From "Skill-Based" to "Competency-Core": Action Research on the Transformation of Teaching Paradigm in Sports Management Courses

Jiawei Zhang; Yidi Dai; Dongjin He

doi:10.54097/9k425z02

Authors

Jiawei Zhang
Yidi Dai
Dongjin He

DOI:

https://doi.org/10.54097/9k425z02

Keywords:

Skill-Based, Competency-Core, Sports Management, Teaching Paradigm, Action Research, OBE Philosophy, Industry-Education Integration

Abstract

In the era of deepening the "New Liberal Arts" construction and the high-quality development of the sports industry, the explosive growth of new business formats in the sports industry poses brand-new challenges to the competency structure of practitioners. However, current sports management courses in higher education institutions remain deeply locked into the "Skill-Based" paradigm. Structural drawbacks such as fragmented teaching objectives, lagging content, unidirectional teaching processes, and low-order evaluation systems are prevalent, leading to a severe "supply-demand mismatch" between talent training and actual industrial needs. Based on the philosophy of Outcome-Based Education (OBE), this study adopts the Action Research method, utilizing core courses such as Appreciation of Sports Business Cases as the practical field to conduct a two-year empirical exploration of teaching paradigm transformation. Strictly following the spiraling upward logic of "Plan-Action-Observe-Reflect," and through three iterative cycles, the study systematically constructs a "Competency-Core" objective system covering Knowledge, Skills, and Attitudes (KSA). It reconstructs modular curriculum content based on deep industry-education integration, innovates a "Dual Mentor + Full-Cycle Project-Driven" teaching mode, and establishes a whole-process evaluation mechanism focusing on student growth increments. The study finds that the leap from "Skill" to "Competency" not only effectively enhances students' comprehensive literacy in solving complex, unstructured business problems and achieves deep internalization of interdisciplinary knowledge, but also promotes the reshaping of teachers' roles from "knowledge transporters" to "learning designers." This provides a replicable paradigm reference and theoretical evidence for the cultivation of interdisciplinary composite talents in sports and economics/management in China.

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