A data mining-based analysis of cognitive intervention for college students’ sports health using Apriori algorithm

In recent years, the importance of cognitive intervention promoting physical health and well-being among college students has gained significant attention. The cognitive dimension is pivotal in determining individuals’ behaviors and decisions, especially in domains where personal choices significantly impact well-being. However, with increasing awareness concerning the advantages of exercise and healthy behaviors, many college students require assistance prioritizing their physical health because of various problems, including current academic schedules and the stress of postgraduate college admissions. To address these issues, this study presented data mining algorithms to assess the efficacy of cognitive treatments in improving college students’ health and fitness through sports activity. It smoothly integrates sports education into a larger social development framework, emphasizing the vital significance of holistic well-being and the numerous benefits of rigorous fitness and physical training regimens. It analyzes the efficacy of college students’ sports learning using data mining to clarify the Apriori and decision tree algorithms. It addresses students’ sports perceptions, cognitive interventions for sports health and health standards in college physical education. This paper evaluates the intervention’s success based on sports value cognition, sports need cognition and sports attitude recognition to improve student performance. The analysis of undergraduate students’ post-intervention scores revealed a considerable rise in these areas, with the experimental group scoring 14.2 and the control group scoring 11.53. The specific scores for sports value cognition were 17.86 and 15.7, while those for sports attitudes and cognition were 11.28 and 9.56, respectively. The impact of the cognitive intervention is further analyzed concerning body shape and physical fitness. The results reveal that a higher proportion of students in the intervention group engaged in physical exercise than the control group, especially with more than three weekly exercise sessions. The intervention and control groups’ participation rates were 20.2% and 6.75%, respectively. Notably, the intervention group demonstrated a higher proportion (5.78%) of students engaging in five or more physical exercises per week than the control group (1.95%).