This study focuses on the physical fitness status and sports performance of college students, employing scientific research methods to unveil inherent qualities and unfavorable athletic manifestations during their physical development. The research identifies key focal points within a stratified teaching model, aiming to facilitate effective improvement in students’ athletic abilities across different physical fitness levels and consequently enhance their overall health. The findings reveal that freshmen exhibit the lowest physical fitness, while sophomores demonstrate the highest levels. Notably, upper body strength emerges as a vulnerability for male students. For students with low fitness test scores and limited sports experience, the development of endurance qualities should adhere to the principle of “first controlling heart rate, then extending running distance.” Recommendations include initiating improvements in university students’ physical fitness starting from the freshman year, with a focus on addressing vulnerabilities in upper body strength. Developing endurance qualities should emphasize students’ accurate awareness and rational allocation of their own physical reserves. The study suggests establishing a stratified teaching model for the development of university students’ physical fitness and improvement in sports performance. Class A should prioritize the development of specialized sports qualities. Class B should drive comprehensive development of foundational physical fitness. Class C should prioritize corrective exercises for solving functional problems before advancing physical fitness.Class D should prioritize rehabilitation exercises for safely return to the pre-injury state of health.