Pre-service Physical Education Research Articles

The effect of blended learning on 21st-Century skills and academic success in education of physical education teachers: A mixed method research

The aim of this study is to examine the effects of the teaching intervention with blended learning model on the 21st century skills, academic achievement levels and permanent learning of pre-service physical education teachers. For this purpose, the nested design was preferred among the mixed method research designs, case study approach was chosen for the qualitative dimension of the research, and quasi-experimental design method was preferred for the quantitative dimension. As regards the experimental intervention process, the experiment lasted for 12 weeks with the voluntary participation of 85 pre-service teachers who formed the control and comparison groups. As a result of the research, it is seen that blended learning affects the academic success and permanent learning levels of pre-service physical education teachers whereas it has no effect on the 21st century skills. Quantitative and qualitative findings are consistent with each other.

I-WARM: Development of a Board Examination Reviewer Web Application for Filipino Pre-Service Physical Educators Utilizing the Unified Spaced Repetition and Hypercorrection Techniques

One of the major parameters by which college graduates' productivity is gauged is their board examination performance. Relevantly, the development and utilization of sophisticated tools and technology to facilitate reviews are encouraged and worthy of such exploration. The study aimed to develop an integrated web application reviewer for MAPEH (music, arts, physical education, and health) (i-WARM) with the use of unified spaced repetition and hypercorrection techniques. This descriptive research and development (R & D) design was used and employed a nine-step process in which functions were built for effective learning and retention of concepts. The evaluation was conducted by 106 graduating Bachelor of Physical Education students from a teacher education institution in Central Luzon, Philippines. Results revealed that the i-WARM is easy to use and easy to learn as it was viewed as clear and understandable, accessible, and has a flexible feature and interface. Pre-service physical educators perceived that the services provided by the web application are useful for their review as it was rated functional and informative. Frequent problems such as crashes and downtimes were not observed by the user during their exposure to the web application. The i-WARM could be explored as a potential aid in assisting learners to acquire concepts easily through an interactive interface. This may likewise assist teachers and students in establishing retention of significant concepts for future licensure examinations.

Developing Adaptive Planning Skills by Preservice Physical Education Teachers

Purpose: This study examined how physical education preservice teachers (PSTs) developed adaptive skills in the planning of the lessons in the 5 weeks of an introductory physical education method course using the practice-based teacher education framework. Method: Twenty-two PSTs edited three lesson plans over the 5 weeks. A total of 150 lesson plans were analyzed using descriptive statistics to explore (a) the total number of adaptations, (b) the total number of adaptations made to core practices, and (c) the types of adaptations. Findings: The PSTs made a wide-ranged number of adaptations from lesson plan one to three (one [median = 38.50, range 6–101]; two [median = 49.00, range 14–184]; three [median = 38.00, range 18–97]). They made adaptations most frequently in providing clear instruction and type two adaptations (refine). Conclusions: The results support the use of pedagogical approaches within the practice-based teacher education framework effective in developing PSTs’ adaptive competence in lesson plans.

Developing adaptive teaching competence in preservice physical education teachers

This study examined how preservice teachers (PSTs) develop adaptive competence in teaching peers in an introductory physical education pedagogy course underpinned by a pedagogical cycle designed to promote adaptive teaching competence. Two guiding research questions were: (a) what was the total number of adaptations that PSTs made in their peer teaching? and (b) what were the total numbers of missed content (MC) that PSTs had in their peer teaching? We used a descriptive-analytic study to evaluate teaching data from 22 PSTs. The course included different pedagogical strategies (e.g. discussing teaching scenarios, repeated teaching, and reflecting on teaching) to develop adaptive competence. A total of 85 teaching videos were analyzed using three coding variables (adaptations added, adaptation corrections, and MC) by comparing them with the PSTs’ lesson plans. The descriptive analyses showed that all PSTs were able to make substantive and consistent teaching adaptations across the five-week period. The amount of MC decreased across the five weeks. This study demonstrated that the pedagogical cycle designed to promote adaptive teaching competence was effective in helping PSTs make adaptations to their teaching. Simply providing PSTs opportunities to teach or teach repetitively is not sufficient to develop adaptive competence. Intentional integration of the pedagogical strategies is essential to equipping PSTs with effective teaching skills and knowledge, and helping them connect theory and practice with ongoing feedback and reflection.

