Designing an innovative Multi-Criteria Decision Making (MCDM) framework for optimized teaching and delivery of physical education curriculum
Xu Hua Sun, Bin Yu, R T Li
Abstract
Physical Education (PE) plays a vital role in fostering students' physical, cognitive, and social development. However, the delivery of PE curricula often suffers from fragmented instructional models, inconsistent pedagogical practices, and inadequate consideration of diverse stakeholder perspectives. This study proposes an innovative Multi-Criteria Decision Making (MCDM) framework, based on the Analytic Hierarchy Process (AHP), to optimize the teaching and delivery of PE programs. The research adopts a structured methodology encompassing literature-based criteria identification, expert consultations, and a hierarchically organized decision model to prioritize instructional strategies. Five core evaluation dimensions were identified-Pedagogical Quality, Student Engagement, Resource Availability, Curriculum Flexibility, and Inclusivity & Accessibility-each containing relevant sub-criteria derived from literature and validated through stakeholder input. The AHP method was employed to derive relative weights of these criteria through pairwise comparisons completed by PE teachers, academic coordinators, and policy advisors. Aggregated scores were then calculated for four instructional alternatives: Lecture-Based, Game-Based, Blended, and Project-Based learning. The results revealed Game-Based Learning as the most preferred strategy, followed by Blended Learning, based on its alignment with highly weighted criteria such as motivation, instructional effectiveness, and innovative content delivery. Sensitivity analysis confirmed the robustness of this preference under varied judgment scenarios, reinforcing its suitability for modern PE environments. The proposed MCDM framework offers a data-driven, context-sensitive approach for educators and curriculum planners to make informed, transparent, and adaptable decisions for PE curriculum design.