體(ti)育部(bu)現有(you)專任教(jiao)師36人，其中教(jiao)授8人、副教(jiao)授15人、講師12人；博士3人。近年來，部(bu)門(men)(men)積極開展(zhan)具有(you)高職特色的(de)體(ti)育俱(ju)樂(le)部(bu)教(jiao)學模(mo)式改(gai)(gai)革(ge)；收到明顯(xian)成(cheng)效，擁(yong)有(you)市級(ji)教(jiao)改(gai)(gai)項目(mu)一門(men)(men)，校級(ji)教(jiao)改(gai)(gai)項目(mu)十余項。部(bu)門(men)(men)積極響應學校新的(de)人才(cai)培(pei)(pei)養(yang)模(mo)式改(gai)(gai)革(ge)舉措，已培(pei)(pei)養(yang)了(le)101名(ming)社會體(ti)育輔(fu)修(xiu)專業(ye)學生(sheng)，并面向2012級(ji)學生(sheng)繼續招收拓(tuo)展(zhan)專業(ye)學生(sheng)。

體(ti)(ti)(ti)(ti)(ti)(ti)育(yu)(yu)部(bu)(bu)以(yi)國(guo)家(jia)體(ti)(ti)(ti)(ti)(ti)(ti)育(yu)(yu)總局體(ti)(ti)(ti)(ti)(ti)(ti)育(yu)(yu)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)研(yan)(yan)(yan)(yan)究(jiu)(jiu)基地(di)為(wei)(wei)平臺，基地(di)依(yi)托地(di)域(yu)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)、民(min)俗文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)、區域(yu)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)等優勢，逐(zhu)(zhu)步開展具(ju)(ju)有(you)特色的(de)體(ti)(ti)(ti)(ti)(ti)(ti)育(yu)(yu)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)研(yan)(yan)(yan)(yan)究(jiu)(jiu)，形(xing)成(cheng)(cheng)以(yi)絲綢之路體(ti)(ti)(ti)(ti)(ti)(ti)育(yu)(yu)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)研(yan)(yan)(yan)(yan)究(jiu)(jiu)；武術與民(min)族傳統(tong)體(ti)(ti)(ti)(ti)(ti)(ti)育(yu)(yu)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)研(yan)(yan)(yan)(yan)究(jiu)(jiu)；體(ti)(ti)(ti)(ti)(ti)(ti)育(yu)(yu)課程文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)研(yan)(yan)(yan)(yan)究(jiu)(jiu)；社區與校(xiao)園(yuan)體(ti)(ti)(ti)(ti)(ti)(ti)育(yu)(yu)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)研(yan)(yan)(yan)(yan)究(jiu)(jiu)；地(di)域(yu)非物質(zhi)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)遺產研(yan)(yan)(yan)(yan)究(jiu)(jiu)為(wei)(wei)主(zhu)的(de)研(yan)(yan)(yan)(yan)究(jiu)(jiu)體(ti)(ti)(ti)(ti)(ti)(ti)系。同時，學(xue)(xue)校(xiao)實施了強(qiang)(qiang)身健(jian)體(ti)(ti)(ti)(ti)(ti)(ti)教育(yu)(yu)工程，大(da)(da)力(li)加(jia)強(qiang)(qiang)對職業教育(yu)(yu)中學(xue)(xue)校(xiao)體(ti)(ti)(ti)(ti)(ti)(ti)育(yu)(yu)教育(yu)(yu)的(de)研(yan)(yan)(yan)(yan)究(jiu)(jiu)與建(jian)設，并學(xue)(xue)校(xiao)將逐(zhu)(zhu)漸發(fa)展成(cheng)(cheng)為(wei)(wei)集科(ke)研(yan)(yan)(yan)(yan)、教學(xue)(xue)、服(fu)務為(wei)(wei)一體(ti)(ti)(ti)(ti)(ti)(ti)的(de)體(ti)(ti)(ti)(ti)(ti)(ti)育(yu)(yu)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)研(yan)(yan)(yan)(yan)究(jiu)(jiu)基地(di)，現(xian)已取得了一定(ding)(ding)的(de)研(yan)(yan)(yan)(yan)究(jiu)(jiu)成(cheng)(cheng)果。部(bu)(bu)門(men)還積(ji)極參加(jia)國(guo)內外的(de)學(xue)(xue)術交流活動(dong)，并在大(da)(da)會上發(fa)表論文(wen)(wen)(wen)(wen)，研(yan)(yan)(yan)(yan)究(jiu)(jiu)成(cheng)(cheng)果在學(xue)(xue)界產生了一定(ding)(ding)的(de)影響。目前，部(bu)(bu)門(men)師(shi)資力(li)量雄厚，年齡(ling)結(jie)構、學(xue)(xue)歷(li)與職稱結(jie)構較為(wei)(wei)合理(li)，具(ju)(ju)有(you)從事(shi)研(yan)(yan)(yan)(yan)究(jiu)(jiu)的(de)師(shi)資和設施條件(jian)，并制定(ding)(ding)了三年的(de)發(fa)展規劃。

