Active Living Education: Leveling the Playing Field for Black or African American Students

Imagbe, Stacy; Wang, Baofu; Liu, Yang; Androzzi, Jared; Gu, Xiangli; Chen, Senlin

doi:10.1123/jtpe.2020-0314

Cited by 1 publication

(1 citation statement)

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“…Although the competences of physical education teachers exhibit social and cultural variations, it is important to acknowledge that significant cultural differences exist among different religions in China ( 63 ). However, a notable aspect to acknowledge is the study’s sample size, which, although suitable for exploratory research, may not be sufficiently large to comprehensively represent all regions.…”

Section: Discussionmentioning

confidence: 99%

Developing the theoretical model of Chinese physical education teachers’ health communication competence: based on grounded theory

Chen,

Xu,

et al. 2023

Front. Public Health

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BackgroundPhysical education teachers’ health communication competence is a key factor in health promotion. Although health communication is a multidisciplinary field, medical practitioners are the primary focus of health communication research, whereas physical education teachers are marginalized. Therefore, this study proposes a theoretical model of health communication competence for physical education teachers.MethodsThis qualitative research utilized interviews as the primary data collection method. Purposeful sampling was employed to select participants, including university teachers, primary and secondary school teachers, and health education professionals from diverse regions of China. A total of 31 participants were interviewed through two focus groups (N = 15) and individual semi-structured interviews (N = 16). Grounded theory was used to analyze and code the collected interview materials.ResultsThe health communication competence of physical education teachers consisted of three main categories, 10 subcategories, 30 concepts, and 240 statement labels. The three main categories were as follows: (i) foundations of health communication knowledge and skills (this category encompassed three subcategories, namely sport and health knowledge reserve, health beliefs, and health behaviors); (ii) health communication perception competence (this category included two subcategories, namely health risk and crisis perception competence and communication audience perception competence); and (iii) practical competence of health communication (this category consisted of five subcategories, namely language expression competence, organizational and design competence, utilization of new media tools competence, communication content selection and processing competence, and professional skills).ConclusionThe theoretical model of health communication competence in this study provides a foundation for the involvement of physical education teachers in health communication work. It can serve as a reference for the development of both pre-service health education courses and in-service training systems for physical education teachers. Future research can expand the sample size and geographic coverage to further validate the applicability of the findings. Additionally, investigating the factors influencing the formation of the identified competencies is recommended.

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Section: Discussionmentioning

confidence: 99%