Reform of Physical Education Teaching in Colleges and Universities based on Lifelong Physical Education

Abstract

With the change of social situation, the traditional physical education teaching in colleges and universities is facing a comprehensive and deepening reform. Cultivation of students' awareness of lifelong physical education makes students effectively improve their comprehensive literacy. This paper analyzes the differences between the traditional physical education teaching mode and the lifelong physical education teaching mode in colleges and universities, making educators be clear of the new teaching mode. By improving the teachers' professional accomplishment and combining the effective resources inside and outside the school, the thought of lifelong physical education is rooted in the heart of the students, so that the students can fully realize the good influence of lifelong physical education in their behavior consciousness, and that they can cooperate independently. Based on the existing teaching related problems, some suggestions are proposed from the aspects of guiding ideology, reform goals, organizational forms, teaching content, evaluation and assessment.

Dilemma and countermeasure of sustainable leadership in physical education development in southern rural Ningxia, China

“…These activities engage students in creating thought through an “active linguistic and cognitive response,” which also promotes constructive pedagogy for classroom use. This concept works not only in an attempt to extend students, but also to provide a supportive learning environment ( Qiu, 2019 ).…”

“… Tsai and Zhou (2017) suggested a guided discovery approach for “movement solutions” with productive pedagogical support from the teacher. This process will also help in accommodation and assimilation through recalling their previous knowledge and practices ( Qiu, 2019 ).…”

“…In the same way, Teaching Games Understanding (TGfU) supports higher-order process thinking in PE. Qiu (2019) and Knox (2020) recommended that although it may be difficult for developing higher-order skills in PE, TGfU can help the teacher tactically take bold decisions during games besides adding to their enjoyment in games while developing difficult and higher-order targets. Furthermore, Wang and Wang (2020) acknowledged that TGfU helps in developing a holistic personality, promotes enjoyment and student-centered learning, develops varying abilities, and makes the learner more efficient in implementing mental and physical tasking.…”

“…Furthermore, Wang and Wang (2020) acknowledged that TGfU helps in developing a holistic personality, promotes enjoyment and student-centered learning, develops varying abilities, and makes the learner more efficient in implementing mental and physical tasking. According to research, PE teachers need to engage the learner in quality enjoyable learning opportunities for better outcomes ( Qiu, 2019 ). They need to develop an experimental learning environment, relevant to health literacy skills ( Maksymchuk et al, 2018 ; Zhou et al, 2018 ).…”