Chinese Physical Education Teachers Research Articles

Validation of the short grit scale (Grit-S) in Chinese physical education teachers

The Short Grit Scale (Grit-S) is a popular instrument used to assess trait-level perseverance and passion for long-term goals in students and/or professional populations. This study examined the psychometric properties and construct validity of the Grit-S in a survey sample of Chinese physical education teachers (N = 256, 26.6% females, Mage = 33.96 years, SDage = 6.04 years). Confirmatory factor analysis indicated that the Grit-S scores supported the proposed two-factor model, comprising consistency of interest and perseverance of effort as subscales. Moreover, as expected, the Grit-S subscale scores showed acceptable internal consistency as well as satisfactory convergent and criterion validity, correlating with scores of external criteria variables (e.g., Big Five personality traits, self-control, and work burnout). These findings suggest that the Grit-S is an effective instrument for assessing grit in Chinese physical education teachers.

Cross-validation and modifications of the perceived mattering questionnaire-Physical education in Chinese inservice physical education teachers.

This study aimed to provide evidence of validity and reliability for the Perceived Mattering Questionnaire-Physical Education (PMQ-PE) developed by Richards et al. (2017) for the Chinese physical education (PE) teachers. The PMQ-PE consisted of two factors (i.e., PE matters and PE teacher matters) with four items in each, measuring four dimensions (attention, importance, dependence, and ego-extension). PMQ-PE in Chinese (PMQ-PEC) was validated among 1,278 elementary and secondary school PE teachers in China, of whom 59.0% were secondary PE teachers and 70.2% were males. Confirmatory factor analysis (CFA) with the entire sample found a poor model fit. Then exploratory factor analysis (EFA) using half of the sample indicated there was only one factor in PMQ-PEC. CFA of the other half of the sample suggested a one-factor model with the elimination of three unfitted items showed a better fitness to the data. Cronbach's alpha value was also acceptable. The final version of PMQ-PEC included five items with one factor that demonstrated acceptable validity and reliability and was deemed acceptable among Chinese PE teachers after the above modifications were made.

International Experience and Inspiration of Online Physical Education in America Under the Crisis of Public Health Emergencies

In recent decades, the frequent occurrence of public health crises has brought great challenges to teaching school physical education (PE). This study aims to improve the quality of PE online courses in China and provide effective support for PE teachers to carry out online teaching by learning from the experiences of how to effectively conduct online physical education in America when schools are closed. This study reviewed the relevant policy documents and literature of online physical education courses in America, including theoretical and practical studies. Furthermore, available data stemming from semi-structured interviews and focus groups with eleven PE teachers were presented. Teachers discussed the difficulties faced by Chinese PE teachers in online physical education. Strategies to promote online physical education in the United States include: macro-level: establishing a comprehensive theoretical and practical database for teachers; medium-level: providing online HPE course teaching cases and guidance; and micro-level: Providing a teaching resource package that can be used directly by teachers. Features of the American approach to promote online physical education include: providing systematic online physical education curriculum theory and practical foundation; providing continuous resources and technical support; and establishing an extensive cooperation network; Providing specific guidance for PE teachers. The focus of this research was to provide solutions to the problems encountered by Chinese PE teachers in teaching online physical education. However, there were two limitations. First, we provided a limited literature review on online physical education in the United States. The second limitation is that this study did not fully show the difficulties faced by PE teachers in carrying out online physical education in China, which needs a further investigation. PE teachers pointed out that they received little support for teaching online physical education courses, neither in theory nor in practices. In the future, it is suggested that China need to establish a systematic online physical education guidance system. In the process of online physical education, we should pay more attention to the cultivation of students' health literacy, accelerate the transformation of physical education concept of physical and mental health in China, and strengthen the ability of PE teachers to design the online teaching content.

A Comparative Study of the Views on Abilities and Teaching Instructions between Japanese and Chinese Physical Education Teachers

School teachers are directly involved in the students’ learning progress and carry out educational activities, so it is important to know their thoughts about teaching. This paper will comprehensively compare the the views on abilities and teaching instructions between Japanese and Chinese physical education teachers and find their differences and characteristics through the questionnaire surveys.

