This article traces the evolution of higher education regulation – from a rigid centralized model with uniform standards and strict oversight to gradual decentralization, expanded university autonomy, and the introduction of internal quality assurance procedures, accreditation mechanisms, and independent evaluation. It analyzes the positive effects of centralization (comparability of graduates, unified societal expectations) and the risks of excessive standardization, as well as the benefits of autonomy (incentives for innovation, interdisciplinarity, and partnerships with industry) and the dangers of educational fragmentation in the absence of adequate accountability mechanisms. The purpose of this paper is not to prove the superiority of one model, but to describe the transitional forms between these extremes and demonstrate how they manifest themselves in the organization and content of physical education at universities. A conventional coordinate plane is proposed for systematization: the horizontal axis represents the range of forms and means used (from a narrow set to a broad “smorgasbord” of physical activities), and the vertical axis represents the substantive direction of the process (the poles being “sportization” and “physical education”). Four conventional zones are identified at the intersection of these axes. One zone, “physical education – ecosystem”, is characterized by a wide selection of practices, a modular course structure, interdisciplinary integration, and a focus on developing general motor competence, health, and applied skills. Other zones reflect a combination of a narrow or broad offering and a sports or physical education focus, including educational and training formats. The results serve as the basis for developing balanced regulatory approaches and adaptive accreditation mechanisms that preserve public quality standards while providing universities with space for differentiation and innovation.