Digital transformation of physical education teaching in higher education based on the OMO framework

This study explores the digital transformation of physical education (PE) teaching in higher education through the integration of the Online-Merge-Offline (OMO) teaching model. Recognizing the limitations of traditional PE methods, which often overlook interactive and practical elements, this research employs social network analysis to investigate the impact of OMO on student interaction and learning outcomes. Eighty sophomore students from two badminton elective classes at Chongqing University of Technology participated in this quasi-experimental study, which compared an experimental group using the OMO model with a control group following traditional teaching methods. The OMO model combines online pre-class learning, in-class tactical practice, and post-class reflection. Results indicate that the OMO model significantly enhances classroom interaction, student engagement, and skill acquisition compared to traditional methods. The study's findings align with communicative teaching theory and group socialization theory, highlighting the importance of multidimensional interaction in fostering effective learning environments. The experimental group exhibited higher levels of classroom participation, interaction frequency, and skill improvement, demonstrating the OMO model's potential to bridge the gap between online and offline learning contexts. These results provide valuable insights for PE educators seeking to implement digital teaching strategies and suggest that the OMO model can be effectively applied across various sports disciplines. However, the study acknowledges limitations such as a small sample size and a focus on short-term effects. Future research should consider expanding the sample and duration to further validate the OMO model’s efficacy and explore its long-term impact on students' learning motivation and sports skills development.