Frontiers in Sport Research, 2024, 6(6); doi: 10.25236/FSR.2024.060605.
Xiaoling Zhu
Department of Physical Education, University of Shanghai for Science and Technology, Shanghai, China
In response to the imperative for holistic development—academic, moral, physical, aesthetic, and labor skills—in higher education, this study examines the current status and intervention strategies for improving university students' physical literacy in China. Employing a combination of literature review, questionnaire analysis, and logical reasoning, this research outlines a multi-dimensional approach to physical literacy enhancement under the guiding principles of “people-centered” and “health-first.” Through a structured pathway incorporating motor skills, behavioral practices, physical fitness, knowledge acquisition, and physical activity awareness, this framework seeks to integrate sports into curricula, encourage active participation, and promote lifelong benefits for students.
Physical Literacy, Intervention Strategies, Holistic Education, Sports Integration
Xiaoling Zhu. Enhancing Physical Literacy of University Students: Current Status and Intervention Strategies. Frontiers in Sport Research (2024) Vol. 6, Issue 6: 24-30. https://doi.org/10.25236/FSR.2024.060605.
[1] Whitehead, M. (2001). The concept of physical literacy. British Journal of Physical Education, 32(1), 5-12.
[2] Smith, J., Lee, C., & Wang, Z. (2020). Impact of physical literacy on lifelong health: A longitudinal study. Health and Fitness Journal, 35(2), 98-107.
[3] Zhang, C. (2003). Introduction to the concept of physical literacy and its dimensions. Journal of Physical Education Research, 15(2), 45-53.
[4] Varela, F. J., Thompson, E., & Rosch, E. (2017). The embodied mind: Cognitive science and human experience. MIT Press.
[5] Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Allyn & Bacon.
[6] SHAPE America. (2014). National standards & grade-level outcomes for K-12 physical education. SHAPE America.
[7] Hastie, P. A., Casey, A., & Tarter, J. (2015). A discussion of theoretical frameworks within physical literacy and physical education. European Physical Education Review, 21(1), 3-21.
[8] Liu, J. (2020). Integrating competitive activities in physical education for skill acquisition. Journal of Sports Education and Training, 8(3), 120-130.
[9] Mao, Z. (2019). Classroom-based competition leagues: An innovative model for physical education. Journal of Sports Education and Coaching, 14(3), 112-120.
[10] Feng, G., Zhu, J., & Liu, H. (2019). The role of sports knowledge in fostering lifelong physical activity engagement. Journal of Physical Education Research, 26(4), 345-359.