现阶段，形体课程作为高校公共体育课程之一，在培育大学生审美技能、综合素质等方面发挥着重要的作用。虽然目前高校大量开设形体课程，但该课程中还是存在一些亟待解决的问题，如大部分学校的公共选修课程缺乏详细规定的课程目标和内容，课程体系缺乏系统性设计，在课堂上学生具有比较严重的内向性课堂问题行为，在课后学习缺乏了讨论和交流的练习氛围。根据新时代课程改革的需要以及希望促进培养学生全面发展的初心，在面对学生身心健康及提高学生的核心素养层面，鼓励创新教学模式与方法，不断提高教学效率达成教学目标。运动教育模式由Siedentop设计，旨在为学生提供真实的运动体验。根本运动教育模式在高校中的相关研究中得出结论：采用运动教育模式可关注到学生的个体差异，提升学生之间的合作和互动。运动教育模式通过将游戏元素引入体育教育中，激发学生的学习兴趣和积极性，比赛的形式更是激发学生的胜负欲，使得学生在体育课中不断的获得新的体验感以及成就感和自信。因此将运动教育模式引入高校女子形体公体课中，在丰富形体课程教学模式的同时，也能够为学生创建良好的学习氛围，提升学生的学习兴趣。

本研究以北京师范大学珠海校区女子形体公共体育课学生为实验对象，采用多种研究方法，包括文献资料法、教学实验法和数理统计法。运用SPSS 26.0和AMOS 28.0对数据进行统计分析和处理。本研究的实验班采用运动教育模式，对照班采用常规体育教学模式，将实验班与对照班在身体自尊，身体柔韧以及运动技能三个方面进行了横向和纵向上的对比，研究运动教育模式在女子形体课程中的应用效果，通过一个学期的教学实验得出以下结论：

（1）运动教育模式对学生身体自尊有显著影响，提高了身体自尊和其五个分纬度的分数，通过运动教育模式中比赛、积极反馈、小组因材施教等方式激发学生的自信和积极性，提升了学生的身体自尊。

（2）在身体柔韧性方面，运动教育模式下，学生课后练习增多，同队之间的相互帮助，使得实验班采用运动教育模式的学生在左右竖叉和横叉方面的提升显著优于对照班，显示了运动教育模式对身体柔韧性的积极影响。

（3）在形体舞蹈技能方面，经过一段时间的教学实践，实验班与对照班在最终的考核中表现出了相似的水平，没有显著的差异。这可能是由于在考试前，学生们普遍进行了集中式的练习，以应对考试。而在短期内，教学模式的影响难以在这种情境下显现出来。

（4）运动教育模式适合应用于女子形体课程中，打破常规的教学模式，将比赛季安排于课程之中，增加学生的课堂氛围，研究表明身体自尊和身体柔韧实验班明显高于对照班，提高了教学效果，同时也丰富了女子形体课程的教学模式。

At present, physical education courses, as one of the public physical education courses in universities, play an important role in cultivating aesthetic skills and comprehensive qualities of college students. Although a large number of physical education courses are currently offered in universities, there are still some urgent problems that need to be solved in this course, such as the lack of detailed course objectives and content in most public elective courses in schools, the lack of systematic design in the curriculum system, serious introverted classroom problem behavior among students in the classroom, and a lack of practice atmosphere for discussion and communication in after-school learning. In response to the needs of curriculum reform in the new era and the desire to promote the cultivation of students' comprehensive development, innovative teaching models and methods are encouraged to continuously improve teaching efficiency and achieve teaching goals in the face of students' physical and mental health and improving their core competencies. The sports education model was designed by Siedentop, aiming to provide students with a realistic sports experience. The relevant research on sports education mode in universities has concluded that adopting sports education mode can pay attention to individual differences of students, enhance cooperation and interaction among students. The sports education model introduces game elements into physical education to stimulate students' interest and enthusiasm in learning. The form of competitions also stimulates students' desire to win or lose, allowing them to continuously gain new experiences, achievements, and confidence in physical education classes. Therefore, introducing the sports education model into female physical education classes in universities can not only enrich the teaching mode of physical education courses, but also create a good learning atmosphere for students and enhance their interest in learning.

This study takes female students in the public physical education class of Beijing Normal University Zhuhai Campus as the experimental subjects, and adopts various research methods, including literature review, teaching experiment, and mathematical statistics. Perform statistical analysis and processing on the data using SPSS 26.0 and AMOS 28.0. The experimental class in this study adopted a sports education model, while the control class adopted a conventional physical education teaching model. A horizontal and vertical comparison was made between the experimental class and the control class in three aspects: physical self-esteem, physical flexibility, and sports skills. The application effect of the sports education model in women's physical education courses was studied, and the following conclusions were drawn through a one semester teaching experiment:

(1) The sports education model has a significant impact on students' physical self-esteem, improving their physical self-esteem and scores across five dimensions. Through sports education models such as competitions, positive feedback, and group teaching tailored to individual needs, students' confidence and enthusiasm are stimulated, and their physical self-esteem is enhanced.

(2) In terms of physical flexibility, under the sports education mode, students practice more after class, and the mutual assistance between teams results in a significant improvement in left and right vertical and horizontal forks compared to the control class in the experimental class using the sports education mode, demonstrating the positive impact of the sports education mode on physical flexibility.

(3) In terms of physical dance skills, after a period of teaching practice, the experimental class and the control class showed similar levels in the final assessment without significant differences. This may be due to the fact that students generally engage in centralized practice before exams to prepare for them. In the short term, the impact of teaching modes is difficult to manifest in this context.

(4) The sports education model is suitable for application in women's physical education courses, breaking the conventional teaching mode and arranging competition seasons in the curriculum to increase the classroom atmosphere for students. Research has shown that the experimental class on body self-esteem and body flexibility is significantly higher than the control class, improving teaching effectiveness and enriching the teaching mode of women's physical education courses.