部門以國家體(ti)(ti)(ti)育總局(ju)體(ti)(ti)(ti)育文(wen)(wen)化(hua)研(yan)(yan)(yan)究基地(di)為平臺，依(yi)托地(di)域文(wen)(wen)化(hua)、民俗文(wen)(wen)化(hua)、區(qu)域文(wen)(wen)化(hua)等優勢，開展(zhan)具有(you)特(te)色的體(ti)(ti)(ti)育文(wen)(wen)化(hua)研(yan)(yan)(yan)究，形成了以:絲綢之路體(ti)(ti)(ti)育文(wen)(wen)化(hua)研(yan)(yan)(yan)究； 武術(shu)與(yu)民族傳統(tong)體(ti)(ti)(ti)育文(wen)(wen)化(hua)研(yan)(yan)(yan)究；體(ti)(ti)(ti)育課程文(wen)(wen)化(hua)研(yan)(yan)(yan)究；社區(qu)與(yu)校園體(ti)(ti)(ti)育文(wen)(wen)化(hua)研(yan)(yan)(yan)究；地(di)域非物(wu)質文(wen)(wen)化(hua)遺產研(yan)(yan)(yan)究為主的研(yan)(yan)(yan)究體(ti)(ti)(ti)系。

同(tong)時，學(xue)校實施的(de)(de)(de)(de)學(xue)生(sheng)強身健體(ti)(ti)教(jiao)育(yu)(yu)(yu)工程,全面開(kai)(kai)展(zhan)了(le)對職(zhi)業教(jiao)育(yu)(yu)(yu)中(zhong)學(xue)校體(ti)(ti)育(yu)(yu)(yu)教(jiao)育(yu)(yu)(yu)的(de)(de)(de)(de)研究(jiu)與建(jian)設(she)，其(qi)中(zhong)“社會體(ti)(ti)育(yu)(yu)(yu)”在學(xue)校 “三育(yu)(yu)(yu)人”的(de)(de)(de)(de)人才培養模式改革中(zhong)，已成(cheng)為(wei)(wei)面向(xiang)全校學(xue)生(sheng)開(kai)(kai)設(she)的(de)(de)(de)(de)拓(tuo)展(zhan)專業。學(xue)校將逐(zhu)漸(jian)發展(zhan)成(cheng)為(wei)(wei)集科研、教(jiao)學(xue)、服務(wu)為(wei)(wei)一(yi)體(ti)(ti)的(de)(de)(de)(de)體(ti)(ti)育(yu)(yu)(yu)文化研究(jiu)基(ji)地。部門(men)(men)還積極參加國內(nei)外的(de)(de)(de)(de)學(xue)術交流活動，研究(jiu)成(cheng)果在學(xue)術界也產生(sheng)了(le)一(yi)定的(de)(de)(de)(de)影(ying)響。部門(men)(men)師(shi)資力量(liang)雄厚，年(nian)齡結構、學(xue)歷(li)與職(zhi)稱結構合(he)理，具有從事研究(jiu)的(de)(de)(de)(de)師(shi)資和設(she)施條(tiao)件(jian)，并制定了(le)三年(nian)的(de)(de)(de)(de)發展(zhan)規劃(hua)。