Teachers’ inclusive education competency is an important factor influencing the realization of high-quality inclusive education. This study investigated the current situation of the inclusive education competency of primary and secondary school physical education teachers and analyzed its influencing factors. There were 286 physical education teachers who participated in the study, including 228 males and 58 females by answering Questionnaire on the Professional Competency of Teachers in Compulsory Education. We found the professional attitude dimension score regarding the inclusive education competency of physical education teachers was significantly higher than that of professional knowledge, professional skills and capacity of acquiring support, whereas the score of professional knowledge dimension was significantly lower than that of professional skills and capacity of acquiring support, and the score of professional skills dimension was higher than that of the capacity of acquiring support dimension. There was no significant difference in the inclusive education competency of physical education teachers in terms of gender, school district and study section, whereas there were significant differences in terms of teaching age, whether children with or without disabilities were taught, and the cumulative length of training related to inclusive education. The inclusive education competency of physical education teachers needed to be further improved.

With the acceleration of China’s industrialization and urbanization, there is a large number of left-behind children in China who are reported with more challenges in development. The study aims to analyze the differences in family socioeconomic status (SES) and discrimination perception between left-behind children and non-left-behind children and further explore whether SES or discrimination perception has a greater impact on the problem behaviors of left-behind children. We found the family SES of left-behind children was significantly lower than that of non-left-behind children; left-behind children’s perceived discrimination was significantly higher than that of non-left-behind children; perceived discrimination of left-behind children had a greater impact on their problem behavior than the family SES.

Nowadays, the Olympic Games (OG) are faced with escalating complications and gigantism that frustrate the motivation of potential Olympic bidders, therefore obstructing the sustainable development of the Olympic Movement. The IOC has made numerous efforts to solve the problems, which include easing the pressure on OG hosts (including candidates) in an attempt to regain public trust and justify the delivery of the OG. Relevant countermeasures have been adopted and highlighted in the Olympic Winter Games Beijing 2022 (Beijing 2022). This study first examined the governance model proposed by the IOC, which consists of diversified stakeholders and different guiding documents. Then a typology of measures to reduce the pressure on Olympic hosts was developed, and four significant initiatives taken by different actors were identified, namely reducing economic costs and increasing financial support, setting up subsidiaries and outsourcing services, signing official partners to share the workload, and transferring organising knowledge. To be more clear, the case of Beijing 2022 was analysed to illustrate the measures proposed by the IOC. Additionally, suggestions were made to the IOC and future hosts in their preparations for the OG. The current study could add to the literature by inspiring future candidates/hosts to draw on the IOC’s policy and to have a better understanding of the successful delivery of the OG.

This study aims to develop a validated scale to measure the sports moral character (SMC) development of Chinese primary and secondary school learners. The primary and secondary indicators in the scale were based on the structural framework of physical education virtues in the “Physical Education and Health Curriculum Standards for Compulsory Education (2022 Edition),” and the measurement questions were designed based on relevant research, 14 senior experts in the fields of school physical education, physical education and training, sport psychology, and ethics assessed the content validity of the scale. The scale consists of three subscales: sports ethics, sports spirit, and sports character, with 33 items embedded in nine dimensions revealed acceptable content validity, internal structure validity, and internal consistency. The SMC scale has a certain degree of scientific validity and reliability and can be used as a valid tool to measure the SMC of primary and secondary school learners.

This study aimed to develop a physical fitness pedagogy model (PFPM) based on the Sport Education Model (SEM) framework to evaluate whether participation i

This study conducted a bibliometric analysis of 597 publications on the integration of digital technology into physical education (PE), sourced from the Web of Science Core Collection (2010–2024), using CiteSpace for visualization. The aim was to identify the current research status, hotspots, and trends in this field. The results revealed that a steady growth in publications, with the United States, Spain, the United Kingdom, and South Korea playing leading roles. Research hotspots have become increasingly diverse and specialized, focusing on five key areas: PE curriculum and teaching in primary and secondary schools supported by digital technology, integrating technology for PE learning performance assessment and enhancement, integrating technology for children’s physical health promotion, PE teacher education supported by digital technology, higher PE supported by digital technology. The development of this field has gone through stages of initial exploration, in-depth development, and mature stability, each characterized by shifting research emphases that reflect broader technological advancements.