ArticleFrontiers in public health2025
Developing a model of quality physical education in the Chinese context: a grounded theory investigation of secondary school physical education teachers' perceptions.
Article in Frontiers in public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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3 citing papers in PubMed.
- Foregrounding motivational climate in university physical education: a mixed-methods latent profile analysis with classroom prescriptions.Frontiers in sports and active living · 2026Article
- Physical Education's Role in Enhancing Fitness Among Children and Adolescents: A Bibliometric Analysis.Journal of multidisciplinary healthcare · 2026Review
- Digital health literacy framework for PE teachers: a grounded theory study.Frontiers in public health · 2026Article
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Abstract
Background: Quality 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. Method: This 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. Results: The 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). Conclusion: This 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.
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