Physical education and health curriculum reform in China : empowering physical educators through professional learning

Tools

Yang, Jing and Qiu, Chao and Landi, Dillon and Kirk, David (2026) Physical education and health curriculum reform in China : empowering physical educators through professional learning. Sport, Education and Society, 31 (3). pp. 358-372. ISSN 1357-3322 (https://doi.org/10.1080/13573322.2025.2505029)

[thumbnail of Yang-etal-SES-2025-Physical-education-and-health-curriculum-reform-in-China]
Preview
 Text. Filename: Yang-etal-SES-2025-Physical-education-and-health-curriculum-reform-in-China.pdf
Final Published Version
License: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 logo
Download (295kB)| Preview

Abstract

Professional learning is a critical component in the implementation of national curriculum reforms. In China, a recent reform of the Physical Education and Health (PEH) curriculum seeks to enhance students’ physical and mental health, promote Chinese values and active lifestyles, as well as integrate traditional Chinese physical cultures. To support this reform, professional learning opportunities have been offered to physical education teachers to empower them to enact the new curriculum at the school level. This paper draws on a Foucauldian lens to examine how physical education teachers in Shanghai experience and make sense of these professional learning initiatives. Findings indicate that Shanghai provides a robust infrastructure for supporting public school teachers in implementing the new curriculum. However, disparities were observed across different contexts, particularly with respect to geographic location, socio-economic status, and between public and private school sectors. These inequities reflect broader social dynamics, including issues of class privilege and the marginalized status of physical education within the wider curriculum. The paper concludes by reflecting on the structural and relational factors that shape teachers’ access to professional learning and advocates for more equitable approaches to supporting curriculum reform across diverse educational settings.

ORCID iDs

Yang, Jing, Qiu, Chao, Landi, Dillon and Kirk, David ORCID logoORCID: https://orcid.org/0000-0001-9884-9106;
CORE (COnnecting REpositories)