{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,6]],"date-time":"2026-07-06T13:20:32Z","timestamp":1783344032172,"version":"3.54.6"},"reference-count":20,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,7,6]],"date-time":"2026-07-06T00:00:00Z","timestamp":1783296000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>For researching the long-time influence of cooperative learning sports teaching patterns on university students' inner drive for exercise and psychological toughness, we used cluster sampling to choose 160 participants which include 82 males and 78 females, then divided them into experiment group and control group, to carry out a 12-month teaching intervention research. Through questionnaire investigation, statistical analysis, and qualitative talks, we made systematic analysis on the dynamic change of students' inner exercise drive and psychological toughness under different teaching patterns. Thus, results showed that cooperative learning obviously lifted scores in all dimensions of inner exercise drive, with lasting long-time intervention effects. Therefore, it effectively developed psychological toughness, realizing all-round improvement in emotion control, pressure resistance, and goal persistence. A marked positive correlation was found between inner exercise drive and psychological toughness; hence, interactive quality, task design, and evaluation systems in cooperative learning had marked predictive functions for both two variables. This study uncovers the psychological cultivation mechanisms of cooperative learning, providing theory support and practice paths for reforming higher education institutions' physical education teaching.<\/jats:p>","DOI":"10.3389\/fpsyg.2026.1806429","type":"journal-article","created":{"date-parts":[[2026,7,6]],"date-time":"2026-07-06T12:57:15Z","timestamp":1783342635000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Research on the tracking effect of cooperative learning-based physical education teaching on college students' intrinsic motivation and psychological resilience"],"prefix":"10.3389","volume":"17","author":[{"given":"Hongyu","family":"Zheng","sequence":"first","affiliation":[{"name":"School of Physical Education, Shandong University","place":["Weihai, Weihai, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shaoxuan","family":"Sun","sequence":"additional","affiliation":[{"name":"School of Physical Education, Shandong University","place":["Weihai, Weihai, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hui","family":"Sheng","sequence":"additional","affiliation":[{"name":"Student Affairs Office, Harbin Institute of Technology Weihai","place":["Weihai, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,7,6]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"72","DOI":"10.15942\/j.jcsu.2021.03.011","article-title":"Model of game theory: research on cooperative learning in physical education","volume":"47","author":"Benlian","year":"2021","journal-title":"J. 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