Research Background:‌ This study addresses the practical demands of interdisciplinary thematic teaching in physical and health education against the backdrop of deepening reforms in basic education curriculum. Research Purpose:‌ It aims to resolve real-world challenges such as the weakening of disciplinary identity and the fragmentation of teaching-assessment mechanisms through theoretical construction and model innovation, systematically exploring discipline-specific instructional implementation pathways. Research Methods:‌ Employing documentary analysis and logical deduction, this research deconstructs the student-centered, teacher-guided, and core literacy-oriented conceptual framework of interdisciplinary teaching, crystallizing three-dimensional practical requirements: reinforcing disciplinary essence, deepening goal orientation, and optimizing evaluative feasibility. Research Results:‌ By introducing and adapting the "C-POTE" model, a five-dimensional operational framework is established, comprising conceptual clusters anchoring cognitive foundations, problem chains driving learning progression, objective layers integrating instructional direction, task clusters decomposing practical phases, and evidence sets evaluating pedagogical outcomes. Research Conclusions:‌ The study demonstrates that the model achieves profound integration between interdisciplinary pedagogy and the ontological nature of physical education through structured design, with its "teacher-guided, student-centered" dual-agent mechanism effectively synergizing three-dimensional goals: physical health enhancement, sports spirit cultivation, and core literacy development.

Research Background and Purpose: Despite educational reforms promoting holistic development, junior high physical education in China remains heavily exam-oriented. This study applies stakeholder theory to identify key actors, analyze their interests, and propose strategies to reduce test-driven practices. Research Methods: Through literature review and logical analysis, we examine the development of stakeholder classification models and assess their relevance to physical education, while also investigating the root causes of current problems in the field. Research Results: The study identifies four phases in stakeholder theory: initial exploration (1980–1990), deepening development (1990–2000), steady advancement (2000–2010), and innovative breakthrough (2010–2025). Significant test-oriented tendencies were observed in junior high physical education across teaching objectives, content, methods, assessment, and broader sociopolitical dimensions. Key contributing factors include grade-driven instruction, limited awareness among schools and teachers, narrow assessment criteria, and cultural-academic pressures. Research Conclusions: Proposed solutions emphasize shifting toward game-based and life-relevant content, adopting scientific and personalized teaching methods, and diversifying evaluation mechanisms. Aligning the core interests of stakeholders at both macro-policy and micro-practice levels is essential to restoring physical education’s fundamental role in supporting students’ holistic development. Research Value: Theoretically, this work expands stakeholder theory into physical education, offering a systematic lens for understanding complex educational interactions. Practically, it provides a actionable framework to help policymakers, administrators, and teachers better allocate resources and reform teaching practices, supporting a shift toward student-centered physical and mental development.

Adolescent negative life events significantly influence social anxiety development. Enhancing accurate self-perception and emotion regulation skills is cri