Addressing Physical Skills and Mental Health: The Role of Modern Teaching Approaches in Non-Athlete University PE Programs

Background: Non-athlete university students often face limitations in developing physical skills due to traditional physical education (PE) teaching methods. These challenges are further compounded by student disengagement and insufficient resources. Additionally, mental health issues like depression and anxiety are common in this group, and physical inactivity may worsen these problems, leading to chronic conditions such as cardiovascular diseases and diabetes. This research seeks to assess the effects of various PE teaching strategies on physical skill development and mental health outcomes, including depression and anxiety, among non-athlete students at universities in Henan Province. A hybrid method approach was employed, involving a stratified random sample of 220 students (116 male, 104 female; mean age, 20) and 16 physical education professors. Quantitative data were collected using a validated 35-item questionnaire (Cronbach's α = 0.971) and structured observational checklists. Qualitative data were gathered through semi-structured interviews. Data were analyzed using SPSS 29.0 and NVivo 12. Student-centered teaching strategies, including cooperative learning (β = 3.802, p = 0.002) and peer teaching (β = 3.838, p = 0.002), resulted in a 22% improvement in physical skill competence and reductions in mental health issues, such as anxiety and depression. In contrast, traditional direct instruction had minimal impact. Institutional challenges, including large class sizes and outdated facilities, hindered optimal implementation. Student-centered approaches are particularly effective in enhancing both physical skills and mental health outcomes. Addressing institutional limitations is crucial for enhancing physical education (PE) programs and preventing chronic diseases.