Under the strategic background of ‘Education Modernization 2035’ and ‘Sports Power’, the digital transformation of physical education in colleges and universities is faced with the historic opportunity of being driven by the new quality of productivity. This study focuses on the logic, obstacles, and breakthrough paths of the transformation of university physical education driven by new quality productivity, aiming to build a theoretical framework and propose systematic solutions for the reference of high-quality development. Comprehensive use of literature, expert interviews, and other methods to systematically explore the interaction mechanism between new quality productivity and the digital transformation of physical education. The logic of technological penetration reconfigures the teaching scene through intelligent sensing devices and digital twin technology, and promotes the shift from experience-oriented to data-driven motor skill training; the logic of educational evolution is reflected in the generation of personalized sports prescription and the innovation of virtual-real integration teaching mode, which promotes the development of students' cognitive ability in sports; and the logic of institutional adaptation needs to be synergized with the policy supply and educational infrastructure to build an innovation ecology that links the industry, academia, and research. Ecology. At the level of practical obstacles, the study reveals three contradictions: the adaptation conflict between the iterative rate of intelligent devices and the demand for teaching stability, the disconnection between teachers‘ lack of digital teaching ability and students’ access to digital resources, and the imbalance in institutional supply caused by the lack of sports data governance norms and the lagging behind of the traditional evaluation system. irstly, building an intelligent education pedestal, integrating a multi-level collaborative physical education teaching infrastructure, and developing lightweight intelligent tools to support the whole process of teaching; secondly, implementing a digital literacy enhancement program, establishing a grading training system for teachers‘ digital competence and an evaluation standard for students’ digital sports literacy, and promoting the collaborative development of teachers and students; , perfecting the institutional safeguard system, formulating a specification for physical education data governance, and innovati inally, improv the institutional guarantee system, formulat the physical education data management norms, innovat the ‘government-school-enterprise’ collaborative mechanism, and promot the open sharing of digital resources.
Xu et al. (2026) studied this question.
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