当前高校体育课程教学面临改革与创新，传统的高校公共体育课教学模式已经难以满足新时代学校体育工作的育人要求。项目式学习因其独特的教学方式，正在被教育部及地方各级政府积极推广，将项目式学习引入高校公共体育课，未尝不是高校体育改革的一次大胆且有意义的尝试。已有研究发现项目式学习可以提升学生的学业成绩，也可以提升学生的心理意志，这些研究大多是在非体育学科中的探索，在体育学科上的实践较少，但其育人特点符合新时代体育学科的育人要求，有助于培养学生的体育综合素质，且目前的研究大多都是围绕项目式学习单向性对学习成绩的影响，而意志过程在其中的作用还尚未清楚。那么项目式学习在高校体育公选课上应用是否能够提升高校体育公选课的教学效果？相比于传统体育教学模式是否更具有优势？意志过程在项目式学习影响学生学业成绩中是否起到中介作用？这是本研究将解决的主要问题。

本研究选取暨南大学大一篮球公选课两个班级的学生为实验对象，进行为期十二周的教学实验。其中，对照班39人实施传统体育教学模式教学，实验班38人实施项目式学习教学。收集两个班身体素质、篮球技战术、体育学习兴趣、体育自主学习能力及合作能力数据进行分析，以探究项目式学习在高校体育公选课中的效果及作用机制，为项目式学习在体育课程中的运用提供理论参考和实践指导。

实验结果显示：项目式学习在高校篮球公选课上运用能够显著提升学生的体育学习兴趣（P=0.001）、体育自主学习能力（P=0.002）、合作能力（P=0.005）、篮球战术意识（P=0.000）和篮球技术（P=0.001）。且与传统体育教学模式相比，项目式学习在提升学生的篮球战术意识（P=0.000）、体育学习兴趣中的积极兴趣（P=0.003）以及体育自主学习能力中的学习动机（P=0.003）方面具有显著优势。此外，相关性分析发现合作能力和篮球战术意识之间存在显著相关，但并未发现体育学习兴趣、体育自主学习能力、合作能力在项目式学习影响学生篮球战术意识中的中介效应。

本研究得出以下结论：

（1）项目式学习在高校篮球公选课上运用能够提升学生的意志品质和运动技能，表现在实验组的体育学习兴趣、体育自主学习能力、合作能力、篮球战术意识和全场运球上篮得到了提升。

（2）与传统体育教学模式相比，项目式学习在提升学生的篮球战术意识、体育学习积极兴趣以及体育学习动机方面更具优势。

（3）项目式学习过程中，学生篮球战术意识的提升与合作能力的培养有关，表现为学生合作能力越强，其篮球战术意识得分越高。

The current teaching of physical education courses in universities is facing reforms and innovations. The traditional teaching model of public physical education courses in universities has become difficult to meet the educational requirements of the new era. Project-based learning, due to its unique teaching approach, is being actively promoted by the Ministry of Education and local governments at all levels. Introducing project-based learning into public physical education courses in universities is a bold and meaningful attempt at reforming university sports education. Existing research has found that project-based learning can enhance students' academic performance and also improve their psychological resilience. Most of these studies have been conducted in non-physical education disciplines, with limited practice in physical education. However, its nurturing characteristics align with the educational requirements of the new era in physical education disciplines, aiding in the development of students' comprehensive sports qualities. Currently, most research focuses on the unidirectional impact of project-based learning on academic performance, while the role of volitional processes in it remains unclear. So, can the application of project-based learning in university elective physical education courses improve the teaching effectiveness of university elective physical education courses? Does it have more advantages compared to traditional physical education teaching methods? Does the volitional process play a mediating role in the impact of project-based learning on student academic performance? These are the main questions that this study will address.

This study selected students from two classes of the freshman basketball elective course at Jinan University as experimental subjects and conducted a 12-week teaching experiment. Among them, the control group consisted of 39 students who received traditional physical education teaching, while the experimental group consisted of 38 students who received project-based learning instruction. Data on physical fitness, basketball skills and tactics, interest in sports learning, autonomous learning ability in sports, and cooperative ability were collected from both classes for analysis, aiming to explore the effectiveness and mechanisms of project-based learning in university elective physical education courses. The study aims to provide theoretical references and practical guidance for the application of project-based learning in physical education courses.

The experimental results indicate that the application of project-based learning in university basketball elective courses significantly enhances students' interest in sports learning (P=0.001), autonomous learning ability in sports (P=0.002), cooperative ability (P=0.005), basketball tactical awareness (P=0.000), and basketball skills (P=0.001). Furthermore, compared to traditional physical education teaching methods, project-based learning demonstrates significant advantages in enhancing students' basketball tactical awareness (P=0.000), positive interest in sports learning (P=0.003), and motivation for autonomous learning ability in sports (P=0.003). Additionally, correlation analysis revealed a significant association between cooperative ability and basketball tactical awareness, but no mediating effects were found for sports learning interest, autonomous learning ability in sports, and cooperative ability in the impact of project-based learning on students' basketball tactical awareness.

Conclusions:

(1) The application of project-based learning in university basketball elective courses can enhance students' volitional qualities and sports skills, as evidenced by improvements in sports learning interest, autonomous learning ability in sports, cooperative ability, basketball tactical awareness, and full-court dribbling and layup skills in the experimental group.

(2) Compared with traditional physical education teaching methods, project-based learning has more advantages in enhancing students' basketball tactical awareness, positive interest in sports learning, and motivation for sports learning.

(3) In the process of project-based learning, the enhancement of students' basketball tactical awareness is related to the cultivation of cooperative ability, as evidenced by the stronger cooperative ability of students correlating with higher scores in basketball tactical awareness.