In the context of the transformation of physical education in universities towards personalization and diversification, the traditional "one size fits all" badminton teaching model is difficult to adapt to the needs of students with different psychological traits. This study focuses on badminton students in a certain university and randomly divides them into an experimental group (stratified teaching) and a control group (traditional teaching). Empirical research is conducted by combining psychological measurements (Big Five personality scale, SCL-90, etc.), skill assessments, questionnaires, interviews, and SPSS analysis. The results showed that there were significant differences in the acceptance of stratified teaching among students with different psychological traits (extroverted and high achievement motivated individuals had higher acceptance, while introverted individuals showed an improvement after guidance); Layered teaching can significantly improve students' badminton skills (the experimental group is better than the control group, and the trait teaching matching group is better), improve their psychological state (alleviate anxiety and depression, improve interpersonal sensitivity), and optimize their learning attitude (enhance interest and initiative); The matching degree between teaching elements and psychological traits is the core influencing factor of adaptability. Research has confirmed that the layered teaching has good adaptability, and targeted interventions can promote students' physical and mental development, providing a basis for badminton teaching reform.

Zhixia Wu. Research on the Adaptability and Intervention of Layered Badminton Teaching in Colleges and Universities for Students with Different Psychological Characteristics. Frontiers in Educational Research (2025), Vol. 8, Issue 11: 90-96. https://doi.org/10.25236/FER.2025.081113.

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