International Journal of Education

Public physical education football courses in colleges and universities are important carriers for enhancing students' physical fitness, cultivating their interest in football, and spreading the spirit of sports. Against the backdrop of the national fitness strategy and the development of campus football, the quality of teaching in these courses directly affects the effectiveness of physical education in colleges and universities. This study systematically explores the basic situation of public physical education courses in colleges and universities through methods such as literature review, expert interviews, and on-site investigations. It is found that most colleges and universities adopt large-class teaching (with about 30-50 students per class), teacher-led instruction, uniform content, lack of stratified teaching, and a uniform evaluation model. The teaching organization is coarse, feedback is lagging, and extracurricular extension is insufficient, with problems in football courses being particularly prominent. Issues such as one-sided assessment, insufficient teacher and facility support also make it difficult to meet the sports needs of contemporary college students and the requirements of sports education development. Based on the concepts of sports education, individualized development, and lifelong sports, and in combination with the characteristics of public physical education in colleges and universities and the laws of football, this study explores innovative paths for course teaching reform from aspects such as teaching concepts, content systems, methods and means, assessment and evaluation, and guarantee systems, aiming to optimize the teaching model of football courses and improve teaching effectiveness.

Public physical education in colleges and universities; Football courses; Teaching reform; Innovative research; Lifelong sports