The role of pre-service physical education teachers in physical education – A bibliometric and systematic review

Pre-service physical education teachers (PSPTs) have long been an important area of specific development in physical education and have become a significant force in the field of physical education and research over the past two decades. However, exploratory research on pre-service teachers remains relatively scarce, and lack a comprehensive scientific exploration of the scope of their role. Therefore, this study provides a comprehensive overview of pre-service physical education teacher education (PETE) from both a broad and specific perspective. Specifically, it includes the current state of PETE, the most influential authors, countries, journals, and literature, as well as specific research topics and future directions within PETE. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, a total of 340 articles were included, with 84 of them being empirical studies. The findings reveal that teacher training, diversity, equity, and inclusion in education, educational attitudes and beliefs, educational quality, educational methods and technology, career motivation, teaching models and strategies, and teacher assessment and reflection are major research themes. Visual analysis of the application of pre-service physical education teacher research highlights teacher training, diversity, equity, and inclusion in education, as well as instructional technology, as key areas of future focus. These insights contribute to the reasonable application of bibliometrics in the field of pre-service physical education teacher research.

Extrapolating Pre-service Physical Educators’ Motives and Barriers to Exercise as Basis for the Development of a Physical Activity Plan

The need to examine whether existing constructs in motives and barriers are still relevant in contemporary times is both a challenge and a trend in research concerning school physical activity. Ergo, this study sought to extrapolate Filipino pre-service physical educators' present-day motives and barriers to exercise, with a valid physical activity plan as the end in mind. A free-listing methodology was utilized to document the motives and barriers of the participants (N = 269) coded using the subscales of the Exercise Motivation Inventory (EMI-2) and Barriers to Physical Activity Scale, respectively. Motives and barriers not covered within the scales were initially coded as ‘other barriers’ and were subsequently coded in the light of existing literature. The subscales from the EMI-2 for coding the motives to exercise the PSPEs are still apparent in contemporary times which is led by ‘positive health’ and ‘appearance.’ Meanwhile, ‘lack of time’, ‘feeling too tired’, and ‘having an injury and/or disease’ are the three leading barriers for the respondents to exercise. Other motives and barriers were likewise reported in the study. A proposed physical activity plan was developed considering the results of the study, and inputs from the faculty implementers, and was validated by three expert physical educators using face validation. It is recommended that psychological and behavioral constructs such as motives and barriers be integrated into the planning, developing, implementing, and evaluating physical activity plans to foster healthy and active would-be physical educators.

Applying the concept of ‘PE-for-sport-literacy’: exploring pre-service teacher identities with a new way of teaching sport

ABSTRACT We explored how a physical education teacher education (PETE) programme at an Australian university influenced physical education pre-service teacher (PEPST) sport teaching identities. Our methodology utilised Elias’s [2012a [1970, 1978]. What is sociology? Collected works (Vol. 5). University College Dublin Press] personal pronouns as a figurational model which shows how social group (‘we’) identity relates to outsiders (‘they’) as well as individual members (‘I’) within communities. We also drew upon the concepts of figuration [Elias, N. (2012b [1939]). On the process of civilisation, collected works (Vol. 3). University College Dublin Press], habitus [Elias, N. (2010 [1987]). The society of individuals, collected works (Vol. 10). University College Dublin Press] and established and outsider theory [Elias, N., & Scotson, J. L. (2008 [1965]). The established and the outsiders. Collected works (Vol. 4). University College Dublin Press]. By examining if and how the ‘I’ pronoun was used in a written assessment task, we sought to ascertain the extent PEPSTs might apply the concept of ‘PE-for-sport-literacy’ (PE4SL) in their future careers. Just over half the participants wrote ‘I’ statements about how they would enact sport teaching in convincing and believable ways, the remaining PEPSTs provided descriptive narratives, suggesting a limited engagement with PE4SL, using writing styles more akin to academic writing, with little or no use of the ‘I’ pronoun. Our findings are important because, there have been limited studies about the process of teacher identity formation in teacher education [Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189] and fewer studies about the construction of PEPST identity [Liu, J., & Keating, X. D. (2022). Development of the Pre-service Physical Education Teachers’ Teacher Identity Scale. European Physical Education Review, 28(1), 186–204] and PE teacher identity [Virta, J., Hökkä, P., Eteläpelto, A., & Rasku-Puttonen, H. (2019). Professional identity among student teachers of physical education: The role of physicality. European Journal of Teacher Education, 42(2), 192–210]. Our findings then, add to the finite stock of knowledge concerning PEPST teacher identity development, by drawing attention to the varied ways our participants engaged with PE4SL. This study reinforces previous research that highlighted that as teacher educators, the knowledge we teach does not automatically translate into beginning teacher practices [Brown, D. (2005). An economy of gendered practices? Learning to teach physical education from the perspective of Pierre Bourdieu's embodied sociology. Sport, Education and Society, 10(1), 3–23; Fernández-Balboa, J.-M. (2009). Bio-pedagogical self-reflection in PETE: Reawakening the ethical conscience and purpose in pedagogy and research. Sport, Education and Society, 14(2), 147–163].

