This study explores the theoretical framework, application, and pedagogical reflection of gamification in sports anatomy education, aiming to uncover pathways to student agency and intrinsic motivation. The introduction outlines the background and importance of gamified education. In the application section within anatomy education, the study discusses curriculum objectives, teaching strategies, and specific game types and instructional designs in case-based teaching processes. The findings reveal the effectiveness of the OBE model in driving student autonomy, stimulating intrinsic motivation, and fostering critical thinking. The discussion section explores pedagogical reflections on gamification in anatomy education, emphasizing student agency and high engagement levels, cultivating self-directed learning abilities. Limitations of gamifying sports anatomy courses are also addressed, along with future research directions further to enhance the effectiveness and sustainability of gamified education. This study has meaningful practical and guiding implications for applying gamified education in the field of anatomy education Keywords— Gamification, Sports Anatomy Education, Student Agency, Intrinsic Motivation, Pedagogical Reflection