Abstract: Grassroots physical education teachers generally design their learning goals based on the Bloom's classification system of educational objectives (cognition, skills, emotions, hereinafter referred to as the Bloom goal framework), but it is difficult to comprehensively and deeply observe and evaluate the level of achievement of students' core competencies in sports and health. Therefore, there are always two major controversies of "abandoning the Bloom goal framework" and "questioning the operability of sports learning objective design under the guidance of core competencies". The crux of the controversy lies in the lack of a clear understanding of the theoretical positioning of the Bloom goal framework in the sense of taxonomy and the core competencies in sports and health in the sense of embryology. From a theoretical perspective, Bloom's classification system of educational objectives provides a feasible analytical framework for observing, analyzing and appreciating the process of students' core competencies in sports and health. In this regard, a dialogue and integrated path based on the core competency curriculum reform concept is proposed to make up for the shortcomings of Bloom goal framework in teaching practice on one hand, and to promote the implementation of core competencies in sports and health by relying on Bloom goal framework on the other hand.