Application of the BOPPPS Teaching Model in Physical Education: Enhancing Engagement, Skill Acquisition, and Inclusive Learning

Abstract

The BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, Summary) teaching model has emerged as a widely recognized framework for enhancing educational outcomes through its structured and student-centered approach. This paper investigates the application of the BOPPPS model in physical education (PE), a discipline characterized by hands-on practice, physical skill development, and diverse student needs. By synthesizing existing literature and analyzing case studies in swimming and badminton courses, the study highlights the model’s effectiveness in improving motor skills, fostering student engagement, and promoting inclusive learning. Research findings demonstrate that courses using the BOPPPS model achieved significant advancements, including a 15% improvement in technical skills and a 10% increase in swimming speed compared to traditional teaching methods. Additionally, the model enhanced students’ teamwork abilities and self-directed learning skills. However, challenges such as resource constraints, teacher training requirements, and addressing varied student abilities are also identified. The study concludes that the BOPPPS model holds transformative potential for modern PE instruction, but its successful implementation requires technological integration, policy support, and long-term research. This research underscores the importance of adopting innovative pedagogical frameworks to meet the evolving needs of physical education and foster lifelong learning.