Research on Weekly Load Characteristics and Physical Effect of Physical Education Training Based on Data Mining Technology
The core purpose of physical education and training is to improve athletes' physical quality and ensure that athletes have a good body as a guarantee in their daily study and life. This requires sports coaches to effectively grasp the sports load of physical exercise in the process of daily physical exercise, and ensure that athletes do not damage their own bodies while doing physical exercise. Based on data mining technology, this paper studies the weekly load characteristics and physical effects of athletes in a sports university by using the methods of literature research, interview, questionnaire survey, experiment and psychological measurement, and draws the following conclusions:(1) During the experiment, there were significant differences between the experimental group and the control group in the amount of small-intensity, medium-intensity, medium-high-intensity physical activity (MVPA) and its percentage and the total number of steps, and the experimental group was significantly higher than the tested group. In sedentary activity, there were significant differences between the experimental group and the control group, but the sedentary time of the experimental group was significantly lower than that of the control group. (2) Through investigation and observation, it is found that the training arrangement in general preparation period is mainly adaptive training, while the training amount of high-level swimmers in general preparation period is not large. (3) The best scores of athletes in the experimental group and the control group are generally on the rise, and the scores of athletes in the experimental group are higher than those in the control group at all ages. (4) Through the prediction of athletes' healthy sports behavior data, the convergence of data feature distribution is good, and the disturbance error is low. (5) The statistical results of univariate covariance analysis of each cognitive function index show that there are significant differences between the experimental group and the control group in the scores of raven test and attention distribution after correction, and the experimental group is significantly higher than the control group, with the effect amounts of the groups being 0.20 and 0.37 respectively. The effect of the group on raven reasoning test scores and attention distribution scores reached the standard of small effect.