Ideas for the digital reform of university physical education courses based on the theory of embodied cognition

global digitalization and the updating of information have led to the formation of the digital age. The digitalization of physical education courses in higher education institutions is an important reform direction that presents new requirements and challenges for the higher education system. This article employs literature review and analytical methods to investigate the development of digitalization in physical education courses at universities. The study identifies issues related to the digital transformation of traditional physical education courses, particularly during the pandemic, when online courses, although convenient, resulted in a loss of interest among students, influences the effectiveness of learning. From the perspective of course learning, the study examines issues related to physical education teaching and student learning, as well as those concerning instructional interaction and the learning environment, highlighting the specificity of physical education courses in universities. The concept of "embodied cognition" is introduced. A proper understanding of students' cognitive processes during physical education instruction contributes to improving the effectiveness of digital physical education courses, which aids in determining the direction of digital reforms. A new blended learning model is proposed, combining online and offline physical education courses with a student-centered approach. Additionally, the discussion addresses the digitalization of offline courses and the use of online resources as a complement to traditional physical education classes. The conclusion emphasizes the necessity of adopting innovative blended learning approaches in university physical education instruction and the importance of enhancing teachers' information literacy, which is key to the successful implementation of reforms.

university physical education, course digitalization, traditional physical education courses, embodied cognition, blended learning, online and offline, student-centered, online resources, level of teachers' information literacy