Factors Influencing the Formation of Health Communication Competence among Chinese Physical Education Teachers: A Structural Equation Modeling (SEM) Approach

Abstract

Background As a crucial intervention for preventing chronic diseases and promoting physical health, sports and health communication via social media has gained increasing awareness in China due to the escalating public health and medical expenditures caused by the lack of physical activity. Chinese physical education teachers, as the main agents of health education in schools, play a vital role in the dissemination of health information and the promotion of social health. However, there is limited research on their health communication competence. Therefore, this study aims to explore the influencing factors of the health communication competence of physical education teachers, providing a basis for the development of health communication among physical education teachers and the promotion of social health communication. (2) Methods: This research integrated the Social Ecological Theory, combined with factors identified from interviews that influence the formation of physical education teachers' health communication competence. From the macro (social factors), meso (school factors), and micro (individual factors) levels, research hypotheses were formulated. Secondly, it conducted a questionnaire survey of 210 physical education teachers in primary and secondary schools in China and conducted exploratory factor analysis and descriptive statistical analysis of the data. Finally, it verified the hypothesis through Structural Equation Model(SEM) to explore the influencing factors of the formation of physical education teachers' Health communication competence. (3) Results: The formation of health communication competence among physical education teachers is influenced by multiple factors, including social factors, school factors, and individual factors, comprising a total of 13 sub-factors. The total effect value of social factors ranked at 0.396, followed by school factors with a total effect value of 0.379, and individual factor ranked third with a total effect value of 0.210. Among the total 13 sub-factors, relevant training implementation (composite index 0.377), the availability of related facilities and infrastructure (composite index 0.377) and policy support (composite index 0.341), degree of social recognition (composite index 0.337) and completeness of the educational system support (composite index 0.321) were the top five sub-factors. The level of health communication practice competence is the highest, language expression ability occupies the first place, with a path coefficient of 0.82, then the perception ability of the target audience with a path coefficient of 0.79, and the organizational design ability with a path coefficient of 0.78. (4) Conclusion: This study could help physical education teachers identify the factors that affect the formation of their health communication competence, to mitigate these factors and improve their deficiencies in health communication competence. When formulating public health-related policies, the government and relevant stakeholders should clarify the specific roles and provide policy support for physical education teachers’ engagement in health communication.