Abstract
Abstract: As universities continue to reform physical education, teaching through competition has become a promising way to improve the vitality of yoga courses. This study develops and tests a multidimensional evaluation model for competition-driven yoga instruction. Literature review and field research were used to identify five assessment domains: movement mastery, physical condition, aesthetic expression, collaborative ability, and psychological competence. Evidence from questionnaires, classroom observation, and comparative teaching experiments was then used to evaluate changes following implementation. The results indicate that structured competition raises student involvement, supports comprehensive development, and helps instructors adjust teaching more effectively. The model provides an operable basis for evaluating college yoga outcomes and offers both conceptual and practical support for curriculum reform.
References
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