A040: The Effect of Blended Online and Offline Physical Education on theHealth-Related Indexes of Undergraduates

<bold>Background/Purpose:</bold> With the explosive development of artificial intelligence, many scholars have carried out research around the combination of online and offline physical education courses. Current research has focused on developing the application of information technology in the classroom teaching of physical education. The main purpose addressed in this study was to investigate the possible effects of implementing such a blended online and offline physical education at home on the health-related indices of students. <bold>Method:</bold> Totally 14,708 college students participated, including 6,125 males and 8,583 females. In the analysis approach, research was adopted using SPSS 26.0, specifically the paired-samples T test to compare data between two semesters. By analyzing the Nation Students Fitness Test data in a Chinese university, studies have discussed the effects of blended PE courses, such as the differences in body shape, respiratory system function, body strength, speed, flexibility quality, and endurance quality before and after the curriculum. These students came from different provinces with sufficient cultural diversity, which ensures the results won't be biased. <bold>Results:</bold> After a whole semester, for females BMI declined from 19.85 kg/m2 to 19.82 kg/m2, the Vital capacity from 2666.07 ml to 2617.96 ml, 800-m run consumed time increased from 240.31 s to 242.40 s, standing long jump and sit and reach had increased from 155.10 cm to 159.97 cm and from 17.17 cm to 17.57 cm, respectively; The 50-m sprint had decreased from 9.61 s to 9.53 s, timed sit-ups fluctuated from 36.41 n to 36.40 n. While for males, BMI increased from 20.36 kg/m2 to 20.41 kg/m2, vital capacity had decreased from 3188.00 ml to 3085.17 ml, 1000-m run consumed time increased from 248.41 s to 251.60 s, sit and reach and pull-ups declined slightly from 14.71 cm to 14.64 cm and 10.50 n to 10.16 n, respectively. 50-m sprint (7.91 s to 7.85 s) and standing long jump (208.84 cm to 215.38 cm). <bold>Conclusion/Discussion:</bold> Based on the results, although the decline of students' vital capacity and endurance running were obvious, the data supported that blended curriculum exerted a desirable influence and is a great additional option for PE courses to help students offset sedentary behavior while improving undergraduates' explosive power, body strength, and speed. The blended physical education curriculum should be explored further.