An Analysis of the Path of PE Teaching Strategy Transformation to Promote Students' Core Literacy

Abstract

In the context of contemporary education reform, the development of students' core literacy has emerged as a central objective across disciplines, with physical education (PE) playing a uniquely valuable role in fostering competencies such as physical health, teamwork, self-discipline, and resilience. However, traditional PE teaching models—often characterized by skill-centered instruction, standardized assessments, and limited attention to individualized development—have increasingly shown limitations in addressing the holistic needs of students. Consequently, the transformation of PE teaching strategies has become a critical imperative for aligning physical education with broader educational goals. This study analyzes the pathways through which the transformation of PE teaching strategies can effectively promote students' core literacy. Drawing on theories of constructivist pedagogy, student-centered learning, and competency-based education, the research identifies key strategic shifts, including the integration of inquiry-based learning, the adoption of differentiated instruction, the incorporation of technology-enhanced teaching tools, and the emphasis on formative assessment. Furthermore, the study examines the mechanisms by which these strategic transformations influence students' cognitive, affective, and behavioral development. The analysis suggests that a systematic approach—encompassing curriculum redesign, teacher professional development, and the establishment of supportive institutional environments—is essential for realizing the full potential of PE teaching transformation. By advancing a coherent pathway for strategic change, this research provides theoretical insights and practical guidance for educators and policymakers seeking to leverage physical education as a meaningful contributor to students' core literacy development.