Bringing historical scenarios into a PE obstacle course

Digital tools for physical and civic education in middle school: a four-stage obstacle course inspired by the Long March  

Ge Haonan  

Qibao Wenlai School, Minhang District, Shanghai  

Abstract:Under the guidance of the integration of ideological education in physical education and core competencies, junior high school physical education teaching faces the challenge of separating skill development from moral education. In this study, the “Long March four stages” obstacle running exercises are used as a practical tool. Based on the theory of “embodied practice – disciplinary characteristics – policy coordination”, the Long March spirit is transformed into practical tasks such as “breaking through barriers”, “crossing the Chishui River four times”, “overcoming snowy mountains”, and “achieving a successful meeting”. By using AI technology to create historical scenarios in advance, students can design their own obstacle routes, and the experiences of red culture are integrated into skill practices such as cross-jumps and climbing. Additionally, smart pens are used to collect sports data, allowing for personalized training plans. Through classroom collaboration and post-class reflection, students’ moral values are promoted. In this way, sports abilities, healthy behaviors, and moral qualities in physical education can develop together. This provides a new approach for the integration of ideological education and core competencies in junior high school physical education courses in the new era.

Keywords:Smart sports; ideological and political education in courses; core sports competencies

The report of the 20th National Congress of the Communist Party of China clearly states that “the fundamental aspect of educating people is to cultivate moral character. It is necessary to fully implement the Party’s educational policy and fulfill the fundamental task of fostering moral character, so as to cultivate socialist builders and successors who are well-developed in terms of morality, intelligence, physical fitness, aesthetics, and labor skills.” This important guidance provides a clear direction for the reform of school sports programs. The “Compulsory Education Physical Education and Health Curriculum Standards (2022 Edition)” (hereinafter referred to as “the new curriculum standards”) take the development of “core competencies” as the logical starting point for curriculum design. It emphasizes that physical education should promote the comprehensive development of students in terms of athletic ability, healthy behaviors, and moral qualities. In addition, the new curriculum standards also stress the importance of actively utilizing various modern information technologies in teaching, thereby achieving a true shift from a “teacher-centered” approach to a “student-centered” approach. This shift involves shifting focus from merely imparting knowledge and skills to fostering the development of students’ core competencies.

1. The trend of transformation in physical education teaching in junior high schools under the guidance of smart sports  

(1) A shift in objectives from “skill transmission” to “character development”  

Traditional physical education teaching often focuses on the standardized transmission of sports skills. There is a tendency to emphasize skill-based instruction over the educational benefits of physical education, as well as to focus on individual performance rather than collaborative efforts. This approach results in the educational value of physical education being reduced to mere physical exercises, making it difficult to effectively develop students’ overall competencies.  

In the context of intelligent sports education, teaching objectives are gradually shifting towards the development of core competencies. It is no longer limited to the mastery of individual skills; instead, digital tools are used to establish a three-dimensional system for cultivating core competencies in terms of “sports abilities, healthy behaviors, and sports ethics”. For example, sports tracking technologies are used to accurately analyze students’ movement patterns, and these analyses are then utilized for optimization. Heart rate monitoring devices provide real-time feedback on the physical load of exercise, thereby helping students develop proper exercise habits. AI software is also used to create collaborative scenarios, enhancing awareness of rules and teamwork. As a result, teaching content transforms from isolated technical elements into a series of tasks that are integrated into real-world situations, enabling students to develop their overall competencies through the process of solving problems.  

(II) The upgrade in teaching from “experience-driven” to “data-driven intelligence”  

The core transformation in smart sports is the shift from “experience-driven” teaching to “data-driven” teaching. This transformation breaks the limitation of teachers relying on subjective experience to assess students’ abilities in traditional teaching methods. With the support of modern technology, AI sports analysis systems can automatically identify deviations in students’ movements, such as errors in the takeoff angle during jumps or deviations in body weight distribution at impact. These systems then generate personalized improvement plans. Big data platforms, by analyzing data on students’ performance in various sports tasks, can accurately identify areas where students have weaknesses in physical fitness and technical skills. For example, by counting the number of times students fail certain obstacles during obstacle running, the platform can determine their deficiencies in lower limb explosive power and core strength, and then provide tailored training programs to address those issues. This closed-loop mechanism of “data collection – problem diagnosis – precise intervention” transforms teaching from a general approach for the whole group to a personalized, customized approach for each individual. This ensures that every student receives guidance tailored to their own characteristics, thereby achieving the goal of precise education based on individual needs.  

