Design and Implementation of a Competition-Based Instructional Model for Physical Education in Higher Vocational Institutions

Abstract

This study designs and implements a systematic competition-based teaching model to enhance vocational college students' basketball skills, learning interest, and core professional competencies such as teamwork, stress resilience, and problem-solving abilities. Grounded in a literature review of the “learning through competition” concept and competition-based teaching models, a one-semester teaching experiment was conducted at a higher vocational college using experimental and observational methods. Students were divided into an experimental group (competition-based teaching: skills competitions, tactical matches, class leagues) and a control group (traditional teaching). Pre- and post-experiment assessments included skill tests, interest scales, and comprehensive quality measures. Results show that the experimental group significantly outperformed the control group in skill tests (spot shooting, passing accuracy, dribbling around poles), learning interest dimensions (attitude, participation willingness, extracurricular practice), and comprehensive literacy (teamwork, problem-solving, psychological resilience). The control group showed only marginal gains. The study concludes that a competition-oriented teaching model based on “learning through competition” effectively improves the quality of basketball instruction in higher vocational education, facilitating students’ transition from passive reception to active skill enhancement and team practice, and organically integrating teaching content with competitive activities—aligning with vocational education’s goal of cultivating practical abilities and overall quality within an integrated “teaching, learning, practicing, and competing” framework.