Developing a model of quality physical education in the Chinese context: a grounded theory investigation of secondary school physical education teachers’ perceptions
BackgroundQuality Physical Education (QPE) programs have received increasing attention as a means to address the significant decline in adolescents’ physical health. Since the introduction of the general concept of QPE by the United Nations Educational, Scientific and Cultural Organization in 2015,...
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Frontiers Media S.A.
2025-05-01
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| Series: | Frontiers in Public Health |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpubh.2025.1569222/full |
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| author | Ling Qin Ling Qin Walter King Yan Ho Bing Xu Selina Khoo |
| author_facet | Ling Qin Ling Qin Walter King Yan Ho Bing Xu Selina Khoo |
| author_sort | Ling Qin |
| collection | DOAJ |
| description | BackgroundQuality Physical Education (QPE) programs have received increasing attention as a means to address the significant decline in adolescents’ physical health. Since the introduction of the general concept of QPE by the United Nations Educational, Scientific and Cultural Organization in 2015, there has been limited research on QPE within non-Western areas, particularly in China. This research gap hinders the development of QPE strategies and practices tailored to China’s specific context, which is crucial for improving adolescents’ health. Therefore, this study aimed to develop a model of QPE in China.MethodThis qualitative study adopted a grounded theory approach to examine Chinese physical education (PE) teachers’ perspectives on quality PE. Twenty-two PE teachers from diverse regions were purposively sampled and in-depth interviews were conducted online. Interview transcripts were recorded, transcribed verbatim, and analysed following open, axial, and selective coding.ResultsThe QPE model consisted of five levels, 12 categories, 51 concepts, and 216 statement labels. The five levels are: (1) student level (comprising students’ development, and students’ engagement and experiences in PE), (2) family level (comprising parents’ engagement and attitude toward PE, and home-based sports resources), (3) school level (comprising PE teacher, sports facilities and equipment in the school, PE curriculum, school-based extracurricular PA programs, co-operation family-school-community in PE, and school leadership and school community support for PE), (4) community level (comprising community-based sports resources), and (5) government level (comprising government support for PE).ConclusionThis study broadens global knowledge of QPE, particularly in non-Western countries. It provides practical implications for policymakers and educators in secondary education to design and improve QPE programs. By fostering a sustainable educational framework. These contributions are essential for developing effective strategies that promote PA engagement and well-being among adolescents. |
| format | Article |
| id | doaj-art-d65bf169ed264585a66acc440fee9d7f |
| institution | Kabale University |
| issn | 2296-2565 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Public Health |
| spelling | doaj-art-d65bf169ed264585a66acc440fee9d7f2025-08-20T03:52:07ZengFrontiers Media S.A.Frontiers in Public Health2296-25652025-05-011310.3389/fpubh.2025.15692221569222Developing a model of quality physical education in the Chinese context: a grounded theory investigation of secondary school physical education teachers’ perceptionsLing Qin0Ling Qin1Walter King Yan Ho2Bing Xu3Selina Khoo4Faculty of Physical Education and Health Science, Chongqing Normal University, Chongqing, ChinaFaculty of Sports and Exercise Science, Universiti Malaya, Kuala Lumpur, MalaysiaFaculty of Education, Tokyo Gakugei University, Tokyo, JapanFaculty of Sports and Exercise Science, Universiti Malaya, Kuala Lumpur, MalaysiaFaculty of Sports and Exercise Science, Universiti Malaya, Kuala Lumpur, MalaysiaBackgroundQuality Physical Education (QPE) programs have received increasing attention as a means to address the significant decline in adolescents’ physical health. Since the introduction of the general concept of QPE by the United Nations Educational, Scientific and Cultural Organization in 2015, there has been limited research on QPE within non-Western areas, particularly in China. This research gap hinders the development of QPE strategies and practices tailored to China’s specific context, which is crucial for improving adolescents’ health. Therefore, this study aimed to develop a model of QPE in China.MethodThis qualitative study adopted a grounded theory approach to examine Chinese physical education (PE) teachers’ perspectives on quality PE. Twenty-two PE teachers from diverse regions were purposively sampled and in-depth interviews were conducted online. Interview transcripts were recorded, transcribed verbatim, and analysed following open, axial, and selective coding.ResultsThe QPE model consisted of five levels, 12 categories, 51 concepts, and 216 statement labels. The five levels are: (1) student level (comprising students’ development, and students’ engagement and experiences in PE), (2) family level (comprising parents’ engagement and attitude toward PE, and home-based sports resources), (3) school level (comprising PE teacher, sports facilities and equipment in the school, PE curriculum, school-based extracurricular PA programs, co-operation family-school-community in PE, and school leadership and school community support for PE), (4) community level (comprising community-based sports resources), and (5) government level (comprising government support for PE).ConclusionThis study broadens global knowledge of QPE, particularly in non-Western countries. It provides practical implications for policymakers and educators in secondary education to design and improve QPE programs. By fostering a sustainable educational framework. These contributions are essential for developing effective strategies that promote PA engagement and well-being among adolescents.https://www.frontiersin.org/articles/10.3389/fpubh.2025.1569222/fullquality physical educationsecondary schoolteachergrounded theorymodel developmentChina |
| spellingShingle | Ling Qin Ling Qin Walter King Yan Ho Bing Xu Selina Khoo Developing a model of quality physical education in the Chinese context: a grounded theory investigation of secondary school physical education teachers’ perceptions Frontiers in Public Health quality physical education secondary school teacher grounded theory model development China |
| title | Developing a model of quality physical education in the Chinese context: a grounded theory investigation of secondary school physical education teachers’ perceptions |
| title_full | Developing a model of quality physical education in the Chinese context: a grounded theory investigation of secondary school physical education teachers’ perceptions |
| title_fullStr | Developing a model of quality physical education in the Chinese context: a grounded theory investigation of secondary school physical education teachers’ perceptions |
| title_full_unstemmed | Developing a model of quality physical education in the Chinese context: a grounded theory investigation of secondary school physical education teachers’ perceptions |
| title_short | Developing a model of quality physical education in the Chinese context: a grounded theory investigation of secondary school physical education teachers’ perceptions |
| title_sort | developing a model of quality physical education in the chinese context a grounded theory investigation of secondary school physical education teachers perceptions |
| topic | quality physical education secondary school teacher grounded theory model development China |
| url | https://www.frontiersin.org/articles/10.3389/fpubh.2025.1569222/full |
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