(III) The elevation of value from “separating and educating individuals” to “integration and coexistence”  

From the perspective of educational value, traditional physical education teaching and moral education have been separated for a long time. Course-based ideological and political education often remains at the level of slogans or fragmented integration, making it difficult to evoke deep emotional responses in students. Smart physical education, by creating “contextual carriers for moral education,” achieves a deep integration and coexistence between physical education and moral education. It transforms abstract moral requirements—such as perseverance, teamwork, and a sense of responsibility toward the country—into tangible, actionable sports experiences. For example, by recreating typical scenes from historical events or simulating real-world challenges, students can experience the essence of these moral values through physical activity. When overcoming obstacles, students understand the true meaning of perseverance; when working in teams, they grasp the relationship between individual and collective efforts; when facing failure and setbacks, they develop resilience. This progressive process—“historical contexts activate emotional identification; task challenges drive skill transfer; reflection and internalization promote the transmission of values”—turns the learning of sports skills into a symbiotic relationship with moral development. Students naturally absorb values during the process of acquiring skills, achieving the goal of “using sports to foster morality and cultivating the heart through morality.” This approach breaks the traditional problem of “separate physical and moral education,” highlighting the unique educational value of physical education.  

II. Interpretation of the Concept of Integrating Ideological and Political Education into Junior High School Physical Education Teaching  

(1) The essential nature of ideological and political education in sports courses  

The essence of ideological and political education in physical education courses is “cultivating people through sports, and shaping the soul through sports”. That is, in the design and implementation of physical education teaching, the moral and ideological values inherent in sports are fully utilized. Through the transmission of sports knowledge and athletic skills, an organic integration of “knowledge transmission” and “value guidance” is achieved. Its core concept is developed through three progressive stages, forming a educational chain that spans from physical perception to spiritual development.  

1. Embodied practice: Building the foundation for moral education knowledge through physical experiences

The core characteristic of physical education is the use of physical exercises as the primary means of instruction. The advantage of ideological and political education in physical education lies in the natural integration between physical practice and moral cultivation. For example, in competitive sports such as basketball and football, students must follow the rules and obey the decisions made by the referees during the game. This process transforms the abstract concept of rule of law into physical memories. In track and field training, students need to overcome extreme challenges; through experiences like muscle soreness and breathing adjustments, they can internalize the spirit of perseverance and resilience into their character. This characteristic of integrating morality into physical activities enables ideological and political education in physical education to go beyond the limitations of traditional preaching methods. By leveraging the “non-verbal” nature of physical activities, it creates an advantage for “invisible education”, allowing ideological and political elements to be integrated into the sports experience just like salt dissolving in water.  

2. Characteristics of the discipline: Condensing unique moral education elements within carriers and genes

The field of sports contains rich ideological and political elements such as “awareness of rules,” “spirit of struggle,” and “love for the country.” These elements are highly consistent with the goals of moral education. For example, the pursuit of “being higher, faster, and stronger” in sports is not merely a physical achievement; it represents a spirit of surpassing oneself. The stories of athletes who continue training despite injuries or win again after failures vividly illustrate the spirit of struggle. The principle of “using peace as a means of strength” embodied in the “fist salute” of martial arts, as well as the educational value of teamwork in dragon boat races, transform traditional sports into a living medium for showcasing China’s excellent traditional culture. In international competitions, when athletes wear the national flag, their personal efforts are closely linked to their love for the country, creating a unique atmosphere of patriotism education. This inherent moral educational aspect of sports courses provides a unique “discourse system” for ideological and political education in sports, making the development of values both professional and inspiring.  

