Atypical Neuroleptic Malignant Syndrome Without Hyperthermia: A Case Report.

As basic education increasingly emphasizes students' transferable competencies and holistic development, an important question remains: the extent to which learning in physical education classes can be transferred to students' daily lives and translated into abilities that can be applied beyond the classroom (). On the one hand, there is a disconnect between physical education teaching content and students' daily lives, with students participating passively in class while finding it difficult to realize skill transfer in life (). In addition, there remains a marked gap between the development of some students' life skills (LS) and the goals of core competencies (). How to improve the transfer from physical education learning to LS has become an important issue in current educational reform (). Against this background, the perspective of LS provides a more operational point of entry. LS are functional skills that are developed and applied by individuals in specific contexts and include eight dimensions: teamwork, goal setting, social skills, issue decision, emotional skills, leadership, time management, and communication skills (). LS not only help adolescents cope with changing social situations and enhance their adaptive competitiveness, but are also broadly aligned with the three core competency domains of “cultural foundation, self-directed development, and social participation,” thereby providing important support for students' holistic development (). Therefore, systematically integrating LS into physical education curricula is not only consistent with the goals of educational modernization, but also provides an important pathway for implementing the educational goal of promoting students' development in moral, intellectual, physical, aesthetic, and labor-related domains. Schools are an important setting for students' daily learning and socialization, and the learning environment, as an external condition, is closely related to individuals' cognition, behavior, emotions, and learning engagement (). Compared with other subjects, physical education has dynamic, contextual, and practice-oriented characteristics, and thus holds unique value in the cultivation of LS. Research has shown that students are often able to experience life-related situations involving cooperation, stress coping, self-expression, and decision making more directly through exercise, which may support the development of their key competencies (). These teaching practices are supported by physical environmental factors in physical education classes, including the spatial layout of teaching venues, the quality of facilities and equipment provision, and safety provisions (). A favorable physical environment may be directly related to students' classroom experiences and may also be indirectly associated with LS through psychological processes such as learning motivation, emotional arousal, and social interaction.