Professional Development Workshop for Physical Education Teachers in Southwest China: Benefiting Tai Chi Students with Pedagogical Content Knowledge

Abstract

Researchers have examined the common and specialized content knowledge (CCK/SCK) of physical education (PE) teachers and compared their pedagogical content knowledge (PCK) with student learning outcomes globally. However, little research has been reported in China on the relationship between PCK and student learning in PE settings. The aims of the study were (i) to investigate the influence of teacher content knowledge (CCK/SCK) on student development stages in PE settings and (ii) to examine the impact of teachers’ PCK on students’ performance in Tai Chi techniques (TCTs) after six days of instruction. Two PE teachers were chosen from two urban, public, mid-sized middle schools located in Chengdu, Sichuan Province, China. This study involved 332 students from six 5th and six 6th grade classes. The study consisted of 185 5th-grade students (98 boys and 87 girls) and 147 6th-grade students (70 boys and 77 girls). We examined how teacher PCK and student TCT changed after a professional development workshop (PDW). Each PE teacher had two classes randomly assigned to the control or experimental condition groups. This study had three phases. Initially, the control condition was introduced; then, a PDW was provided for the teachers; and finally, the experimental condition was implemented. Teaching behaviors were described using mean values, and t-tests based on the highest TCT scores were conducted to examine the effect of teachers’ PCK on students’ TCT learning. Furthermore, PCK effect sizes were calculated using Cohen’s d. Significant relationships existed between teachers’ PCK, CK, and students’ knowledge, with effect sizes ranging from 1.92 to 6.82. Additionally, improvements in teachers’ PCK were associated with improved TCT performance in students (p < 0.05). Increased knowledge and skills can improve teachers’ PCK behavior, resulting in improved student performance in TCTs. These findings may provide evidence for future recommendations regarding knowledge and skill training programs for physical education teachers.

A research synthesis on successful educational practices and student outcomes for physical education in schools

“…Promoting research in Latin American contexts requires more cooperation of this kind. As for research design, most of the articles examined employed qualitative approaches, although mixed approaches and quantitative approaches were also used to a limited extent (He et al, 2023 ; Jiang et al, 2023a , b ). The extensive use of qualitative methods in articles results from the long tradition of researchers.…”

Assessment of Pedagogical Contributions toward Enhancing Physical Activity within the Secondary School Physical Education Curricula in Southwestern China

“…It is expected that the student population involved in this study mirrors those attending SSs in Chengdu. The city exhibits very low levels of mobility, which contributed to this situation [16,27]. Each of these schools had three intact classes for each of the seven to nine grade levels.…”

“…China has a vivid PE context that reflects the nation's multifaceted identity, characterized by its history, cultural diversity, and escalating modernization [26]. PE occupies a prominent and enduring position within this intricate tapestry of tradition and progress [16,27], embodying both ancient wisdom and contemporary aspirations in Chinese society [28]. It fosters physical fitness, national pride, and cultural identity.…”

“…PE in China is deeply embedded in its historical significance [29]. Traditional Chinese medicine, martial arts, and Tai Chi have highlighted the importance of overall health and the interconnection between mind and body for millennia [27]. Throughout history, these ancient traditions have shaped PE, and they continue today.…”