Pre-Service Physical Education Teachers’ Perceptions of Anticipated Challenges and Needs during Teacher Education Programs

Given that teacher dropout is an issue for beginning teachers, it is important to be proactive in order to retain teachers within the profession. Physical Education pre-service teachers’ education programs represent a crucial part of their professional development in preparing them to face the challenges that often explain retirement, especially students’ motivation. Authors recognize the importance of considering pre-service teachers’ needs during teacher education programs and their concerns about the challenges to be faced once they start teaching (Richards et al., 2013). Using a qualitative approach, this study aims to: (1) identify pre-service Physical Education teachers’ perceptions of anticipated challenges in general, (2) identify the specific challenges they anticipate aboutsupporting students’ motivation and (3) describe how they can be prepared to support students’ motivation. Participants consisted of 18 pre-service Physical Education teachers (Mage = 25; SD = 3.61 years) from French-language universities in Quebec (Canada). Four focus groups were conducted, and data were analyzed consistent with the four steps suggested by Boutin (2007). Results indicate that the main challenges anticipated by pre-service Physical Education teachers are classroom management and students’ lack of motivation. In terms of supporting students’ motivation, five specific challenges were highlighted: (1) student heterogeneity, (2) proposal of learning activities to support motivation, (3) student engagement, (4) management of disengaged students, and (5) gender differences. As for their needs during teacher education program, participants wished to learn how to plan motivational strategies, be given more opportunities to practice, and discuss how to implement these strategies. Recommendations for teachereducation programs are discussed in the conclusion.

Cooperating Teachers’ Perceptions and Contributions to Preservice Teachers’ Professional Identities

Research on teachers’ socialisation years after they begin teaching in schools has not been extensively undertaken, and there are significant long-term consequences for how these experiences in organisational socialisation influence the quality of physical education programs. The purpose of this study was to determine how cooperating teachers perceive their role in the development of preservice physical education teachers’ professional identities. We used a qualitative methodology, gathering data through semi-structured interviews. Seven cooperating physical education teachers (five female and two male) with between 22 and 40 years of service were interviewed. The data were analysed through thematic content analysis using a constant comparative modality. The interview questions were categorised into three themes: reasons for being a cooperating teacher, the role of the cooperating teacher, and the professional identity of the cooperating teacher. The findings suggest various interpretations of the cooperating teacher’s role and ways of working. The most important skills to have in order to be a cooperating teacher appear to be related to how they were socialised and how they continue to experience the socialisation process during organisational socialisation, as well as the career phase in which they currently find themselves.

The role of grit in inclusive education: a study of motivation and achievement among preservice physical education teachers.