3. Policy coordination: Establish a comprehensive education system in the top-level design

National policies and curriculum standards provide a comprehensive framework for physical education courses, including “direction determination – detailed implementation – evaluation of outcomes”. The Ministry of Education’s “Opinions on Further Strengthening the Ideological and Political Education in Primary and Secondary Schools in the New Era” clearly states that “the moral education functions of physical education, art education, and labor education should be enhanced, and ideological and political education should be integrated into various subject teachings”. This provides a top-level design guideline for the integration of ideological and political education in physical education courses. The new curriculum standards include “physical and moral character” as a core competency, and “interdisciplinary thematic learning” is added to the course content, offering a clear framework for teaching at the classroom level. Policies specify what kind of people should be cultivated, while curriculum standards detail the methods of cultivation. Together, they create a closed loop for education: “foundation through physical practice – empowerment through subject-specific features – protection through institutional support”. This helps transform the approach to “cultivating people through physical education” from relying on experience to relying on scientific strategies.  

(II) Reconfiguration of educational goals oriented towards core competencies  

The core competencies in junior high school physical education include three aspects: athletic ability, healthy behaviors, and moral qualities in sports. Under the context of smart sports, the integration of ideological and political education into the curriculum has given new meaning to each of these aspects.  

1. Physical abilities: The elevation in value from “technique acquisition” to “mental refinement”

The development of athletic abilities should not merely involve mastering motor skills, but also serve as a process of cultivating mental resilience. From the perspective of ideological and political education in education programs, by exploring the historical and cultural origins of sports activities, physical exercises can be transformed into tangible experiences of “diligence” and “cultural confidence”. Smart sports can, through real-time feedback during exercise, help students understand the meaning of “perseverance” and “breakthroughs” in the face of challenges, thereby achieving a harmonious integration between the improvement of physical skills and the development of mental character.  

2. Healthy behaviors: An upgrade in perception from “forming habits” to “taking responsibility”

Traditional teaching focuses more on the development of individual habits. However, the integration of ideological education in courses and intelligent sports can effectively help students achieve three levels of cognitive improvement: shifting from focusing on “individual health” to considering “collective health,” thereby establishing a connection between individual and collective health; transitioning from “passive acceptance” of health arrangements to “active planning” of health goals, thereby enhancing self-management skills; and moving from “behavioral compliance” based on external constraints to “value awareness” based on internal recognition, thereby deeply understanding the significance of health as a responsibility and mission in life.  

3. Sports ethics: The development of character from “rule compliance” to “internalization of values”

Sportsmanship is not only about adhering to competition rules, but also involves the internalization of values such as “fairness and justice,” “cooperation,” and “patriotic dedication.” From the perspective of ideological and political education in sports courses, aspects such as the concept of winning and losing in sports activities, cooperative behavior, and how to handle setbacks can serve as opportunities for moral education. For example, in team-based activities, students can be guided to understand the relationship between the individual and the team; in competitive sports, they can develop a mindset of “not being arrogant in victory, and not being discouraged in defeat.” By using behavioral analysis techniques in smart sports, sportsmanship can be transformed from vague, intuitive judgments into a tangible and manageable educational process.  

(3) The unique advantages of smart sports empowerment  

Compared to traditional teaching methods, smart sports have three advantages in integrating ideological education into the curriculum: First, it enables a more vivid situational experience. By using AI software and VR technology to recreate real scenarios, immersive learning environments for sports-related ideological education are created, allowing abstract revolutionary ideals to be transformed into tangible physical experiences. This enables students to truly feel the perseverance and spirit of the revolutionary predecessors through physical exercise, thereby integrating ideological education with sports practice and enhancing emotional engagement and educational effectiveness. Second, data monitoring becomes more precise. Smart wearable devices and sensors allow real-time monitoring of students’ performance during sports activities. This includes not only tracking athletic results and physical fitness data, but also analyzing their performance in aspects related to teamwork, adherence to rules, and overcoming challenges. Finally, the educational process is continuous. Teachers can use the data collected by smart devices and students’ performance in class to develop personalized lists of sports-related ideological activities for after class. For example, for students who perform poorly in teamwork, they may be assigned sports challenges that require collaboration with family members, and they are required to record their psychological changes and feelings, thereby creating a journal of sports-related ideological education.  

