A Study on the Construction of an Integrated Teaching System of “Teaching—Regular Practice — Frequent Competition” in Primary and Secondary School Physical Education under the New Curriculum Standards
Against the backdrop of the Curriculum Standards for Physical Education and Health in Compulsory Education (2022 Edition), the “Teaching—Regular Practice—Frequent Competition” approach has become a key concept driving the reform of physical education curricula in primary and secondary schools. Addressing current issues in physical education instruction—such as monotonous teaching methods, insufficient practice, a lack of competition, and poor coordination between in-class and out-of-class activities—this paper employs methods including literature review, classroom observation, and case analysis to conduct a systematic analysis of physical education teaching practices in primary and secondary schools. Based on this analysis, an integrated teaching system of “Teaching—Regular Practice—Frequent Competition” comprising instructional, training, and competition layers was constructed, and a cyclical operational mechanism of “Instruction—Practice—Competition—Feedback” was proposed. The study further explores specific strategies—based on implementation pathways—such as optimizing classroom instruction, establishing mechanisms for in- and out-of-class practice, creating a regular competition system, and refining a diversified assessment mechanism. It also validates the practical feasibility of this system through a case study of a basketball unit. The results indicate that the integrated teaching system helps enhance students’ classroom engagement and practice intensity, promotes the development of motor skill mastery and situational application abilities, and strengthens their interest in learning and commitment to sustained participation. The study concludes that this system provides a systematic pathway and practical reference for physical education curriculum reform in primary and secondary schools.