Grit, a combination of enduring effort and persistent interest, is key to long-term goals. The training of preservice physical education (PE) teachers is vital for child development, emphasizing the need to assess their resilience and commitment. However, research is limited regarding how grit influences motivation and achievement goals in PE. The purpose of this study was to explore how the grit dimensions of preservice PE teachers impact their motivation and achievement goals, which may subsequently shape their future career intentions of becoming PE teachers. A total of 279 preservice physical education (PE) teachers (69.5% males; 26.9% PE graduate program) from five South Korean universities participated in the study. They completed validated questionnaires measuring grit, motivation, achievement goal orientations, and career intentions. Descriptive statistics, correlation analysis, and structural equation modeling (SEM) were used to examine variable relationships and test the hypothesis model. Correlation analysis indicated a spectrum of relationships between facets of grit (perseverance of effort and consistency of interests), motivational parameters, and career intention, with both positive and negative correlations ranging from weak to moderate (r ranging from 0.119 to 0.425, p < 0.05-0.01). SEM confirmed the model's goodness-of-fit (χ2/df = 1.928, RMSEA = 0.058, IFI = 0.92, TLI = 0.91, CFI = 0.92). Path analysis showed that both perseverance of effort and consistency of interests significantly influenced motivational mechanisms (β ranging from -0.34 to 0.57, p < 0.05-0.01), both directly and indirectly, which then notably impacted career intentions (β = 0.10, p < 0.05). Notably, both grit dimensions significantly impacted mastery approach goals (β ranging from 0.49 to 0.56, p < 0.01). Mastery approach goals, in turn, had a substantial impact on intrinsic motivation (β = 0.27, p < 0.01), which subsequently significantly influenced career intentions (β = 0.32, p < 0.01). The study illuminated the complex relationships between grit dimensions, motivation, achievement goals, and career intentions of future PE teachers. SEM validation confirmed grit's direct and indirect influence on goal orientations and motivation, underscoring the importance of incorporating grit-building strategies alongside mastery approach goals in preservice PE programs to enhance resilience, dedication, and long-term career commitment.

CSPAP Implementation During Student Teaching: Lessons Learned From the Field

In the United States, less than half of adolescents meet national recommendations for daily physical activity (PA). Schools are an integral intervention point for achievement of national PA youth guidelines. To help schools achieve PA guidelines, multicomponent Comprehensive School Physical Activity Programs (CSPAP) were developed. Each CSPAP component works synergistically to help students achieve 60 min of PA per school day. Physical educators are expected to implement CSPAP components in their schools, but little is known about the preservice physical education teacher (PPET) perception of CSPAP training experiences in teacher education. The purpose of this research study was to understand PPET perceptions of implementing a component of CSPAP at the elementary and secondary level during a student teaching course. Undergraduate (n = 5) and graduate (n = 4) physical education majors enrolled in a semester of student teaching were recruited. Data collection encompassed individual semistructured interviews at three distinct phases (N = 25): (a) pre–student teaching, (b) between student teaching school placements, and (c) post–student teaching. Data coding first revealed codes, then categories, and eventually four themes emerged, each with its own subthemes: (a) preparedness, (b) perceived challenges, (c) implementation, and (d) moving forward. Findings indicate PPETs developed confidence, achieved personal growth and self-actualization, perceived career benefit, and gained a desire for implementing CSPAP in the future. Additionally, implementing CSPAP components during student teaching can increase confidence and desire to implement CSPAP in the future. Further research needs to explore if CSPAP experiences during preservice training influence in-service teachers’ CSPAP involvement.

Credit Hour Analysis of Adapted Physical Education Courses in Higher Education

Adapted physical education (APE) is a critical piece to the physical education puzzle. However, this topic is often overlooked from a preparation standpoint in physical education teacher education (PETE). The purpose of this study was to analyze the number of APE credit hours offered in undergraduate PETE programs across the United States. The 2018 Carnegie Classifications were used to help differentiate between types of institutions. Ranging degrees of institutional classification may be a contributing factor to the number and type of credit hours offered. Data analysis indicated that majority of PETE programs in the United States only offer one APE course in the PETE curriculum. Findings from this study are critical to understanding the preparation of preservice physical education teachers (PPETs) in PETE. Findings may also contribute to a conversation on credit hour allocation and whether PPETs are being sufficiently prepared to teach in an inclusive and adapted environment.

“PE Is More Than Playing Kick Ball the Entire Hour”: Using Standards-Based Grading to Elevate Physical Education’s Status Among Preservice Physical Educators

Purpose: This study sought to examine how preservice physical educators conceptualize and intend to use standards-based grading (SBG) after receiving a 1-hr workshop on implementing SBG into a physical education (PE) setting. Methods: Using a qualitative descriptive approach, the researchers utilized class reflection assignments, a perceptions survey, and interviews with 10 undergraduate physical educators at a Midwestern university. Findings: The SBG workshop positively influenced participants’ views of the importance of PE, enhanced their attitudes toward organized and meaningful instructional planning, and shaped participants’ perceived norms and level of control when implementing SBG in their future classrooms. Discussion/Conclusion: SBG provides a means for preservice physical educators to validate their field and area of study and to visualize the interconnectedness of teaching, learning, and assessment within PE.