III. Practical exploration of the integration of intelligent sports and ideological and political education in courses under the guidance of core competencies  

Under the guidance of educational goals related to core competencies, the integration of intelligent sports and ideological education in physical education classes has opened up new approaches and directions for junior high school physical education teaching. Taking the 16th class of the track and field unit in the sixth grade, “The Long March and the Faithful Expedition” as an example, this class was carefully designed and implemented during the pre-class, in-class, and post-class stages. This approach enables the effective combination of the development of sports skills, the transmission of red culture, and the improvement of students’ overall qualities.  

(1) Pre-class guidance and support; red-themed scenarios are prepared in advance  

Under the guidance of core competencies, in order to achieve a deep integration of intelligent sports and ideological education in the curriculum, students use information technology to independently explore the history of the Long March, thus laying a solid foundation for the implementation of the curriculum. In groups, students utilize intelligent interaction software such as DeepSeek and DouBao to thoroughly analyze the historical background and geographical features of the “Four Regions of the Long March”. Through the visual and audio materials provided by these software, students gain a more intuitive and profound understanding of the Long March.  

Based on their understanding of the “Four Stages of the Long March”, students used various equipment such as physical pads, markers, and hurdles to carefully design the obstacle course for the “Four Stages of the Long March”. During the design process, students were required to integrate the historical and geographical knowledge they had learned into the course design; elements related to military battles and the difficulties they might encounter during the march were also incorporated into the course layout.  

For example, when designing the scenario of “Breaking through the blockade (Xiangjiang Battle)”, students used sandbags to transport them across the track, which symbolizes the enemy forces transporting supplies to the rear. In the scenario of “Crossing the snowy mountains”, physical training materials were used to create a terrain with varying heights, thereby illustrating the difficulties and obstacles involved in crossing the snowy mountains. After the design was completed, the students drew detailed maps of the track, indicating the purpose of each obstacle, the expected difficulty level, and the techniques required to overcome them. They then shared these designs within the class, exchanging ideas and learning from each other, thereby expanding their thinking through mutual learning.  

(II) Intelligence enhancement during classes, with the integration and development of competencies  

During the implementation of the course, the students acted as members of a “military unit”. The members of each group had clear roles, and they participated in obstacle-running challenges. The designers explained in detail the design concepts and rules of the track to all participants, so that everyone was familiar with the layout and challenges of the track. The safety officers ensured that the participants could complete the challenges safely. The recorders used smart pens to carefully note all important data.  

The students passed through four different track themes in order. In the context of “The Long March across four boundaries”, they used skills such as jumping and climbing to experience the hardships encountered during the Long March. On the “Crossing the Chishui River four times” track, various combinations of obstacles tested the students’ ability to adapt and make quick decisions regarding their movements. On the “Breaking through the snowy mountains” track, the varied heights of the obstacles required high strength and balance skills in the lower body. Finally, on the “Meeting in victory” track, they experienced the joy of achieving victory after a long journey.  

After the challenge ended, the students used the statistical charts generated by the smart pens to gain an intuitive understanding of their performance in different stages, both for the groups and individuals. The members of the group worked together to analyze the data, identify their weaknesses in physical fitness, and jointly develop targeted fitness training plans.  

(3) Expanding knowledge after class, and enhancing the internalization of skills and qualities  

After the course ends, through various forms of presentations and continuous training, what was learned in class is further consolidated and expanded, helping students internalize and develop their core competencies. Each group created handmade newspapers, which include stories about the Long March, personal reflections, and insights gained from the course, in order to express their understanding of the spirit of the Long March in an artistic way.  

