

problems as a way to ensure that the game process is not interrupted while solving

students' in-class problems.

In summary, WeChat plays a great role as a safety aid in physical education, and

researchers have designed and verified its advantages in teaching through WeChat

safety aid teaching. Some scholars have incorporated WeChat into the basketball

teaching mode, and the research results found that WeChat can be incorporated into

the basketball teaching mode more conveniently and effectively to promote students'

overall development and independent learning. This paper addresses the

shortcomings of the traditional basketball teaching model in the information age,

proposes basketball teaching ideas based on the WeChat safety-assisted sports

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model, constructs a basketball teaching model based on Kinect action analysis, and

uses a fuzzy evaluation system to classify and discriminate the proposed method. The

SE model is used to emphasize the development of students' sports knowledge,

culture and students' initiative. Finally, by understanding the role of the WeChat

platform for physical education, and drawing on the experience of previous people in

integrating the WeChat platform with other teaching models, the advantages of both

are combined and integrated, and basketball teaching in colleges and universities is

designed and applied through macro and micro, to be able to provide new teaching

ideas and solutions for basketball teaching.

2. THE CURRENT SITUATION AND INNOVATION OF

TEACHING CONTENT OF BASKETBALL

SPECIALIZATION COURSES IN COLLEGES AND

UNIVERSITIES

2.1. INVESTIGATION AND ANALYSIS OF THE IMPORTANCE OF

THE PRACTICAL PART OF THE TEACHING CONTENT OF

THE BASKETBALL SPECIALIZATION COURSE

Investigations show that basketball specialization courses tend to overemphasize

the transmission of existing skills, tactics, and theoretical knowledge and ignore the

innovation of existing basketball culture, so the teaching content focuses on the

transmission of existing knowledge, skills, and experience. Some teachers of

basketball specialization courses take book knowledge as the only teaching content,

teaching is simplified to "teaching", learning is equivalent to "learning from books", and

teaching activities are limited to experience and cognitive activities [15-16].

Table 1. Questions, structure and reliability test of the questionnaire of the practical part of the

teaching content of the basketball specialization course

Title

Component

Practical ability

Technical and

tactical skills

Teaching the game 895

Practice of field command and refereeing 745

Basketball special physical training 741

Basketball tactics teaching and training 667 514

Teaching and training of basketball techniques 895

Teaching and training skills practice 480

Characteristics Root 2.416 1.377

Cumulative explanation rate of variance (62.555%) 40.271 % 22.284 %

Cronbach's alpha coefficient (0.730) 751 464

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Using principal component analysis with Varimax orthogonal rotation [17], two

factors with characteristic roots greater than 1 were extracted to explore the structure

of the practical part of the teaching content of the basketball specialization course.

In the 2-factor structure, the Kaiser-Meyer-Olkin value for the 6 topics was 0.671

and Bartlett's Test of Sphericity Approximate (15) = 100.197 (p < 0.001), indicators

that the topics are suitable for exploratory factor analysis. 2 The cumulative variance

explained by the 2 factors reached 62.555%. The topic of basketball tactical

instruction and training was highly loaded in both factors, but basketball tactical

instruction and training was categorized as the second factor based on previous

teaching experience. 2 factors measured the practical part of the basketball

specialization course content in terms of f1 practical ability and f2 technical and

tactical ability, respectively.

The total score of each factor is then calculated, followed by the normalized score

of the factor score according to the following algorithm: normalized score = (x-min)/

(max-min); the normalized score takes the value of each factor score to be between 0

and 1, which is the scoring rate of each factor.

Practical ability is 1=(practical ability-3)/12. There are 3 questions in this factor,

each question has a minimum value of 1 point and a maximum value of 5 points, so

the minimum value of this factor is 3 points and the maximum value is 15 points.

Technical and tactical ability is 1 = (technical and tactical ability - 3)/12. There are 3

questions in this factor, each question has a minimum value of 1 point and a

maximum value of 5 points, so the minimum value of this factor is 3 points and the

maximum value is 15 points.

The mean value after normalization was 0.10417, and the practical ability was

significantly greater than the technical and tactical ability, with p less than 0.001. The

three topics consisting of practical ability of teaching and competition, the practice of

clinical command and refereeing, and basketball special physical fitness training were

relatively favored by basketball special teachers. The three topics of teaching and

training of basketball tactics, teaching and training of basketball techniques and

practice of teaching and training ability, which consisted of technical and tactical

ability, were relatively unpopular, and the reasons for this may be related to the

training objectives of basketball specialization courses in each school, where teachers

pay more attention to the cultivation and education guidance of students' practical

ability.