The Impact of Mentoring Youth Placed At-Risk on the Socialization of Preservice Physical Educators

Purpose: Grounded in occupational socialization theory, the purpose of this study was to investigate the influence of mentoring underserved youth on the socialization of preservice teachers within a community-engaged after-school program. Methods: Data consisted of semistructured interviews, critical incident accounts, and field notes. All interviews were audio-recorded and transcribed. Data were analyzed inductively using elements of grounded theory and constant comparison. Findings: Four themes were developed. First, each participant entered teacher training to provide positive experiences for students. Second, the practical experience supported preservice teachers in feeling more comfortable in their roles as educators. Third, preservice teachers developed personal relationships with the students in the after-school program. Fourth, preservice teachers internalized the obligation to model healthy social–emotional behaviors. Conclusions: Findings indicate the benefits of mentoring in a community-engaged learning project. Interacting with a diverse population of students can positively impact teacher socialization and feelings toward students and teaching.

How Movement Habits Become Relevant in Novel Learning Situations

Purpose: To (a) present a theoretical framework that describes how learners’ movement habits become relevant in the development of movement capability and (b) present data that illustrate how this process occurs in practice. Method: An investigation with preservice physical education teachers was conducted in two phases. The first phase involved examining participants’ movement habits, and the second phase involved examining the participants’ development of novel capabilities in the context of unicycling. Results: Empirical materials from two participants are presented as case studies. The cases demonstrate how different sets of movement habits interact with novel tasks, making the demand for creative action more or less likely. The cases also demonstrate how subjective and physical elements are interwoven. Finally, the cases provide insights into potentially productive habits for movement learning. Discussion/Conclusion: The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.

Working with trauma-affected young people in secondary schools: Exploring ‘self-care’ with pre-service physical education teachers

Working with trauma-affected youth in physical education (PE) can be a challenging and, at times, stressful and emotionally demanding process. Whilst little is known about how student trauma affects in-service teachers, even less is known about how it might impact pre-service PE teachers. The aims of this paper are therefore to (1) explore pre-service PE teachers’ experiences of working with students affected by trauma, and (2) consider the potential implications of this for their well-being. Through an online professional learning programme, we worked with three distinct groups of pre-service PE teachers ( n = 22). The workshops generated data through individual activities and group tasks that allowed participants to reflect on their experiences. Findings revealed that pre-service teachers had several encounters during their school-based placements with young people who may have experienced trauma. These experiences were felt by the pre-service PE teachers – both emotionally and physically. Pre-service PE teachers were encouraged to develop self-care strategies; however, our participants indicated that this was not always easy to do. That said, pre-service PE teachers were able to describe some of the strategies they engaged with to take care of themselves and safeguard their own well-being. Many of these strategies were relational and involved spending time with others – such as school colleagues (teachers and/or mentors) – who were available to offer both practical and emotional guidance and support. Thus, our findings reinforce the importance of pre-service teachers learning about self-care and emotional regulation as part of initial teacher education courses.

What keeps them off the playing field: a textual analysis of Chinese female pre-service kindergarten teachers’ adolescent sports life history

ABSTRACT While studies have explored the physical literacy of Chinese kindergarten teachers and its impact on young children’s health, to date, none has provided a comprehensive analysis of Chinese kindergarten teachers’ self-perceptions in relation to sport. This study explored the environmental stressors associated with participating in sport during the teenage years of 148 Chinese female pre-service kindergarten teachers majoring in early childhood education at a Chinese university through the analysis of their individual sports life history texts. The researchers found that there were multiple simultaneous pressures regarding girls’ sport participation in China. First, there is the pain of student sports participation caused by the pull of multiple forces, and the inconsistency between government, school, family, and student demands for sports, which makes both sports and students a passive presence. Second, there is gender discrimination against women in the sports arena, which adds another burden for girls. Third, physical education teachers seem to have been unable to solve the physical and mental discomforts caused by perceptions of girls’ limited ability, accidental injuries, anxiety and shyness in the sports process. The study revealed the profound impact of body culture and gender culture in Confucianism on adolescent girls’ sports during puberty. The findings contribute to understanding and improving the pre-service physical education practices of female kindergarten teachers and female physical education practices during adolescence, as well as, in the long run, improving the quality of kindergarten children’s physical activity in a context where females are the dominant occupational group.

