Reform Practices in the Teaching of Physical Education Theory Courses in Higher Education and the Development of KDL Teaching Model

The teaching of theory courses is crucial for cultivating talents in physical education in higher education. This study addresses the issues prevalent in physical education theory courses in higher education, characterized by a lack of engagement, interaction, and critical thinking among students. Taking over 20 years of teaching practice and reform outcomes from East China Normal University's national first-class undergraduate course "Physical Education Statistics" as an example, this study explores the reforms and innovations in areas such as learning objectives, teaching content, teaching strategies, and assessment methods: resetting competency-oriented learning objectives based on "the questions of education"; reconstructing structured teaching content based on "students' needs"; redesigning a multi-dimensional interactive teaching strategy spectrum based on "the essentials of teaching"; rebuilding an assessment system that focuses on motivating and enriching learning outcomes. This research not only provides valuable experience in addressing the "three no's" (lack of engagement, interaction, and critical thinking) in physical education theory courses but also promotes students' acquisition of knowledge and skills, enhances their comprehensive abilities, and nurtures their character and interests during the course. Hence, through the integration of the "Physical Education Statistics" course's teaching reform practices and the "Know it, Do it, Love it (KDL)" teaching philosophy, a new KDL teaching model for physical education theory courses in higher education is developed. This approach shifts the classroom focus from merely "teaching content" to comprehensively "educating individuals", thereby driving the high-quality development of physical education theory course teaching in higher education.