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2.2. STUDY ON THE ADAPTABILITY OF THE

THEORETICAL PART OF BASKETBALL TEACHING

WITH THE ASSISTANCE OF WECHAT SECURITY

Table 2. Questions, structure and reliability test of the questionnaire of the theoretical part of

the teaching content of the basketball specialization course

The structure of the theoretical part of the teaching content of the basketball

specialization course was explored by using principal component analysis with

Varimax orthogonal rotation and extracting three factors with characteristic roots

greater than one.

In the 3-factor structure, the KAISER-MEYER-OLKIN value for 13 questions was

0.838 and Bartlett's Test of Sphericity Approximate (78) = 541.460 (p < 0.001),

indicating that the questions were suitable for exploratory factor analysis. The

cumulative variance explained by the 3 factors reached 70.992%. f1 Athlete quality, f2

Athlete management and f3 Athlete theory were measured in 3 aspects of the

theoretical part of the basketball specialization course content. Factor 1 Athlete quality

consists of 7 topics such as basketball injury, prevention and rehabilitation, scientific

research work in basketball, nutrition and recovery of basketball players,

psychological training of basketball players, basic quality and coaching requirements

of senior basketball coaches, basic quality and development of high-level referees

and basketball awareness and its development, which require students to have high

advanced quality in research and training [18-20]. Factor 2 Athlete management, on

the other hand, consists of three topics such as organization and management of

basketball competitions, basketball rules and officiating law and selection and training

of children and youth basketball players, requiring students to be able to be not only a

qualified referee, but also to approach management-oriented personnel for youth

Title

Component

1 Quality

of athletes

2 Athlete

management

3 Athlete Theory

Basketball Injuries

Basketball sports scientific research work 908

Nutrition and recovery of basketball players 837

Mental training of basketball players 819

Basic quality and coaching requirements for

senior basketball coaches

737 624

Basic quality and development of high-level

referees

676

Basketball awareness and its cultivation 644 815

Organization and management of basketball

competition

606

Basketball rules and referee law 831

Selection and training of children and youth

basketball players

877

Theory and methods of basketball teaching 631 901

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selection and training. Factor 3 Athlete Theory is composed of three topics such as

basketball teaching theory and methods, basic basketball theory and basketball

training theory and methods, etc. Factor 3 tends to the theoretical knowledge of

basketball teaching and training.

Then, based on the above factors, the total score of each factor is calculated, and

then the normalized score of each factor is calculated according to the following

algorithm: Normalized score = (x-min)/(max-min); the normalized score takes the

value of each factor score to be between 0 and 1, which is the scoring rate of each

factor.

The athlete quality is 1=(athlete quality-7)/28. There are 7 questions in this factor,

and each question has a minimum value of 1 point and a maximum value of 5 points,

so the minimum value of this factor is 7 points and the maximum value is 35 points.

Athlete Management 1 = (Athlete Quality - 3)/12. There are 3 questions in this

factor, each question has a minimum value of 1 point and a maximum value of 5

points, so the minimum value of this factor is 3 points and the maximum value is 15

points.

Athlete Theory 1 = (Athlete Quality - 3)/12. There are 3 questions in this factor,

each question has a minimum value of 1 point and a maximum value of 5 points, so

the minimum value of this factor is 3 points and the maximum value is 15 points.

Table 3. Descriptive statistics of the three factors of the theoretical part of the teaching

content.

Table 4. Repeated-measures ANOVA for the mean score rate of the three factors

Table 5. Post hoc test of the mean score rate of the three factors

Factor 1 Mean value Standard deviation

Athlete Quality 247 25

Athlete Management 152 20

Athlete Theory 128 17

Error source Sum of squares df mean square F Sig.

Intra-group variation 505 2 253 19.032 0

Error variation 1.672 126 13

(I) Factor 1 (J) Factor 1 Difference of means (I-J) Standard error Sig.b

2 94 20 0

3119 22 0

2 3 25 20 629

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Table 3 shows that the highest mean value is the athlete quality factor and the

lowest mean value is the athlete theory factor; the repeated measures ANOVA in

Table 4 shows that there is a significant difference between at least one pair of the

three-factor means in the two-way comparison; the two-way post hoc comparison in

Table 5 shows that there is a significant difference between the mean values of Factor

1 and Factor 2 and Factor 3, and there is no significant difference between the mean

values of Factor 2 and Factor 3.

