Research on the Path of Integrated Promotion of “Learning-Practice-Competition-Evaluation” in Physical Education Classes for Primary and Secondary Schools under the Dual Perspective of Complex Adaptive System and Embodied Cognition

This paper focuses on the integrated advancement of “learning-practice-competition-evaluation” in primary and secondary school physical education. Based on Complex Adaptive Systems Theory and Embodied Cognition Theory, we construct a theoretical model of an integrated mechanism under dual perspectives, reorganizing the components of “learning”, “practice”, “competition”, and “evaluation”. The study analyzes internal and external influencing factors within the teaching system. From the perspective of complex adaptive systems, we propose optimization paths for teaching systems through open systems design, innovative teaching methods, and cultivation of self-organizing capabilities. Through embodied cognition theory, we suggest strategies to create immersive learning environments, conduct body-awareness training, and emphasize the integration of physical and cognitive aspects. These contributions provide theoretical references for transforming physical education from knowledge transmission to competency development in primary and secondary schools.