José Rizal University

In recent years, technological advancements have been replicated in various industries, including sports medicine. Recent developments, such as big data analytics and data mining, which have revolutionized medical services in sports, are apparent in this transformation. This technological shift is motivated by the need to enhance athletic performance, prevent injuries, and offer individualized health advice. Modern lifestyles have simultaneously increased people’s attention to their health, creating a demand for better medical services. However, China’s ability to provide superior medical care needs to be improved due to a lack of medical resources and an ever-increasing patient population. To address these challenges, this research paper presents an integrated framework that leverages Spark-based big data analytics and the XGBoost algorithm. The framework aims to provide a robust sports medical service encompassing real-time health monitoring and data-driven insights. Powered by the formidable distributed computing platform Spark, it adeptly manages extensive sports data generated during training and events, facilitating instant health evaluations. Incorporating the XGBoost algorithm for data mining amplifies health prediction and recommendation capabilities. Renowned for its predictive prowess, XGBoost excels in discerning intricate sports data patterns and trends. Its proficiency in tackling intricates feature selection and modeling tasks ensures precision and actionable insights. Empirical findings underscore substantial enhancements in sports medical services. When applied to chronic disease datasets, the XGBoost algorithm garnered an impressive 93

ObjectiveThis study aims to explore the relationship between physical activity and depression levels among college students, while examining the mediating role of resilience and the impact of gender differences.MethodsUsing measurement tools such as the Physical Activity Rating Scale (PARS-3), the Self-Rating Depression Scale (SDS), and the Adolescent Resilience Scale, a questionnaire survey was conducted among 2,000 college students in Chongqing, China. The data were processed and analyzed using SPSS 26.0, including difference analysis, correlation analysis, regression analysis, and Bootstrap analysis, and the structural equation model was established using AMOS 26.0 software.Results(1) From the perspective of gender differences, male college students exhibit a significantly higher level of physical activity than female students, while also demonstrating significantly lower levels of depression. (2) There is a significant correlation between physical activity, resilience, and depression levels of college students. (3) The level of physical activity exhibits a direct negative correlation with depression levels among college students, with resilience playing a partial mediating role between the two. (4) In the mediation models stratified by gender, physical activity demonstrates greater direct explanatory power for depression among male students, whereas female students exhibit a stronger mediated explanatory power.ConclusionRegular participation in physical activities is an important way to improve the mental health level of college students. As much as possible, college students should be encouraged and supported to participate in physical activities (such as organizing fun sports meetings, sports clubs), which holds positive direct or indirect implications for preventing or reducing the incidence of depression.

This descriptive action research investigated the impact of Cognitively Guided Instruction (CGI) principles combined with the Concrete–Pictorial–Abstract (CPA) Approach on the development of mathematical thinking among Grade 2 pupils’ conceptual understanding and procedural knowledge of the four fundamental operations. The study utilized a non-directive, facilitative instructional model where the teacher provided targeted prompts rather than direct instruction, allowing pupils to transition from concrete modeling to abstract algorithmic solutions across three assessment phases. Key findings revealed that twelve (12) of the 15 Grade 2 pupils achieved an Above Average Level of performance, while the remaining three reached the Average Level, demonstrating significant growth in terms of problem-solving comprehension, modeling techniques used, solution strategies used, and accuracy of the solution and answer. Both quantitative and qualitative data gathered confirmed that the use of CGI problem types—supported by linguistic translations in English and Filipino—showed the attainment of the goals set, which are to develop the (a) conceptual understanding of the mathematical operations as the pupils explain the solution strategy they used and as they give accurate answers; and (b) procedural understanding of the four fundamental operations by using the appropriate mathematical algorithm as a solution for the word problems. By allowing pupils to internalize mathematical logic through their own invented strategies, the research successfully documented a clear developmental trajectory from intuitive physical representation to formal mathematical abstraction. The study recommends the use of CGI using the CPA approach in the teaching of the four fundamental operations, to reach the level of abstraction and understanding of the four fundamental operations procedurally and conceptually.

Objective:This study examined whether teacher emotional support was associated with university students' psychological well-being through basic psychological need satisfaction, autonomous motivation, and controlled motivation in Chinese higher education. Methods:Cross-sectional survey data from 445 Chinese undergraduate students were analyzed using latent-variable structural equation modeling. Gender and academic year were included as covariates, and indirect effects were evaluated using 5,000 bootstrap resamples. Results:The structural model demonstrated excellent fit, χ2(313) = 357.39, CFI = 0.992, TLI = 0.991, RMSEA = 0.018, and SRMR = 0.033, and explained 32.5% of the variance in psychological well-being. The sequential indirect association through basic psychological need satisfaction and autonomous motivation was significant (standardized effect = 0.155, bias-corrected 95% CI [0.092, 0.229]). In contrast, the indirect association through need satisfaction alone and the corresponding pathway through controlled motivation were not significant. Controlled motivation was not significantly associated with psychological well-being (β = 0.018, p = 0.720), and the direct association between teacher emotional support and psychological well-being was also non-significant (β = 0.087, p = 0.246). Conclusion:Teacher emotional support was associated with psychological well-being through a significant sequential motivational pathway involving basic psychological need satisfaction and autonomous motivation, supporting the relevance of motivational internalization processes in Chinese higher education.

ObjectiveMusic learning involves sustained practice, evaluative feedback, and emotionally demanding experiences, yet limited research has examined how learning engagement and perceived emotion-related competence are jointly associated with psychological wellbeing. This study investigated the associations among music learning engagement, perceived emotional intelligence in music learning, and perceived psychological wellbeing among university students.MethodsCross-sectional survey data were collected from 423 students recruited through student networks associated with three universities in Guizhou Province, China, who had participated in formal or organized music-learning activities. Covariance-based structural equation modeling was used to examine the measurement structure and the direct, indirect, and total associations among the study variables. Percentile bootstrap confidence intervals were estimated using 5,000 resamples.ResultsMusic learning engagement was positively associated with perceived psychological wellbeing (β = 0.419, 95% bootstrap CI [0.305, 0.531]) and perceived emotional intelligence in music learning (β = 0.584, 95% bootstrap CI [0.496, 0.665]). Perceived emotional intelligence in music learning was also positively associated with perceived psychological wellbeing after music learning engagement was included in the model (β = 0.430, 95% bootstrap CI [0.308, 0.544]). The standardized indirect association was 0.251, 95% bootstrap CI [0.178, 0.326]. The model explained 34.1% of the variance in perceived emotional intelligence in music learning and 57.0% of the variance in perceived psychological wellbeing.ConclusionThis study provides correlational evidence that music learning engagement, perceived emotional intelligence in music learning, and perceived psychological wellbeing are positively associated among university students. Perceived emotional intelligence in music learning accounted for part of the association between music learning engagement and perceived psychological wellbeing within the specified model. The findings provide a more differentiated understanding of how learning involvement, emotion-related self-perceptions, and psychological functioning are connected in university music-learning contexts.