A Qualitative Exploration of Postgraduates’ KAP toward Health: Applying the BOPPPS Teaching Model in Physical Education

Abstract

This study investigates how postgraduate students experience cognitive, attitudinal, and behavioral transformation through participation in a physical education course structured by the BOPPPS teaching model. Drawing upon the Knowledge–Attitude–Practice (KAP) framework, the research aims to explore how structured, reflective, and participatory instruction fosters health literacy and sustainable health behavior in higher education. A qualitative research design was employed, involving semi-structured interviews with thirty postgraduate students at a comprehensive university in northern China. The course was implemented over eight weeks, with four instructional hours per week, following the six sequential stages of the BOPPPS model: Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary. Data were analyzed thematically to identify recurring patterns related to knowledge acquisition, attitude development, and behavioral change. Three major themes emerged. First, students reported significant growth in health knowledge, developing a deeper understanding of the interconnections between physical, mental, and social well-being. Second, they experienced a positive attitude shift, expressing greater motivation and emotional engagement toward exercise through collaborative and reflective learning activities. Third, they demonstrated behavioral change, adopting regular exercise routines and self-regulation strategies that extended beyond the classroom. The findings confirm that integrating the BOPPPS model with the KAP framework provides an effective pedagogical–behavioral continuum for promoting holistic well-being. Theoretically, the study advances understanding of how structured pedagogy can operationalize behavioral health theories in postgraduate education. Practically, it offers a replicable model for designing student-centered physical education courses that enhance motivation, reflection, and sustainable practice, thereby supporting national goals such as Healthy China 2030.