Figure 1. The trend of the average score of the factor of the theoretical part of the teaching

content of the basketball specialization course

To sum up, we can see that the factor of athlete quality is very important content for

basketball teachers in the teaching process. In different basketball eras, along with

the rapid development of social and political economy, the demand of society for

talent tends to be diversified, and no longer stays in single talent demand. Factor 2

and factor 3, on the other hand, are old-fashioned contents, which is less and less

valued by teachers and students.

2.3. BUILDING A BASKETBALL TEACHING MODEL BASED ON

KINECT MOTION CAPTURE AND JOINTS

The Kinect sensor uses Prime Sense's illumination encoding technique to acquire

depth information, Light Coding uses infrared light to measure space, and CMOS

sensors to read the encoding of light. These encodings are then analyzed by chip

decoding calculations to eventually produce a depth image information [21-22]. Light

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Coding differs from traditional TOF and structured light measurement techniques by

using light waves instead of the previous pulses, and no special photosensitive chip is

required, only a common CMOS photosensitive chip, a change that reduces the cost

of the solution. Light Coding uses light waves to measure a specific region of space,

so Light Coding is essentially a structured light technique [23-24]. However, unlike

conventional structured light, the light emitted is not a periodic variation of image

coding, but an encoded light source with three-dimensional depth [25].

To build an efficient basketball teaching and training safety aid system, image

processing techniques can be used to mark the joint points of the arm and analyze the

athletes' movement trajectory to recover the athletes' technical movements and obtain

the required parameters. Therefore, athlete modeling consists of 2 stages as

described above. In stage (1), focus on the shot preparation, raising the arm,

squatting and extending; in stage (2), mark the speed and angle of the shot. The

optimal shot data can be calculated so that the same shot data can be used to

continuously train the athlete to develop muscle memory and can effectively improve

shot accuracy [26-27]. The pitcher's arm joint model is shown in Figure 2.

Figure 2. Arm joint model

Assume that the shoulder joint A, elbow joint B and wrist joint C are represented by

. The pixel area of each marker is represented by

, and

the number of pixel points of the corresponding pixel block

. The pixel

block is as follows:

(1)

In the above equation, and

represent the coordinates of the pixels marked in

the video image, respectively. The coordinates of the center of mass of each pixel

block can be used as the coordinates of the 3 joints in the shooting process. The

formula is as follows:

(2)

(3)

(4)

Change over time:

(5)

According to the above equation, the objective function is defined as:

Mi(i= 1,2,3)

Gi(i= 1,2,3)

Li(i= 1,2,3)

Gi={(x1,y1), (x2,y2), (x3,y3), ⋯(xn,yn)}

( ) ( )

, ,

m c c

P x y C x y=

c i

X x

∑

c i

Y y

∑

( )

y f t=

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(6)

Where, represents the residual error and represents the regular term. It

can be obtained by differential equations, matching tracking, etc. . The time from

preparation to shooting can be expressed by the following equation:

(7)

where indicates an inverse take. In the training safety aid system, the number

of frames should be an integer. In the coordinate axis system, the maximum number

of frames, T, on the axis is denoted as .

(8)

For the recognition and characterization of human curves, the Hough transform

algorithm is used [28-29]. The Hough transform algorithm is a parametric aggregation

algorithm for voting through the point-to-point pairwise and Hough parameter spaces

in image space, which transforms image detection into a parametric computational

problem, thus making the problem more intuitive and accurate. The Hough transform

algorithm has been widely used in video image processing, and after years of

research, the application range is even wider. It plays an important role not only in

video image processing, but also in access control systems, industrial inspection and

even military activities. It can effectively reduce the influence of external factors such

as noise and solve the problem of incomplete and interrupted video. For example, the

equation of the circle is as follows:

(9)

a and b are the centers of the circle, while r is the radius. In the coordinate system

of the safety-assisted training system, the point (x, y) is unknown. And (a, b) and

radius r are the input conditions, then the equation of the above circle can be rewritten

as:

(10)

In the above equation, there is an exchange between and , while

and are unknown, so

is converted to a known number. It is known by

calculation that in the whole image space, when there are valid feature points ,

there exists a cone space with corresponding threshold values. Each effective feature

point in the image space corresponds to a cone in the parameter space. The

difference at the same point in the image space corresponds to the cone in the

parameter space, and the two cones will inevitably intersect at the same point. The

process records the variables of repeated points with the same parameters by

initializing the 3D accumulator in the parameter space.

