體(ti)育(yu)部(bu)(bu)現有專任教(jiao)師36人(ren)(ren)，其中教(jiao)授8人(ren)(ren)、副教(jiao)授15人(ren)(ren)、講師12人(ren)(ren)；博士3人(ren)(ren)。近年來(lai)，部(bu)(bu)門(men)積極(ji)開展(zhan)(zhan)具有高(gao)職特色的(de)體(ti)育(yu)俱樂部(bu)(bu)教(jiao)學(xue)模(mo)(mo)式(shi)改(gai)(gai)革；收(shou)到明(ming)顯成效，擁有市級教(jiao)改(gai)(gai)項(xiang)(xiang)目(mu)一(yi)門(men)，校(xiao)級教(jiao)改(gai)(gai)項(xiang)(xiang)目(mu)十余項(xiang)(xiang)。部(bu)(bu)門(men)積極(ji)響應(ying)學(xue)校(xiao)新的(de)人(ren)(ren)才(cai)培(pei)養(yang)模(mo)(mo)式(shi)改(gai)(gai)革舉措，已(yi)培(pei)養(yang)了101名社會體(ti)育(yu)輔修專業(ye)學(xue)生，并面向2012級學(xue)生繼續招收(shou)拓展(zhan)(zhan)專業(ye)學(xue)生。

體(ti)(ti)育(yu)(yu)(yu)部以國家體(ti)(ti)育(yu)(yu)(yu)總局體(ti)(ti)育(yu)(yu)(yu)文(wen)(wen)化(hua)研(yan)(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)基地(di)為(wei)(wei)(wei)(wei)平臺，基地(di)依托地(di)域文(wen)(wen)化(hua)、民俗文(wen)(wen)化(hua)、區域文(wen)(wen)化(hua)等優勢(shi)，逐步開展具有特色的(de)(de)體(ti)(ti)育(yu)(yu)(yu)文(wen)(wen)化(hua)研(yan)(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)，形成(cheng)(cheng)以絲綢之路(lu)體(ti)(ti)育(yu)(yu)(yu)文(wen)(wen)化(hua)研(yan)(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)；武(wu)術與(yu)(yu)(yu)民族(zu)傳(chuan)統(tong)體(ti)(ti)育(yu)(yu)(yu)文(wen)(wen)化(hua)研(yan)(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)；體(ti)(ti)育(yu)(yu)(yu)課(ke)程文(wen)(wen)化(hua)研(yan)(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)；社區與(yu)(yu)(yu)校園體(ti)(ti)育(yu)(yu)(yu)文(wen)(wen)化(hua)研(yan)(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)；地(di)域非(fei)物質文(wen)(wen)化(hua)遺產研(yan)(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)為(wei)(wei)(wei)(wei)主的(de)(de)研(yan)(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)體(ti)(ti)系。同(tong)時，學(xue)(xue)(xue)校實施(shi)了強身健體(ti)(ti)教(jiao)育(yu)(yu)(yu)工(gong)程，大(da)力(li)加強對職業教(jiao)育(yu)(yu)(yu)中學(xue)(xue)(xue)校體(ti)(ti)育(yu)(yu)(yu)教(jiao)育(yu)(yu)(yu)的(de)(de)研(yan)(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)與(yu)(yu)(yu)建(jian)設，并(bing)學(xue)(xue)(xue)校將逐漸(jian)發(fa)展成(cheng)(cheng)為(wei)(wei)(wei)(wei)集(ji)科研(yan)(yan)(yan)(yan)(yan)(yan)、教(jiao)學(xue)(xue)(xue)、服務為(wei)(wei)(wei)(wei)一(yi)體(ti)(ti)的(de)(de)體(ti)(ti)育(yu)(yu)(yu)文(wen)(wen)化(hua)研(yan)(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)基地(di)，現已(yi)取得了一(yi)定(ding)的(de)(de)研(yan)(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)成(cheng)(cheng)果(guo)。部門(men)還(huan)積極參(can)加國內外的(de)(de)學(xue)(xue)(xue)術交流活動，并(bing)在大(da)會上(shang)發(fa)表(biao)論文(wen)(wen)，研(yan)(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)成(cheng)(cheng)果(guo)在學(xue)(xue)(xue)界產生了一(yi)定(ding)的(de)(de)影響。目(mu)前，部門(men)師(shi)資力(li)量(liang)雄厚，年齡結(jie)構、學(xue)(xue)(xue)歷(li)與(yu)(yu)(yu)職稱結(jie)構較(jiao)為(wei)(wei)(wei)(wei)合(he)理，具有從事研(yan)(yan)(yan)(yan)(yan)(yan)究(jiu)(jiu)(jiu)的(de)(de)師(shi)資和設施(shi)條件，并(bing)制定(ding)了三年的(de)(de)發(fa)展規劃。