예비체육교사들의 표현활동 마이크로티칭(Micro-teaching) 경험과 탐색

Objectives Microteaching is actively used to experience practical instructional design and instructional demon-stration along with knowledge of theory in the course of pre-service teachers. The purpose of this study is to find out how pre-service physical education teachers prepare for microteaching in the area of expression, experience and explore actual microteaching.&#x0D; Methods Participants were pre-service physical education teachers (n=4) to analyze microteaching cases in the field of expression, and open questionnaires and in-depth interviews before, during, and after microteaching were conducted to collect data, and the collected data went through an inductive category analysis process.&#x0D; Results The results of this study showed that (1) various difficulties in preparing microteaching, but experienced objective and critical classes through the class design and preparation process. (2) Pre-service teachers have a “positive aspect” of identifying the strengths and weaknesses of the class through real-time feedback and a “negative aspect” of the burden of not proceeding properly and being evaluated. (3) They had time for self-re-flection and experienced various teaching and learning methods through peer feedback and self-class analysis.&#x0D; Conclusions Pre-service teacher's micro-teaching experience recognized the basic knowledge of the curriculum and the importance of teaching, overcame the teaching professionalism problem in the relatively with out field of physical education, and experienced it educationally.

Examination of Pre-Service Physical Education Teachers' Beliefs on Physical Education Profession

This research examines pre-service physical education teachers' (PPETs’) beliefs on the physical education profession (BPEP). A convergent mixed-method research design was administered. The descriptive information form, PPET-BPEP, and open-ended questions were used to collect the data. 218 PPETs’ studying in PETE program and pedagogical formation certificate program participated in this research. Non-parametric tests were used for quantitative data, and content analysis was used for qualitative data. While gender did not differ significantly between the programs, there was a significant difference in the "value of PE profession" sub-domain. There is a substantial difference between those whose first career choice is PE teacher and those who don't, and those who want to become a PE teacher after graduation and those who don't. Those whose first career choice is PE teaching tend to this profession for reasons such as having an athlete identity, dream job, role model effect, and a desire to make children love and teach sports. Those who want to be a PE teacher after graduation stated the following reasons for their preference: want to endear sports to children, love and want to take care of children, dream job, want to explain the importance of the profession, want to be involved in sports and some features of the work. In conclusion, it is recommended that more research should be done on PPETs’ beliefs on the PE profession.

Descriptive Study of the Value Orientation of Pre-Service Physical Education Teachers in Henan Province, China

Objectives The purpose of this study was to investigate the characteristics of value orientation by gender and academic year in pre-service physical education teachers in Henan Province, China.&#x0D; Methods The subjects consisted of 307 students from the physical education departments of three universities located in Henan Province, China. The measurement tool was the VOI-Ⅱ Chinese version (Value Orientation Inventory-Ⅱ, Chen, 1997) reviewed by an expert group, and data were collected online through e-mail to pre-service physical education teachers in Henan Province, China.&#x0D; Results The results showed that first, there were 140 (45.61%) of pre-service physical education teachers with one high-priority value orientation, 20 (6.52%) of pre-service physical education teachers had two high-priority value orientations. Second, as a results of chi-square test by gender, there was a statistically significant difference in terms of their value orientation toward social responsibility (X2=3.903, p&lt;0.05), but no statistically significant differences in the remaining four value orientation (SA-x2=0.894, LP-x2=3.666, EI-x2=1.330, DM-x2=0.009, p&gt;0.05). Third, as a result of chi-square test by grade, there was no statistically significant difference for between 1st grade and 4th grade pre-service physical education teachers in five value orientation (DM-x2=0.012, LP-x²=0.650, SA-x²=0.045, SR-x²=2.006, EI-x²=1.071, p&gt;0.05).&#x0D; Conclusions The results of this study are expected to enhance understanding of pre-service physical education teachers for the development of physical education in China in the future. Additionally, it is anticipated that the study will provide theoretical evidence to support the reform and development of Physical Education Teacher Education (PETE) programs in the future.