Abstract
Abstract: This paper examines the redesign and practical delivery of the aerobics component in university physical education. Surveys and interviews with students and teachers were used to identify limitations in course content, instructional methods, and assessment, as well as the need to align learning more closely with student interests and fitness goals. The proposed reforms diversify aerobics styles, introduce technologies such as virtual reality for immersive practice, and establish multidimensional assessment covering technical ability, participation, creativity, and teamwork. A pilot implementation at one university produced clear gains: student interest and participation rose by 30%, while overall physical fitness improved by an average of 15%. These results indicate that a more varied, technology-supported, and comprehensively assessed aerobics curriculum can enhance educational value and promote students' physical and psychological well-being. Further refinement is recommended to sustain the reform over time.
References
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