Research on the Teaching Reform of Integrating Vocational Physical Literacy into University Cheerleading Public Courses

Abstract

As higher education continues to deepen its support for the comprehensive development of students, the potential value of public physical education courses in supporting students' long-term career development—beyond merely enhancing their general physical fitness—is receiving increasing attention. This study focuses on Vocational Physical Literacy, a comprehensive attribute oriented toward future occupational physical competency, and explores pathways for integrating it into university cheerleading public courses through teaching reform. The study first clarifies the theoretical connotations of Vocational Physical Literacy across the dimensions of physiological function, movement efficiency, and neuromuscular control, demonstrating its inherent connection with cheerleading courses in cultivating foundational physical literacy. Subsequently, it proposes core instructional pathways, including the restructuring of skills based on occupational movement patterns, the integration of modular content oriented toward literacy development, and the creation of progressive teaching scenarios. Finally, the study constructs an overall course optimization plan comprising a literacy-based evaluation system, adaptive resource allocation, and a data-driven feedback mechanism. This provides a systematic theoretical reference and an operational framework for expanding the function of university cheerleading courses from the transmission of sports skills to the cultivation of vocational physical literacy.