A Study of the Fuzzy Effects of Psychological Stress on College Students' Performance in Physical Education Classes Based on Fuzzy Logic Modeling

Abstract

To improve the effectiveness of physical education (PE) classroom teaching in higher education institutions, this study employs a fuzzy logic model to conduct a fuzzy assessment of college students' psychological stress and PE performance. Additionally, one-way analysis of variance (ANOVA) and independent samples t-tests are utilized to analyze differences in psychological stress and PE performance across gender, age, and major. Furthermore, correlation and regression analyses are conducted to explore the factors influencing college students' PE performance. The research results indicate that the psychological stress faced by college students primarily centers on future uncertainty and goal ambiguity, and significant differences exist in terms of age and gender (P < 0.05). The overall mean score for physical education class performance among the selected sample of college students is 4.01, which is at an above-average level. Significant differences in physical education class performance are observed across age, gender, and major (P < 0.05). Additionally, psychological stress was negatively correlated with physical education class performance, and competitive stress, time pressure, future uncertainty stress, and interpersonal conflict stress all had a negative impact on the total score of physical education class performance. This study provides a basis for improving college students' physical education class performance by addressing their psychological stress.