The traditional model of physical education in Chinese universities often prioritises technical competence over student engagement, leading to diminished participation and satisfaction. This paper explores the application of the Happy Physical Education teaching model within university tennis courses as an innovative solution. Originating from educational reforms in Japan and further developed in China and Australia, the Happy Physical Education model centres on creating enjoyable, student-centred learning experiences. Its efficacy is analysed through three core pedagogical elements: task-driven learning, which provides scaffolded skill progression; gamification, which enhances intrinsic motivation through points and rewards; and collaborative learning, which fosters teamwork and tactical understanding. The study argues that by integrating these elements, the Happy Physical Education model effectively addresses limitations of traditional instruction. In conclusion, the model significantly improves students’ tennis technique, learning interest, physical fitness, and overall course satisfaction. The findings suggest that the Happy Physical Education model offers a valuable approach for enhancing the quality and holistic outcomes of physical education in higher education, promoting not only athletic skill but also psychological well-being and social development.

Authors:
Cui Jingyan, University Malaysia Sabah, Malaysia
Yang Kui, Guizhou Province Water Conservancy Water Electricity Vocational and Technical College, China
Ren Ce, UCSI University, Malaysia

About the Presenter(s)
Ms. Cui Jingyan is currently a senior lecturer of tennis education at Yancheng Health Vocational & Technical College, Jiangsu Province, China and a PhD candidate in Sports at University Malaysia Sabah.

See this presentation on the full schedule – Friday Schedule

Bookmark