Exploration of Teachers’ Roles and Teaching Methods in Physical Education

Under the current context of continuous updates in educational philosophy, physical education (PE) instruction is no longer merely a field for skill training; rather, it has become an important platform for knowledge construction, value transmission, and individual growth. As the core of the teaching system, teachers’ cognition of their roles and behavioral patterns decisively influence teaching quality and student development. This article begins with the theoretical definition of teacher roles, explores their multidimensional functions and dynamic evolution within PE teaching contexts, analyzes the paradigm shifts in PE teaching methods and their adaptation logic with subject characteristics, and further reveals the interactive construction mechanism between teacher roles and teaching methods. The study shows that teacher role identity not only guides the selection direction of teaching methods, but teaching methods also reciprocally shape teachers’ role awareness. The two jointly act in a collaborative relationship to realize teaching effectiveness. This article aims to promote the transformation of PE teaching from “teaching to teach” to “teaching to learn” through a systematic analysis of roles and methods, providing theoretical basis and practical pathways for teacher professional growth and innovation in teaching models.