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ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 4, No. 2, 2023 

www.scholink.org/ojs/index.php/elsr 

87 
 

Original Paper 

Improving the Quality of Teaching Physical Education Courses 

at Universities 

Nguyen Huu Thanh1, To Thi Viet Chau1 & To Thai Ha1 

1 Department of Physical Education, Trade Union University, Vietnam 

 

Received: April 15, 2023       Accepted: April 28, 2023      Online Published: May 12, 2023 

doi:10.22158/elsr.v4n2p87         URL: http://dx.doi.org/10.22158/elsr.v4n2p87 

 

Abstract 

This manuscript explores the advantages and limitations of teaching physical education courses at 

universities and proposes strategies to enhance the quality of teaching. The advantages of improving the 

quality of physical education teaching include flexible selection of sports subjects, enhancing positive 

attitudes towards learning, continuous development and improvement of lecturers, testing and evaluation 

standards, and innovative teaching methods. The limitations identified are limited curriculum content, 

teaching plans dependent on weather conditions, limited lecturer team, and lack of motivation among 

some students. To enhance the quality of teaching physical education, the manuscript proposes enhancing 

the role and significance of physical education in universities and adjusting and improving the content 

of the physical education program through innovative teaching methods, such as introducing new elective 

subjects, adapting teaching content and methods to student needs, and promoting interdisciplinary 

collaboration between departments. 

Keywords 

improving, physical education, students, universities 

 

1. General Evaluation of Improving the Quality of Physical Education Teaching at Universities 

1.1 Advantages 

There are several advantages to improving the quality of physical education teaching at universities. 

Firstly, the physical education program offers a flexible selection of sports subjects that are suitable for 

the school’s playground conditions as permitted by the Ministry of Education and Training. The rectors 

prioritize physical education class hours and have instructed the physical education department to 

develop both mandatory and elective teaching programs that are appropriate to the practical conditions 

of the school based on the ministry’s regulations. (Note 1) 

Secondly, preparing lessons and developing teaching plans in a positive teaching direction promotes the 



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positive, self-discipline, proactive, and creative learning attitudes of individual lecturers and students. 

This approach enhances the quality of teaching and learning. (Note 2) 

Thirdly, the teaching staff of physical education at universities continuously develop and improve their 

quality, political competence, and professional skills to meet the needs of expanding training scale and 

improving training quality. All lecturers are dedicated to their profession and committed to the 

development of the school. This great potential contribution ensures the implementation of physical 

education tasks and contributes to the overall development of the school. (Note 1) 

Fourthly, the majority of university students have good health conditions and participate fully in all 

physical education courses. The standards for testing and evaluation in the subject of physical education 

at the university are determined and regularly updated according to the regulations of the Ministry of 

Education and Training. The issuance of appropriate standards for testing and evaluation creates a 

comfortable atmosphere, helping students develop a positive learning attitude and contribute to 

improving the quality of teaching. (Note 2) 

Fifthly, the school’s Board of Trustees and the physical education department pay special attention to the 

preparation, lecture delivery, and direct evaluation of the teaching content of the physical education 

courses. This ensures compliance with the regulations and guidelines of the Ministry of Education and 

Training and the school. During the teaching process, the physical education department and each lecturer 

apply innovative teaching methods that are suitable for students’ physical requirements, fitness level, 

ability to move, age, and gender. This creates a lively learning atmosphere, encouraging creativity and 

initiative among students. (Note 3) 

Finally, based on the teaching content of each course, lecturers choose suitable methods to ensure the full 

transmission and absorption of content for students. The physical education department has also 

identified and agreed on the content and steps for implementing innovative teaching methods. (Note 4) 

1.2 Limitations and Causes 

Despite the achievements made, there are still some limitations in the quality of teaching physical 

education courses at universities, which can be attributed to the following: 

Firstly, concerning the curriculum content. The current curriculum of physical education at universities 

includes numerous sports subjects. However, only 11 teaching modules have been implemented, 

depriving students of the opportunity to choose sports subjects based on their strengths, preferences, and 

physical characteristics. The main reason for this is the limited number of lecturers and inadequate 

material facilities, making it difficult to meet the teaching and learning needs of the various sports 

subjects. (Note 5) 

Secondly, concerning the teaching plan. Although the lesson plans for the courses follow the approach 

of active learning, dividing content, progress, scientific and reasonable methods, some subjects require 

outdoor classes, which are highly dependent on weather conditions and fields. Thus, sometimes the 

teaching plan cannot be implemented as scheduled, which affects the quality of teaching and learning. 

