Construction of a Blended Teaching Model for Hurdle Running among Physical Education Majors in Chinese Universities under the Background of Smart Education

Abstract

In the rapidly evolving context of smart education, traditional pedagogical approaches in higher education are undergoing significant transformations. This study examines the prevailing limitations currently observed in hurdle running courses designed for physical education majors within Chinese universities. These primary challenges include insufficient dynamic movement presentation, persistent difficulties in accommodating individual student differences, and a notable lack of comprehensive post-class feedback mechanisms. Based on an extensive literature review and rigorous conceptual analysis, this research integrates the unique technical characteristics of hurdle running with existing empirical evidence on blended learning methodologies in physical education. Consequently, an innovative blended teaching model is proposed to optimize instructional efficacy. The proposed model consists of four interconnected phases: pre-class cognitive preparation utilizing digital resources, in-class differentiated practice tailored to individual skill levels, post-class video-based consolidation for reflective learning, and a comprehensive whole-process evaluation framework. Furthermore, the model is elaborated in terms of its underlying pedagogical mechanisms and specific evaluation weightings to ensure objective assessment. The findings suggest that implementing this technologically integrated model can significantly enhance students' fundamental abilities in critical movement observation, facilitate immediate and accurate error correction, and promote sustained, independent practice. Ultimately, this research provides a robust theoretical foundation and practical guidance for the ongoing reform and modernization of hurdle running courses and broader physical education curricula.