Problems and teaching strategies for Wushu special courses in college public physical education for students with zero foundation and inadaptable physical conditions
Long Zhao
Liaoning University of International Business and Economics
DOI: https://doi.org/10.59429/pmcs.v8i3.15447
Keywords: university public physical education; Wushu specialized teaching; zero-foundation students; physical inadaptability; differentiated instruction
Abstract
As a traditional sport carrying profound Chinese cultural heritage, Wushu has become a popular elective in university public physical education, undertaking dual missions of fitness improvement and traditional cultural inheritance. In public Wushu classes, student groups show obvious heterogeneity. Many undergraduates have no prior Wushu experience, while some are restricted by objective physical conditions that hinder standard skill learning. Zero-background students lack basic motor awareness and technical literacy, leading to slow skill acquisition and irregular movements. Students with physical inadaptability suffer insufficient strength, limited joint flexibility and poor bodily coordination. They struggle to complete standardized actions and face risks of learning burnout and sports injuries. These problems reduce classroom teaching efficiency and hinder the implementation of student-centered personalized physical education. Based on the reality of university Wushu teaching, this paper analyzes practical difficulties of zero-foundation and physically constrained students, explores contradictions caused by individual gaps, monotonous teaching frameworks and unreasonable assessment mechanisms, and puts forward feasible optimized teaching strategies. It provides practical references for improving teaching quality, carrying out stratified personalized instruction and promoting the popularization of traditional Wushu culture in higher education.
References
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