Health education literacy of primary school physical education teachers in China
Weining Yang, Ying Liang, Xue Luo, Tongchao Wang, Fan ZhangObjective:
This study examined the health education literacy of primary school physical education teachers in China.
Design:
Qualitative study using a grounded theory approach.
Setting:
The study was conducted in mainland China within the context of the Healthy China 2030 strategy and the integrated Physical Education and Health curriculum.
Method:
Semi-structured interviews were conducted with 14 primary school physical education teachers, four school administrators and three academic experts from eastern, central and western mainland China. Data were analysed to develop an explanatory model grounded in participants’ accounts.
Results:
The analysis generated a four-dimensional model comprising educational beliefs, knowledge base, health education enactment competence, and professional practice. Educational beliefs provided a value orientation, while knowledge base supplied conceptual resources. Health education enactment competence enabled teachers to translate health aims into instruction, communication and assessment, and professional practice represented the sustained school-based expression of health education literacy. The four dimensions were functionally interdependent, with professional experience could reshaping teachers’ beliefs, knowledge and pedagogical judgement.
Conclusion:
Health education literacy among primary school physical education teachers in China is an integrated professional construct rather than a discrete body of health knowledge or a set of teaching skills. The model provides a context-sensitive basis for teacher education, professional development and future assessment in China.