Construction of a Smart Education-Supported Blended Teaching Model for Long Jump among Physical Education Majors in Chinese Universities

Abstract

Long jump technique is characterized by a continuous movement sequence, extremely short durations of critical phases, and significant individual differences among learners. Traditional instructional approaches, including one-time demonstrations, uniform practice arrangements, and summative assessments, are insufficient to fully support students in developing stable movement representations and autonomous error-correction abilities. To meet the requirements of talent cultivation in university physical education programs, this study employs literature review, logical analysis, and instructional design research methods. Based on existing research on smart education and blended physical education, a blended teaching model is proposed around the technical chain of the long jump, including the approach run, take-off, flight, and landing phases. The proposed model consists of four interconnected components: pre-class task-driven cognitive preparation, in-class differentiated diagnostic practice, post-class evidence-based reflection, and multi-source process evaluation. The model uses movement videos as learning evidence, problem lists as task-oriented guidance, and differentiated practice as the core instructional approach, while integrating technical performance, error-correction progress, teaching expression, and safety organization into a unified evaluation framework. Theoretical analysis indicates that the value of digital technologies in long jump instruction does not lie in replacing face-to-face practice, but rather in extending observation and feedback opportunities, preserving evidence of technical changes, and improving the alignment between training tasks and students' individual foundations. The proposed model provides a practical instructional framework for the digital transformation of long jump courses in university physical education programs and establishes a foundation for future comparative classroom studies.