In the wake of rapid technological advancements, sweeping educational reforms, and the far-reaching impact of the COVID-19 pandemic, hybrid courses emerged as a significant trend in higher education, particularly in China. This action research study built upon existing theoretical frameworks and practical experiences to delve deeper into the feasibility and potential benefits of implementing the hybrid course design in the field of physical education. The goal of this action research project was to investigate the applicability of the hybrid course model in augmenting undergraduate students' learning experiences in the Physical education setting, and the ways to improve it. The study was conducted at a leading Chinese public university, and the methodology involved two cycles of data collection and action steps. Cycle 1 comprised participants who were offered hybrid physical education courses, and faculty members, and instructors who were involved in teaching these courses during the COVID-19 pandemic. This first cycle focused on gathering first-hand experiences and insights into the implementation and reception of the hybrid modality. In Cycle 2, action steps were designed, implemented, and evaluated to provide support for students within the enhanced hybrid learning environment. The aim was to improve the overall learning experience by addressing the challenges identified in Cycle 1 and leveraging the opportunities offered by the Cycle 2 redesigned hybrid PE curriculum. The findings of the study revealed that for most students, a well-designed hybrid course, coupled with a student-centered approach, significantly enhanced the learning experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]