0 0

1 2

arg max . .

y s t y y ε− <

( )

0 0

t y

−

=∫

∫−1

(y0

)

( )

1T g t= +

( ) ( )

2 2 2

x a y b r−+−=

( ) ( )

2 2 2

a x b y r−+−=

(x,y)

(a,b)

(x,y)

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2.4. BASKETBALL TEACHING QUALITY EVALUATION SYSTEM

BASED ON THE FUZZY SYNTHESIS

First, the set of evaluation indicators (thesis domain) Y, which describes the

indicators or criteria for the comprehensive evaluation of various evaluation factors,

denoted as:

(11)

Where is each evaluation indicator or criterion and n is the number of

evaluation indicators.

The set of evaluation metrics can also be a collection of multilevel recursive

structures [30-31].

For different evaluation indicators, the weight F domain can be calculated

according to different weight calculation methods, such as hierarchical analysis,

weighted average method, Delphi method, expert estimation method, etc., and the

weight F domain is noted as

(12)

Second, the set of evaluation scales G, which describes the scale used to evaluate

each evaluation indicator, is denoted as

(13)

Where m is the number of evaluation scales in the evaluation scale set.

The grading of the evaluation scale can be done in a graded manner or a score

manner, such as

(14)

Third, the affiliation degree

, describes the degree of possibility of making an

evaluation scale with an evaluation index for the evaluation factor

. The

affiliation degrees of all evaluation indicators for the scenario

from the affiliation

matrix , which is a fuzzy relationship matrix, denoted as

(15)

In the matrix , the element

can be calculated based on the evaluation results

made by the experts participating in the evaluation, i.e.

(16)

Y= (y1,y2,⋯,yn)

y1,y2,⋯,yn

F= ( f1,f2,⋯,fn)

G= (g1,g2,⋯,gm)

( )

0.8, 0.6, 0.4, 0.2G=

11 12 1 1

21 22 2 2

1 2

s s s s

j m

s s s s

j m

ss s s s

i i ij im

s s s s

n n nj nm

V V V V

VV V V V

V V V V

⎡ ⎤

⎢ ⎥

=⎢ ⎥

⎢ ⎥

⎣ ⎦

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where denotes the number of experts participating in the evaluation, and

denotes the number of experts who make evaluation scales for the i-th evaluation

indicator of the program . Obviously, .

3. OVERALL EXPERIMENTAL SCHEME DESIGN

3.1. EXPERIMENTAL SUBJECTS AND GROUPING

The pre-tests of basic basketball skills and physical fitness were conducted in two

classes of public physical education basketball elective course of Inner Mongolia

Normal University in the first semester of academic years 2021-2022, and 32 healthy

students, without special diseases and with no statistically significant differences in

basic basketball skills and physical fitness were selected as experimental subjects in

the two classes respectively. The two classes were randomly divided into the control

group and the experimental group for teaching experiments, and the experimental

group adopted the reciprocal teaching method with the assistance of WeChat security,

while the control group adopted the traditional teaching method for teaching

experiments[32-33].

3.2. MACRO AND MICROSTRUCTURAL DESIGN OF WECHAT

SAFETY-ASSISTED CAMPAIGN EDUCATION MODEL

The physical education teaching process is a structure and procedure for carrying

out various effective teaching activities in a planned and purposeful manner to

achieve the teaching objectives. The design of the teaching process directly affects

the implementation of the teaching model, therefore, the effectiveness of teaching

depends on the scientific and operational design of the teaching process. In the

process of the theoretical exploration of the SE model, Gao Rong made the top-level

design from macro and micro levels to enhance the operability of the model to make it

more in line with the actual situation of Chinese school sports, and this study will also

make the top-level and detailed design from both macro and micro aspects. From the

macro perspective, the SE model differs from the conventional teaching model in the

setting of teaching units. The sports education model divides the whole semester

teaching into several phases, which is the setting of the sports season in the SE

model, and the sports season includes 5 phases, which are sports season

preparation, pre-game season, in-game season, post-game season and celebration

activities. The micro perspective mainly includes the setting of classroom teaching

structure, the allocation of classroom teaching time in different teaching phases of the

sports season, the design of the sports season teaching plan, the design of teaching

evaluation and the preparation of lesson plans.

