Exploring Instructional Pathways for College Physical Education from the Perspective of Project-Based Learning

Abstract

Against the backdrop of deepening reforms in higher education physical education and the comprehensive promotion of the “Five-Domain Education” initiative in the new era, traditional physical education models face several challenges, including fragmented content, insufficient student agency, and limited development of practical application abilities. Project-Based Learning (PBL), characterized by task-driven processes, collaborative teamwork, and outcome-oriented design, offers a novel approach to reconstructing the pedagogical paradigm of college physical education and enhancing its educational effectiveness. It has thus become a key pathway for transforming physical education from a focus on skill acquisition to the cultivation of comprehensive competencies. This study elucidates the core value of college physical education from a PBL perspective in two key dimensions: enhancing students’ engagement in physical activity and fostering teamwork capabilities. It further analyzes two major influencing factors—teacher competency and resource support—and proposes corresponding implementation pathways. By employing authentic, context-based tasks as driving forces, PBL facilitates a shift in physical education from skill training toward competency development, thereby providing an operational framework for the high-quality development of college physical education.