Action research exploring Chinese physical education teachers’ value of physical education: from belief to culture

AbstractThis action research explored how Chinese physical education teachers orient their values of physical education in the secondary and primary schools in which they teach. The purpose of the research was to allow participants to master the current progress in the development of physical education in Hong Kong, to provide a platform for participants to share and learn from one anothera platform for participants to shareess in the development of good practices through an evidence-based approach. The research team was composed of frontline physical educators from various settings, i.e. primary school, secondary school, teacher education institution and community adult education in physical education. Cheng, who taught at a primary school, and Shek, from a secondary school, participated as teacher-researchers in the study. There were two cycles of intervention with each cycle consisting of planning, acting, developing and reflecting. Through the process, the two teacher-researchers were able to realize ...

Teaching perspectives of pre-service physical education teachers: the Shanghai experience

Background: In the physical education (PE) domain, teachers are given the freedom to make important educational decisions. Because of the common assumption that the decisions teachers make are based on a set of educational perspectives, a considerable number of studies have addressed the importance of studying the thinking and beliefs of PE teachers on teaching. However, it is revealed that only a limited amount of works on the perspective or teaching beliefs of pre-service PE teachers has been conducted.Chinese context: In 2002, comprehensive PE curriculum reform was conducted in China. The reform focused on the evolution of PE from sport skill-related objectives to fitness, health, cognitive, and affective outcomes. Many local Chinese studies suggest that the teaching perspectives of PE teachers should be aligned with these new objectives to implement the new PE curriculum effectively. However, evidence-based studies on the teaching perspectives of Chinese PE teachers are lacking.Purpose: This study focuses on PE teacher education (PETE) students in Shanghai, China and has the following aims: (i) to examine the teaching perspectives of PETE students, (ii) to explore the differences in teaching perspectives based on demographic differences (i.e. gender, year in school, participation in a teaching practicum), and (iii) to examine the correlations among five teaching perspectives of PETE students.Method: A survey-based study design was employed. The participants were 349 PETE students (185 males, 164 females) from two universities in Shanghai China. The Teaching Perspective Inventory was adopted to assess five teaching perspectives of PETE students. Surveys were distributed by PE faculty in each of their classes in the two universities. Descriptive statistics were used to describe five teaching perspectives and teaching beliefs of PETE students (what they believe about instructing or teaching), intentions (what they try to accomplish), and their action (what they do within their classrooms). Multivariate analysis of variance (MANOVA) was performed to examine the main effects of PETE student demographics on their teaching perspectives. A bivariate correlational procedure was used to test the relationships among five teaching perspectives.Findings: PETE students clearly exhibited a common pattern of a single dominant teaching perspective. They highlighted the importance of the subject matter, but focused less on changes in society and learner's thinking. These findings are incongruent with recent trends and innovation in the Chinese PE curriculum. Furthermore, the findings indicate significant differences in some perspectives by gender and years in school. However, no significant effects on field-based practicum experience were observed. Finally, significant positive correlations were observed among most of the five teaching perspectives, which indicate that a comprehensive consideration of the five perspectives in the teacher education program is necessary.

‘I think it's a good idea, I just don't know how to do it’: The struggle for PE reform in China

Among the many changes occurring across Chinese society in the early phase of Y2K is the construction and implementation of a new physical education (PE) curriculum. Not unlike recent changes in Australia, New Zealand and the UK, this process has seen a heightening of the emphasis on health. Presented within a wider framework for making the school curriculum more relevant, PE is more closely aligned with China's emerging population health concerns around lifestyle practices of its youth. Foremost here are burgeoning social anxieties about decreased levels of physical activity, poor dietary practices, risk-taking tendencies, and a general shift in focus from ideology to skills. This paper reports on a study undertaken to explore the perceptions of Chinese PE teachers and their engagement with the new PE & Health curriculum. The data reveals a number of structural, personal and cultural factors that work against PE teachers taking up the opportunities presented in the new curriculum. Prominent here are; low professional status, lack of resources, lack of training and the grip of deeply rooted cultural values.