∑

j=1

ij =

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Figure 3. Teaching structure of WeChat safety-assisted movement education model

3.3. CONTENT SCHEDULE OF TEACHING EXPERIMENTS

In addition to the test week, the design of the teaching experiment includes

basketball skills practice, physical fitness class practice, etc. The total number of 10

weeks of the teaching experiment, the detailed arrangement of the teaching lesson

plan is as follows:

1. Physical fitness pre-test (30s push-ups, standing long jump, five-lane folding run on

the basketball court).

basic basketball skills test (30s double pass and catch, half-court folding and

dribbling, 1min shooting from outside the reasonable rushing zone).

Ballistic exercises, newly taught learning principles of two-handed chest passing

and catching.

4. Learning to pass the ball in situ with both hands on the ground, physical drills.

5. Introduction to learning the two-handed chest pass between rows.

6. Learning in situ one-handed over-the-shoulder shooting.

7. Review the marching one-handed over-the-shoulder shot.

8. Review of the in-situ one-handed shoulder shot.

9. Physical fitness post-test, classroom contextual interest survey.

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3.4. TEACHING PROCEDURES OF TRADITIONAL TEACHING

METHOD AND RECIPROCAL TEACHING METHOD WITH

THE ASSISTANCE OF MICROSOFT SECURITY

The traditional teaching method and the reciprocal teaching method with the

assistance of micro-video security are similar in terms of organization and method in

the early stage of the class, mainly the teacher organizes the formation and explains

and demonstrates, but the biggest difference between the two is mainly in the

organization of students' practice and the correction and guidance of wrong

movements.

(1) In the traditional teaching method, when teaching technical movements,

teachers first explain and demonstrate and then let students imitate and practice,

correct errors and help, and finally teach through reinforcement exercises, students

mainly practice collectively in groups and independently, and teachers' feedback to

students is mainly language tips and individual error cases focused on explaining.

Figure 4. Flow chart of traditional model teaching

(2) Under the teaching method of reciprocal teaching method with the aid of micro-

video safety, the teacher first conducts a centralized demonstration and explanation of

technical movements during the teaching process, and after the students carry out

collective consolidation exercises to deepen their memory, the teacher distributes the

standard movement videos designed in advance according to the teaching content to

the students, and explains to them how to use the standard movement videos,

introduces the roles of students and teachers, and then organizes the students to

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practice according to The teacher will then organize students to practice in free teams

according to the learning content. This is shown in Figure 5.

Figure 5. Flowchart of teaching and learning under WeChat security-assisted campaign

3.5. SCHEMATIC DIAGRAM OF TEACHER-STUDENT

COMMUNICATION STYLES FOR DIFFERENT TEACHING

METHODS

In traditional teaching methods, the teacher usually communicates directly with the

practitioner and gives direct feedback to the student on the problems that arise during

practice. Students are usually divided into groups of two or more, and given the roles

of practitioner and observer. During the practice, the teacher walks around and

communicates with the observer, and the observer gives feedback to the practitioner

based on his or her observation and communication with the teacher. The specific

communication style is shown in Figure 6:

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Figure 6. Diagram of teacher-student communication style

3.6. ANALYSIS OF EXPERIMENTAL RESULTS

3.6.1. COMPARATIVE ANALYSIS OF TWO-HANDED CHEST

PASS PERFORMANCE

From the data in Figure 7, we can see that the experimental class achieved

3.16±1.609 (passes) and 82.38±8.450 (points) in the 4-m fixed distance pass into the

zone, while the control class achieved 2.19±1.401 (passes) and 77.88±8.958 (points).

t number=2.067, t technical evaluation=2.569; P number=0.043<0.05, P technical

evaluation=0.013<0.05. In conclusion, there were significant differences between the

experimental class and the control class in the experimental post-test scores of the

two-handed chest pass technique, both in terms of standard scores and technical

evaluation scores, and the experimental class had better scores than the control

class.