(Note 5) 



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Thirdly, concerning the lecturer team. The lecturer team in the physical education department of 

universities is still limited, with a lecturer-student ratio of 1:150 as regulated by the Ministry of Education 

and Training. Therefore, improving the quality of teaching physical education at universities still faces 

significant challenges. (Note 6) 

Fourthly, concerning the health and learning consciousness of students. Despite most university students 

having good health, there is a high percentage of students who are indifferent to physical education 

subjects. This has a significant impact on the quality of teaching and learning for physical education at 

universities (Note 5). The main reason for this is that students have not fully understood the importance 

of physical exercise and sports subjects in physical education. Many students prioritize academic 

achievements over physical fitness and health, leading to a lack of motivation to participate in physical 

education activities. (Note 6) 

 

2. Enhancing the Quality of Teaching Physical Education Courses at Universities 

2.1 Enhancing the Role and Significance of Physical Education in Universities 

In addition to scientific research and academic knowledge, physical education is an essential activity that 

contributes to the comprehensive development of individuals, including their intelligence, morality, and 

physical fitness. Physical exercise is a cost-effective means of maintaining and improving human health, 

with disease prevention effects and positive impacts on physical appearance and motor skills. Through a 

system of physical education subjects with high demands on effort for different sports, students can 

develop natural human moral qualities such as willpower, courage, determination, confidence, 

perseverance, patience, organizational discipline, and teamwork consciousness (Note 7). Physical 

education also promotes a healthy spiritual cultural life, contributing to building trust and healthy 

lifestyles for the younger generation, and pushing back social evils. Therefore, it is essential to promote 

education and propaganda about the role and significance of physical education and sports training to 

enhance the awareness of the student body and educational management levels. Physical education 

instructors have a responsibility to help students understand the importance and benefits of physical 

education through real-life connections and practical examples. This will contribute to the comprehensive 

educational objectives of the university (Note 8). 

2.2 To Improve the Quality of Teaching Physical Education at Universities 

It is important to enhance the content and teaching methods. This will involve innovating training content 

and methods that are suitable for the psychological, physiological, and material conditions of the school, 

as well as the needs of students. Some specific strategies to achieve this include (Note 7): 

Adjusting and improving the content of the physical education program, with a focus on both hard and 

soft skills and flexibility to meet the diverse needs of students. 

Introducing new elective subjects to increase student interest and engagement, especially those relevant 

to their future careers. 

Incorporating standard physical training content into class time and evaluation criteria. 



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Innovating teaching methods to actively involve learners as the center, including reducing theoretical 

lectures, maximizing exercise time, and using games and competitions. 

Using effective training methods such as circle training, interval training, and even training to improve 

the density of exercise during class hours. 

Classifying students’ physical condition from the outset to have suitable program content and learning 

organization methods. 

Using modern tools such as discs on training methods or sports exercise competitions to help students 

better understand and perform movement techniques during training. 

Assigning specialized teams and experienced lecturers to adjust the program. 

Conducting program evaluation through specialized teams and then through the Faculty Scientific 

Council and university approval. 

These strategies will contribute to the development of a more engaging, effective, and comprehensive 

physical education program at universities. 

2.3 Improving the Content and Teaching Methods of Physical Education  

Improving the content and teaching methods of physical education involves creating innovative training 

materials and methods that are appropriate for the psychological, physiological, and material conditions 

of the school, as well as the needs of students. The goal is to enhance their physical fitness, encourage 

positive and active participation, promote two-way communication, and foster creative thinking habits. 

This can be achieved by adjusting and improving the physical education program to include both hard 

and soft skills, and to cater to the different needs of students. Additionally, new elective subjects can be 

added to increase student interest, especially those related to their future careers. It is also important to 

incorporate standard physical training content into class time and evaluation criteria for the subject (Note 

8). 

2.4 Innovating Teaching Methods 

Innovating teaching methods to actively engage students, reducing theoretical lectures and maximizing 

time for exercise, and using games and competitions to enhance learning. This includes using training 

methods such as circle training, interval training, and even training to increase the density of exercise 

during class time. Additionally, students’ physical conditions should be classified from the outset to create 

appropriate program content and learning methods. To support the learning process, modern teaching 

tools such as training method videos or sports exercise competitions should be utilized to help students 

better understand and perform movement techniques during training. It is essential to assign specialized 

teams and experienced instructors to adjust the program to ensure it meets the required standard. Lastly, 

the program should be evaluated by specialized teams, the Faculty Scientific Council, and approved by 

the school (Note 7). 

 

 

 



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2.5 The University’s Leaders Prioritize the Development of the Department of Physical Education’s 

Faculty 

The university’s leaders prioritize the development of the Department of Physical Education’s faculty 

focusing on recruiting, training, and improving their quality to meet the university’s training and 

development goals. Political and ideological education is also emphasized to enhance awareness, 

responsibility, initiative, and creativity among Physical Education lecturers. 

