This study aims to explore the factors influencing people’s intention to use home fitness mobile apps in the post-pandemic era. By incorporating the perspective of playfulness into the decomposed theory of planned behavior, it seeks to construct a behavioral model for the public's use of AR sports games for home exercise. The research focuses on Active Arcade users residing in Taiwan, employing the snowball sampling method to conduct an online questionnaire survey. A total of 340 valid questionnaires were collected and analyzed using linear structural equations. The study reveals three main findings: first, the behavioral model for Active Arcade users constructed based on the decomposed theory of planned behavior demonstrates a good fit; second, users’ attitudes, subjective norms, and perceived behavioral control have a positive and significant impact on behavioral intention; third, perceived usefulness, perceived ease of use, and perceived playfulness all positively and significantly influence attitudes, with perceived playfulness having the highest impact coefficient; fourth, perceived benefits of exercise are the most crucial factor affecting subjective norms; and fifth, convenience technologies are the key factor influencing perceived behavioral control. This study provides valuable insights for theory and management practice, offering guidance on the use of home fitness apps in the post-pandemic era while addressing research limitations and suggesting future directions.

With the continuous promotion and deepening of quality education, new teaching goals have been proposed for major universities and teachers, requiring teachers not to blindly pursue the academic performance of college students as the goal, but to achieve the comprehensive development of college students as the main teaching goal. Therefore, teachers need to actively transform educational concepts, transform educational methods, enrich classroom content, and provide high-quality teaching classrooms for college students, Help college students improve in all aspects. For college students, it is not only necessary to cultivate correct worldviews and values, establish positive life goals and attitudes, but also to enhance their resistance to pressure when facing society. Therefore, when teaching, teachers not only need to explain knowledge, but also serve as guides on the life path of college students, helping them guide and improve their ideological and moral character, Thus achieving significant development of ideological and political education in universities.

The hospital is a complex system, which evolving practices, knowledge, tools, and risks. This study aims to assess the level of knowledge about risks at Hassan II Hospital among healthcare workers (HCWs) working in three COVID-19 units. The action-research method was adopted to address occupational risks associated with the pandemic. The study involved 82 healthcare professionals in the three COVID-19 units mentioned above. All participants stated they were familiar with hospital risks. Seventy-four HCPs reported no knowledge of how to calculate risk criticality, while eight mentioned the Occurrence rating, Severity rating, and Detection rating (OSD) method, considering Occurrence rating, Severity rating, and Detection rating as key elements for risk classification. Staff indicated that managing COVID-19 patients differs from other pathologies due to the pandemic’s evolving protocols. There is a significant lack of information among healthcare professionals about risks associated with COVID-19, highlighting the need for a hospital risk management plan at a subsequent stage.

Based on instructional practice in badminton course teaching, this study expands the application of goal-directed behavior theory from management studies in the field of physical education, thereby supplementing the existing conditions for applying goal-directed behavior theory in the sports domain. Empirical evidence confirms that proactive college students, through the reconstruction of the badminton knowledge system, implementation of innovative teaching methods, and utilization of multidimensional assessment approaches, can effectively acquire proficient skills in major badminton techniques within a 32-hour instructional period. This accomplishment not only achieves the intended teaching objectives but also resolves the issue of students struggling to comprehend and acquire badminton techniques within a limited timeframe.