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Document Type

Abstract

Publication Date

1-14-2026

Abstract

The implementation of the new round of curriculum reform with a focus on core literacy has not only triggered changes in physical education teaching but also had a new impact on the professional development of physical education teachers in China. The long-standing challenge for frontline physical education teachers at primary and secondary schools is how to respond to the relationship between the demands of curriculum reform and daily physical education teaching practices. Practical knowledge of physical education teachers is the educational and teaching cognition formed by physical education teachers through solving specific problems, continuously reflecting on and learning from their experiences in teaching practice, and it possesses strong actionability. Method: Based on the background of physical education curriculum reform in China, this study uses literature review and logical analysis to examine the development prerequisites and value of practical knowledge of physical education teachers and explore the development path of practical knowledge of physical education teachers. The study found that in the physical education curriculum reform in China, there are still limitations in promoting the professional development of physical education teachers, such as "decontextualization," "standardization," and "technological rationalization." There are mismatches, contrasts, and imbalances between practical knowledge and the "advocated theories," "deterministic logic," and "authoritative discourse" in curriculum reform. The paths for physical education teachers in China to develop practical knowledge in physical education teaching include capturing practical knowledge in contexts, narrating practical knowledge of physical education teachers, reflecting on actions to generate practical knowledge, reconstructing practical knowledge through application, and inheriting practical knowledge through interaction. These paths provide new opportunities and space for their professional development. The study found that the development of practical knowledge is an important shift in the professional development of physical education teachers in China. Both physical education researchers and frontline physical education teachers should pay more attention to the practical knowledge of physical education teachers. Future research should further discuss how to coordinate and develop in synergy with teachers' theoretical knowledge, guide the improvement of physical education teaching behaviors, and contribute to promoting the high-quality development of school physical education in China.

DOI

https://doi.org/10.18122/ijpah.5.1.281.boisestate

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