部門以(yi)國家(jia)體(ti)(ti)(ti)(ti)育(yu)(yu)總(zong)局體(ti)(ti)(ti)(ti)育(yu)(yu)文(wen)(wen)化(hua)(hua)研(yan)究(jiu)基地為(wei)平臺，依(yi)托地域文(wen)(wen)化(hua)(hua)、民(min)俗文(wen)(wen)化(hua)(hua)、區域文(wen)(wen)化(hua)(hua)等優勢，開展具有特色的體(ti)(ti)(ti)(ti)育(yu)(yu)文(wen)(wen)化(hua)(hua)研(yan)究(jiu)，形成了以(yi):絲綢之路體(ti)(ti)(ti)(ti)育(yu)(yu)文(wen)(wen)化(hua)(hua)研(yan)究(jiu)； 武(wu)術(shu)與民(min)族傳統(tong)體(ti)(ti)(ti)(ti)育(yu)(yu)文(wen)(wen)化(hua)(hua)研(yan)究(jiu)；體(ti)(ti)(ti)(ti)育(yu)(yu)課(ke)程文(wen)(wen)化(hua)(hua)研(yan)究(jiu)；社區與校園體(ti)(ti)(ti)(ti)育(yu)(yu)文(wen)(wen)化(hua)(hua)研(yan)究(jiu)；地域非物質文(wen)(wen)化(hua)(hua)遺產研(yan)究(jiu)為(wei)主的研(yan)究(jiu)體(ti)(ti)(ti)(ti)系。

同時，學(xue)(xue)校實施的學(xue)(xue)生強身健體(ti)(ti)教(jiao)育(yu)(yu)工程,全面(mian)開展(zhan)了(le)對職(zhi)業教(jiao)育(yu)(yu)中學(xue)(xue)校體(ti)(ti)育(yu)(yu)教(jiao)育(yu)(yu)的研(yan)究與(yu)建設，其中“社會體(ti)(ti)育(yu)(yu)”在學(xue)(xue)校 “三(san)育(yu)(yu)人(ren)”的人(ren)才培養(yang)模式改革中，已成為面(mian)向全校學(xue)(xue)生開設的拓展(zhan)專(zhuan)業。學(xue)(xue)校將(jiang)逐漸(jian)發展(zhan)成為集科研(yan)、教(jiao)學(xue)(xue)、服務(wu)為一體(ti)(ti)的體(ti)(ti)育(yu)(yu)文(wen)化研(yan)究基地。部(bu)門還積極參加國(guo)內外(wai)的學(xue)(xue)術交流活(huo)動，研(yan)究成果在學(xue)(xue)術界(jie)也產生了(le)一定(ding)的影響(xiang)。部(bu)門師(shi)資力量雄厚，年(nian)齡結構(gou)、學(xue)(xue)歷與(yu)職(zhi)稱結構(gou)合理，具有(you)從事研(yan)究的師(shi)資和設施條件，并制(zhi)定(ding)了(le)三(san)年(nian)的發展(zhan)規劃。