This study is grounded in the interdisciplinary, project-based, and practical characteristics of STEAM education. In response to issues such as monotonous skill-training methods, limited interdisciplinary integration, and lack of engagement in primary school badminton instruction, the implementation of a STEAM-oriented approach to teaching badminton in physical education at the primary level holds significant value. Guided by the framework of “Perception–Experience– Creation,” this research constructs a project-based teaching model for badminton in primary schools. The core content of this project, titled “Fun Badminton: A Young Athlete’s Growth Journey,” integrates elements of science, technology, engineering, arts, and mathematics throughout the instructional process. Furthermore, a “hierarchical progression” structure is applied across three tiers of project-based tasks: “First Touch with Badminton” allows students to observe, touch, and lightly hit the shuttlecock to develop basic coordination and spatial awareness; “Skills Exploration Workshop” uses simple equipment and collaborative group activities to practice basic hitting techniques through gamified exercises; and “Sports Demonstration Show” encourages students to creatively design and present badminton-themed games or group drills, incorporating rhythm and basic tactical thinking to highlight expressiveness and teamwork. After a semester-long trial, results indicate that this teaching model effectively enhances students’ interest and enthusiasm for the sport, facilitates the development of fundamental dribbling skills, and provides an authentic learning context that supports physical development, interdisciplinary thinking, and creative inspiration. Ultimately, it embodies the integration of STEAM principles within primary physical education.

Changcheng Xin. Construction and Practice of Project-Based Teaching Model of Primary School Physical Education from the Perspective of STEAM. Frontiers in Sport Research (2025), Vol. 7, Issue 5: 50-55. https://doi.org/10.25236/FSR.2025.070508.

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