Figure 7. Comparison of two-handed chest pass performance

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The ratio of males to females in the experiment is 1:3, with more girls. For girls, it is

difficult to pass the basketball into the hoop flatly and quickly by upper limb strength

alone, so the three technical aspects of stirrups, extensions and paddles must be

consistent to fully transform the power of lower limb stirrups into the power of passing,

and then improve the power, direction and speed of passing. In the traditional

teaching method, students can only think about the technical movements from the

practitioner's perspective, but in the reciprocal teaching method, students can learn

the technical movements from different perspectives and have a deeper

understanding of the technical movements while observing their teammates' practice,

which has a good promotion effect on mastering the power and coherence of the

technical movements of the passing ball.

3.6.2. COMPARATIVE ANALYSIS OF MARCHING LAYUP

PERFORMANCE

After the experiment, the learning effect of marching one-handed over-the-shoulder

shooting in the experimental and control classes was tested by using half-court dribble

folding marching layup as the test index, and the specific test results were tested by

SE independent sample t-test as shown in Figure 8:

Figure 8. Comparison chart of marching layup scores

The data in Figure 8 shows that the experimental class achieved 35.18±9.167

(seconds) and 84.72±10.798 (points) in the half-court dribbling fadeaway layup, while

the control class achieved 41.27±11.723 (seconds) and 78.63±11.370 (points). t

values were t time=-2.316, t technical evaluation=2.198, t time=0.024<0.05, t technical

evaluation=0.032<0.05. In conclusion, there were significant differences between the

experimental class and the control class in the experimental post-test scores of the

marching lay-up technique, both in the attainment scores and the technical evaluation

scores, and the experimental class had better scores than the control class.

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Due to the limited practice time, the teacher can only correct some students or

collectively correct them according to the common problems in the process of

practice, which makes some students' problems in the process of practice not solved

in time, and at the same time, students' attention may be distracted in the

independent practice, so the frequency of violation or poor hit rate in the final test is

higher than that of the experimental class, resulting in lower average scores in the

standard and technical evaluation than the experimental class.

3.6.3. COMPARATIVE ANALYSIS OF ONE-HANDED OVER-THE-

SHOULDER SHOOTING PERFORMANCE

The data in Figure 9 shows that the experimental class achieved 3.63±2.282

(shots) and 82.28±7.857 (points) for the 4.8 m fixed distance one-handed over-the-

shoulder shot, while the control class achieved 3.09±1.957 (shots) and 74.72±8.224

(points). t number=1.000, t technical evaluation=3.757. This shows that there is a

statistically significant difference between the technical evaluation scores of the

experimental class and the control class in the post-test of one-handed over-the-

shoulder shooting, and the experimental class has better scores than the control

class; however, there is no statistically significant difference between the attainment

scores of the experimental class and the control class, so the students are learning

the one-handed over-the-shoulder shooting technique. However, there was no

statistically significant difference between the experimental class and the control class

in terms of attainment scores.

Figure 9. Comparison of one-handed over-the-shoulder shooting performance

The one-handed shoulder shot has the advantage of a high shooting point and is

not easy to be targeted by the defense, but it is also the most difficult to learn. The

one-handed shoulder shot consists of several technical aspects such as basic

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standing posture, bending knee and stirrups, top elbow, arm extension and wrist

paddle, etc. The technical aspects are interconnected, and any disconnection in the

shooting process will lead to deformation of the shooting action, which will affect the

shooting action. The standardization of the shooting action is affected. The study

confirmed that timely feedback among students in learning basketball one-handed

over-the-shoulder shooting can significantly improve students' performance in

shooting skills.

4. CONCLUSION

This paper addresses the shortcomings of the traditional basketball teaching model

in the Internet era, proposes a new idea of basketball teaching based on the WeChat

safety-assisted sports model, constructs a basketball teaching model based on Kinect

motion capture and joint behavior, and uses a fuzzy evaluation system to classify and

discriminate the proposed method. Analysis using multiple experimental control

groups shows that the Microsoft safety-assisted sports education model proposed in

this paper has stronger motivation for students to learn basketball compared with the

traditional teaching model; students learn to understand and master basketball

through teamwork, team communication and role-playing strengthen students'

emotional experience; the creation of real game atmosphere and game creation

enrich students' game experience. All of these are conducive to meeting students'

basic psychological needs, thus contributing to the enhancement of internal motivation

and the internalization of motor motivation.

DATA AVAILABILITY

The data used to support the findings of this study are available from the

corresponding author upon request.

CONFLICTS OF INTEREST

The author declares that there is no conflict of interest regarding the publication of

this paper.

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