Introduction: Social physique anxiety (SPA) is a prevalent psychological issue among adolescents, particularly among female middle school students. SPA is characterized by fear of negative evaluation based on physical appearance and can significantly impact self-esteem and social interactions. This study aimed to investigate the effects of a 4-week Latin dance intervention on reducing SPA in middle school girls.Methods: A total of 40 female middle school students were randomly assigned to either the experimental group (n = 20) or the control group (n = 20). The experimental group participated in Latin dance training, consisting of two 40-minute sessions per week for four weeks. The control group engaged in traditional physical education classes, focusing on basketball. SPA was measured using the Social Physique Anxiety Scale (SPAS) before and after the intervention, assessing three dimensions: Negative Evaluation (NE), Self-performance (SP), and Social Comparison (SC).Results: The results indicated that the Latin dance intervention significantly reduced SPA across all three dimensions, with the most significant improvements observed in NE and SP (p < 0.05). The experimental group showed greater reductions in SPA compared to the control group (p = 0.004).Discussion: These findings suggest that Latin dance is an effective intervention for reducing SPA in adolescents. The improvements in SPA, particularly in NE and SP, highlight the potential of Latin dance to promote positive body image and enhance self-esteem. This study contributes to the growing body of research on the mental health benefits of dance and provides insights into integrating physical activity into psychological interventions aimed at improving adolescent well-being.

Modern information technology is more and more widely used in school physical education. At the same time, the application of multimedia technology is becoming more and more extensive in education. As a teaching method, multimedia has developed into an important component of modern educational technology and science, and also provides support for teaching reform. The use of multimedia organization teaching can make up for the shortcomings of traditional physical education, promote the development of physical education, cultivate students' lifelong sports awareness and enhance physical fitness. Physical education is an important component of modern education, and its reform is also the trend of the times. According to the characteristics of the ordinary group of college table tennis, exploring the use of multimedia teaching platform can make the table tennis class more vivid and interesting, let students master some basic skills and skills of table tennis in a short period of time, understand and experience table tennis. The competition process enhances student interest and serves lifelong sports.

This study explores how different self‐controlled feedback methods affect table tennis serving skills at various task difficulties. Using a self‐selection frequency technique, participants performed 10 rounds of serving practice with three feedback methods: KP, video, and video + KP. This study measured accuracy and skill evaluation of 120 first‐year students majoring in non‐physical education. In simple tasks, significant performance differences were observed between groups in immediate tests, but not in delayed tests. The video + KP method yielded the best outcomes, followed by video and KP. In complex tasks, performance differences were highly significant in both immediate and delayed tests, with video + KP showing superior results. Feedback request frequency trends were consistent across groups but varied with task complexity. For simple tasks, feedback had little impact on long‐term retention, whereas for complex tasks, differences were significant. Overall, self‐controlled feedback methods (KP, video, and video + KP) improved motor skill learning, with the video + KP method being most effective. The key contribution of this study lies in its innovative combination of self‐controlled feedback types, demonstrating that the integration of both video and KP feedback significantly enhances skill acquisition, particularly for complex tasks, offering practical implications for optimizing feedback strategies in sports education.

Traditional table tennis physical education teaching often involves repetitive mechanical motion exercises. Such training can gradually diminish elementary students' motivation during the learning process. Learning motivation plays a crucial role in sports, and teaching methods based on the ARCS motivation model can effectively enhance students' classroom learning enthusiasm. The purpose of this study was to investigate the effectiveness of the ARCS motivational model in the teaching of table tennis lessons in primary schools. The experimental group was instructed using the ARCS motivational model teaching method, whereas the control group received traditional teaching methods. Following a 16-week teaching period, the participants completed the Course Interest Questionnaire (CIS) and underwent a skill level assessment. The results showed: (1) The experimental group demonstrated significantly greater motivation to learn, leading to a notable improvement in confidence and satisfaction levels when compared to the control group (P < 0.01).(2) The experimental group gained significant improvement in terms of 1-min setting and bobbing of the forehand and backhand, and 1-min continuous attacking of the forehand and backhand(P < 0.05). The results indicate that incorporating the ARCS motivational model into table tennis significantly improved students' motivation and achievement.