Research on Physical Practical Teaching Oriented to Occupational Physical Fitness

Abstract

Vocational education takes cultivating technical and skilled talents compatible with industrial posts as its core objective. Conventional public physical practical teaching focuses on general physical fitness training, lacking alignment with physical fitness requirements of professional posts. Consequently, students are prone to occupational fatigue, sports injuries and insufficient post adaptability after employment. Taking 620 students and 22 physical education teachers from local vocational colleges as research subjects, this paper adopts literature review, questionnaire survey and expert interview methods to sort out practical dilemmas where physical practical teaching deviates from the orientation of occupational physical fitness, and analyzes the theoretical logic and educational value of integrating occupational physical fitness into physical practical teaching. The study identifies four major core problems: curriculum homogenization, monotonous teaching scenarios, shortage of dual‐qualified teachers, and the absence of occupational indicators in evaluation systems. Combined with biomechanical characteristics of posts in different industries, this paper constructs a three‐layer modular practical curriculum of "basic physical fitness + post‐specific physical fitness + occupational health protection", innovates the school‐enterprise collaborative scenario‐based practical training mode, and establishes a multi‐dimensional evaluation system combining process assessment and post competence attainment. Empirical results indicate that occupational‐physical‐fitness‐oriented physical practical teaching can significantly improve students' post‐related endurance, core stability and movement protection competence, and reduce the risk of occupational strain. This research provides implementable practical schemes for physical education curriculum reform and post‐curriculum integrated education in vocational colleges.