This measure is crucial to ensure that the physical education teaching faculty understands the university’s 

directives, resolutions, plans, and instructions for education and training tasks, as well as the teaching 

mission of physical education at the university. Additionally, it helps lecturers understand the unique 

characteristics of their department and individual teaching tasks, enabling them to overcome difficulties 

while maintaining their political ideology and intellectual stance (Note 8). 

To improve the quality and teaching capacity of lecturers, the university focuses on training and 

enhancing their professional level, particularly in specialized and interdisciplinary knowledge. Lecturers 

are encouraged to be self-aware and continuously self-study and research based on their assigned tasks 

and knowledge. Self-awareness, self-study, and self-research are fundamental factors that lecturers 

cannot ignore, as they help develop their teaching quality and capacity. Without these factors, lecturers 

may become passive, conformist, and reliant on mechanical teaching methods. Lecturers must improve 

their awareness, responsibility, and creative initiative in the process of self-study and self-research to 

keep up with the vast and diverse knowledge and enhance their professional level. 

2.6 The University Prioritizes the Organization of Extracurricular Sports Activities and Sports 

Competitions  

The university prioritizes the organization of extracurricular sports activities and sports competitions for 

students to encourage positive self-discipline, teamwork, and communication skills, and to enhance their 

physical fitness. The university aims to attract more students to participate in extracurricular activities by 

promoting awareness of various training activities and competitions (Note 7). 

To achieve this goal, the university establishes schedules and timetables for extracurricular sports 

activities, providing guidance for various sports training activities. A sports club is established to 

encourage students to participate in sports, and sports teams are created for classes and the school. 

Regular sports competitions are organized to create a diverse and rich environment, enabling students to 

access the organization and management of sports teams while selecting students for the teams. 

The university adheres to teaching and learning plans, academic year plans, and guidance from the Board 

of Directors to develop reasonable and effective plans for organizing sports competitions. These plans 

include regular competitions within classes and courses, as well as annual traditional sports competitions 

for the entire school. Friendly sports competitions between faculties, universities, and colleges in the 

region are also organized to promote sportsmanship and collaboration (Note 8). 

To incentivize outstanding achievements in sports competitions, the university issues regulations for 

rewarding and encouraging individuals and teams. This encourages students to strive for excellence in 



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sports and promotes a positive culture of sportsmanship and achievement. 

 

3. Conclusion  

In conclusion, improving the quality of teaching in Physical education at universities is crucial for 

implementing Resolution No. 8 of the 13th Central Party Committee on “Fundamental and 

comprehensive renovation of education” and achieving the goals set out in Decision No. 641/QD-Ttg on 

“Improving the stature of Vietnamese people.” (Note 9) 

Considering the current state of teaching quality and the objectives of universities, the research group 

has developed six solution groups to enhance the quality of teaching in Physical education. If these 

solution groups are implemented effectively and in a timely manner, they have the potential to 

significantly contribute to improving the quality of teaching and learning in Physical education at 

universities in the future. Therefore, it is essential to ensure that these solutions are implemented 

synchronously and comprehensively. 

 

Notes 

Note 1. Decision No. 641/QD-TTg: On the approval of the overall plan for developing physical fitness 

and stature of Vietnamese people in the period from 2011 to 2030, dated April 28th, 2011, by the Prime 

Minister of the Government. 

Note 2. The overall plan for the development of physical education and sports in schools in the period 

from 2016 to 2020, with a vision towards 2025 in Decision No. 1076/QD-TTg dated June 17th, 2016 by 

the Prime Minister of the Government. 

Note 3. Circular No. 25/2015/TT-BGD&DT dated October 14th, 2015 by the Ministry of Education and 

Training on Regulations on the Physical Education curriculum in university-level training programs. 

Note 4. Decision No. 203/QD-TDTT dated January 31st, 1998 by the Ministry of Higher Education and 

Vocational Training on the Citizenship Education program in universities and vocational high schools. 

Note 5. Vu Thai Hong, Duong Nghiep Chi, Luong Kim Chung (2010), Sociology of Physical Education 

and Sports, Publisher of Sports and Physical Education, Hanoi. 

Note 6. Pham Dinh Bam, Dang Dinh Minh (1998), Textbook Management of Physical Education and 

Sports, Publisher of Sports and Physical Education, Hanoi. 

Note 7. Dong Van Trieu and colleagues (2000), Textbook Theory and Methods of Citizenship Education, 

Publisher of Sports and Physical Education, Hanoi. 

Note 8. Decision No. 53/2008/QD-MoET, Regulation on the evaluation and grading of physical fitness 

of students, dated September 18, 2008 by the Ministry of Education and Training. 

Note 9. Circular No. 25/2015/TT-BGDĐT, Regulations on physical education curriculum in university-

level training programs, dated October 14, 2015 by the Ministry of Education and Training. 

 


