具身认知理论作为第二代认知科学是认知心理学发展的一个重要里程碑。伴随着人类 社会进入信息化与全球化生存的新时代，教育教学发展趋势渐渐走向“具身化”。具身认知 理论介入体育教学有助于体育核心素养的培养，因为两者的主张不谋而合一致认为要重视 身体的核心地位并促进身心统一的和谐发展。“具身认知”研究在教育领域其他学科研究中 成果丰富，但在体育教学领域的发展明显不足，在体育教学领域亟待应用发展。 本研究运用文献资料法、问卷调查法、专家征询法、实验法等研究方法，通过专家征 询法保证实验可行性和操作过程，设计实验内容和方案。在此基础上开展教学实验，以高 一 60 名学生为实验对象，实验班采用具身认知理论视野下的教学设计进行教学，对照班 采用传统教学进行授课。进行统一的学习评价，探讨实验前和实验后对实验班和对照班具 身感知体验、身体素质水平的影响效果。 实验结果表明（1）经过为期 12 周具身认知理论视野下中学体育教学有助于学生更 有效地进行体育学习，两组学生的身体素质水平都有不同程度提升。特别是 800 米（P = 0.044* < 0.05）、仰卧起坐(P = 0.007* < 0.05)成绩在组间差异性分析具有显著性差异； 实验班前后测 50 米（P = 0.036* ＜ 0.05）、立定跳远（P = 0.002* ＜ 0.05）成绩也呈 现显著性水平的提高。（2）经过为期 12 周具身认知理论视野下中学体育教学有助于提 高学生的具身感知认知体验。学习动机(P=0.022*<0.05)、互动学习（P = 0.026* < 0.05）、 自我效能感（P = 0.000*** < 0.001）、集体效能感（P = 0.000*** < 0.001）四个维度在 组间差异性分析中均呈现显著水平。 由此得出结论，通过 12 周的具身体育课堂教学发现，具身认知理论视野下的体育教 学对身体素质水平和体育学习兴趣都有所提高，这可能与具身化体育课堂强调课堂进行具 身性、互动性、体验性、多感官参与的体能练习和具身化教学策略、具身化教学环境创设 有关，激发出了学生的自我潜能。提出相应的建议（1）调动多种感官参与，增强具身效 果。（2）提高体育具身教学意识，加强具身教学实践。（3）依托先进的资源设备，丰富 具身体育教学环境。

Embodied cognitive theory, as the second generation of cognitive science, is an important milestone in the development of cognitive psychology. As human society enters a new era of information and globalization, the development trend of education and teaching is gradually becoming "embodied". The involvement of embodied cognitive theory in physical education is helpful to the cultivation of physical education core literacy, because the two advocates coincide in the importance of the core position of the body and the promotion of the harmonious development of mind and body. "The research on embodied cognition has been fruitful in other disciplines of education, but it is not developed enough in the field of physical education, and it needs to be applied in the field of physical education. The research methods of literature, questionnaire, expert consultation and experiment are used to ensure the feasibility and operation process of the experiment and to design the experimental content and program. The experimental class was taught with the teaching design under the perspective of embodied cognitive theory, while the control class was taught with traditional teaching. A unified learning assessment was conducted to investigate the effects of pre- and post-experimentation on the embodied perceptual experience and physical fitness level of the experimental and control classes. Firstly, the design of secondary school physical education classroom instruction was based on embodied cognitive theory, and the principles of embodied secondary school physical education classroom instructional design and the four stages of secondary school physical education classroom instructional design framework were constructed. Finally, based on this design framework, we designed physical fitness classroom teaching activities based on the content of the compulsory high school physical education module of the Human Education version, and conducted a 12-week teaching experiment of the "Physical Fitness" module in a real physical education classroom with two classes of the third affiliated high school of Beijing Normal University as a control experiment to test the rationality of this teaching design framework. The results of the experiment showed that (1) after 12 weeks of teaching physical education in secondary schools under the perspective of embodied cognitive theory, students in both groups improved their physical fitness level to different degrees. In particular, there were significant differences in the results of 800m (P = 0.044* < 0.05) and sit-ups (P = 0.007* < 0.05). (2) After 12 weeks of teaching secondary school physical education under the perspective of embodied cognitive theory, it helped to improve students' embodied perception cognitive experience. The experimental class showed significant levels in the analysis of variance for four dimensions: motivation(P = 0.022* < 0.05), interactive learning (P = 0.026* < 0.05), self-efficacy (P = 0.000*** < 0.001), and collective efficacy (P = 0.000*** <0.001). This leads to the conclusion that physical education under the vision of embodied cognitive theory was found to increase both physical fitness and interest in physical learning through 12 weeks of embodied physical education classroom instruction, which may be related to the embodied physical education classroom's emphasis on the classroom for interactive, experiential, multi-sensory participation in physical exercises and embodied teaching strategies that stimulate students' self-potential. Suggestions were made to (1) engage multiple senses to enhance the effect of embodiment. (2) Raise awareness of embodied teaching in physical education and strengthen the practice of embodied teaching. (3) Rely on advanced resources and equipment to enrich the embodied physical education environment.