Once virtual reality technology (Virtual Reality, VR) came out, it has received a lot of attention; in recent years, it has been widely used in the study of psychology. Because it can improve the ecological validity of experimental research, the level of conditional control, reproducibility, and avoid the dangers of field operations, it has been introduced into the field of psychology by many researchers. Compared with traditional sports psychology research methods, virtual reality technology has the characteristics of multiperception, immersion, interaction, and imagination to get a better, more realistic feel and increase people's interest in sports. Taking the application of virtual reality technology in table tennis teaching in colleges and universities as an example, this study aims to review the application of virtual reality technology in sports psychology; summarize the theory, practice, and prospect of the application of virtual reality technology in sports psychology; and add new content to the research of sports psychology. It aims to review the principles, characteristics, and application of virtual reality technology in sports psychology; summarize the advantages and disadvantages of the application of virtual reality technology in sports and point out the problems that need to be paid attention to when using this method; explore the application of virtual reality technology in sports psychology; and add new content to the research of sports psychology.
Among primary and secondary school teachers in China, 70% of teachers believe that they are facing greater occupational pressure. 63.8% of teachers clearly stated that occupational pressure has caused a great or great impact on themselves. And this has had negative effects on them such as mental, physical and personal development. This article studies the group of public-funded normal students from the perspective of psychological support. This article uses the SCL-90 form to investigate the professional psychology of teachers for the psychological support of public-funded normal students engaged in the teaching profession. And it conducts a survey on the curriculum setting and satisfaction of the public-funded normal students during their study stage. The experimental results of this article show that only 11.9% of public-funded normal students are very willing to take root and serve township education. Moreover, the psychological pressure of teachers at different educational stages is quite different.
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