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Document Type

Abstract

Publication Date

1-14-2026

Abstract

"Physical-Medical Integration" combines sports science and medical disease prevention, supporting the "Healthy China 2030" strategy. Health education, originating from medicine, is vital for promoting youth health knowledge and is key to integrating with school sports. This study examines the challenges and solutions of combining school sports and health education under this integration. The study uses literature review, mathematical analysis, and logical reasoning. Core journal papers from databases like CNKI, Wanfang, and VIP were analyzed using keywords like "Physical-Medical Integration," "Health Education," and "School Sports" (2000-2025). CiteSpace is used for keyword clustering to support challenge diagnosis. The study also compares policy evolution and international experiences to propose solutions for the coupling of school sports and health education. (1) Health Education Analysis: From 2000 to 2025, "mental health" and "social health" co-occurred in only 18.7% of papers, much lower than "physical health" at 61.3%. Policy comparison shows China's focus on disease prevention and sports skills, while the U.S. emphasizes mental health and social adaptability, requiring them to account for at least 40%. (2) Cross-departmental Collaboration: Only 9.5% of 42 policy documents address inter-departmental cooperation, mostly in vague terms. Data sharing between education and health sectors is just 22.4%, leading to "information silos." (3) Pre-service Teacher Training: Medical courses in China's physical education programs are under 5%, while U.S. universities include "sports medicine" and "public health" as required courses (15%-20%). (4) Health Education Evaluation: Keywords like "health literacy" and "behavioral intervention" have increased since 2016, but policy development of evaluation tools and standardized guidelines is still behind. Conclusions: (1) Coupling Challenges: 1. Health education in school sports lacks "localization" and focuses too much on physical health, conflicting with the three-dimensional health model. 2. Poor coordination between education, sports, and health departments hinders interdisciplinary integration. 3. Gaps between physical and medical health education create a shortage of interdisciplinary talent. 4. Health education outcomes are not reflected in school sports evaluations. (2) Strategies: 1. Strengthen "three-dimensional" health education by increasing focus on mental and social health in curricula. 2. Establish a joint health education office for education, sports, and health departments to develop regional standards and policies. 3. Add medical courses related to health education in physical education programs and pilot joint "health education" minors. 4. Develop a multidimensional health education evaluation framework using physical, psychological, and behavioral indicators.

DOI

https://doi.org/10.18122/ijpah.5.1.273.boisestate

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