During the post-competition review session, the students exchanged ideas and shared their experiences with each other. They discussed the history of the Long March and the various aspects of the course. Several awards were awarded, such as the “Best Historical Recreation Award” and the “Best Collaboration Team Award”. This diverse evaluation method fully recognized the efforts made by the students and the results they achieved, thereby stimulating their enthusiasm and sense of group pride.  

At the same time, students use data analysis and group-based training plans provided during the lessons, and with the help of intelligent interaction software such as DeepSeek and DouBao, they can create personalized physical training plans on their own. They also use exercise tracking software to monitor and record their own progress. This process not only helps students develop self-discipline, but also enables teachers to keep track of students’ training status in real time, allowing them to provide timely encouragement and guidance. Through continuous training, students improve their physical fitness, and integrate the sports skills they have learned in class with the spirit of the Long March, thereby achieving a comprehensive improvement in their core competencies.  

IV. Reflection and Prospects  

(1) Practical reflection  

1. Optimization of the precision of hierarchical teaching methods

Although group teaching was utilized to make full use of students’ learning data during the teaching process, it was found that the “physical fitness package” training cannot meet the needs of all students. Due to the differences in physical condition, athletic skills, and learning abilities among students, it is difficult to provide personalized guidance during group training. In the future, a “teacher + AI” dual-teacher instruction model can be adopted. The AI system will generate basic training plans based on the specific data of each student, while the teacher will provide personalized training plans based on classroom observations and real-time feedback from students, thereby improving the accuracy of differentiated teaching and better meeting the developmental needs of each student.  

2. Strengthening the long-term nature of ideological and political education in courses

Although a single lesson on the “Four Stages of the Long March” can evoke emotional responses in students and enable them to have a deep understanding of the spirit of the Long March, it is a long process for students to embrace the red culture and values. Continuous education and reinforcement are necessary to help students transform their insights from the classroom into lasting behaviors and values. In the current teaching methods, there is a lack of mechanisms to promote the long-term development of ideological and political education; it is difficult for students to turn their classroom experiences into lasting behaviors and values. In the future, a systematic and progressive system for ideological and political education should be established. For example, based on the “Four Stages of the Long March,” activities such as “retracing the path of the Long March” can be organized, thereby further deepening students’ understanding of the Long March.  

(2) Future prospects  

1. Expansion of the interdisciplinary ideological and political model

Further explore the interdisciplinary ideological and political education model of “sports + X”, breaking down the boundaries between different disciplines, and achieving collaborative education across multiple fields. For example, in the teaching of obstacle running during the “Long March” campaign, there should be deeper integration with disciplines such as history, physics, and mathematics. History teachers can explain in detail the background and strategic significance of the Long March, helping students understand the historical context behind the track design; physics teachers can explain the mechanical principles involved in actions like jumps and climbing, assisting students in improving their athletic skills; mathematics teachers can guide students to use mathematical knowledge, such as calculating track distances and designing the height and angle of obstacles, thereby developing their logical thinking and application abilities. Through this interdisciplinary teaching approach, knowledge can be interconnected, and values can coexist harmoniously, enabling the development of students’ comprehensive competencies in all aspects.  

2. Deepening the research on ideological and political education in sports courses

In the future, efforts must be made in both theoretical and practical aspects. It is necessary to strengthen the theoretical exploration and practical innovation in sports curricula related to ideological and political education, and to establish a solid foundation based on interdisciplinary theories. By integrating education and psychology, among other relevant disciplines, a integrated theoretical framework that encompasses “cultivation of sports literacy, integration of ideological and political elements, and empowerment through intelligent technologies” can be developed. The internal coupling mechanism between core competencies and ideological and political values should also be thoroughly explored. By optimizing practical approaches, and addressing the issue of the lack of long-term effectiveness in current ideological and political education in courses, a “spiral-up” content system for sports curricula related to ideological and political education can be developed. A educational approach based on “immersive environments, continuous engagement, and developmental feedback” can be explored.