The provision of advanced specialized content knowledge (SCK) that facilitates in-service teachers’ pedagogical content knowledge (PCK) is one aspect of physical education (PE) worth attention. To some extent, instructional models for training PE teachers on PCK implementation have been studied internationally. Cooperative learning (CL) is rarely reported in China, where direct instruction (DI) is commonly used to assist PE teachers. This study fills in the gaps and investigates whether PE in-service teachers receive proper training during short sessions to improve their PCK. We examined the effect of scaffolding procedures on in-service PE teachers’ PCK, skills, and self-efficacy compared to CL and DI. Hence, the question arose as to whether this support training provided by the instructor would assist in-service teachers in their perception of their efficacy as PE teachers. We deliberately selected 72 in-service PE teachers from twelve middle schools in Chengdu, Sichuan Province, China (23, 22, and 27 teachers for CL with scaffolding, CL, and DI conditions, respectively). CL and CLS participants were divided into mixed-sex teams using the CL procedure (Jigsaw) during the training session, while DI participants practiced the same training session in tandem. Pre- and post-tests were used to measure PE in-service teachers’ SCK, skills, and self-efficacy improvements. Additionally, PCK was also examined in the post-test. The mean scores for teaching self-efficacy, performance, and knowledge of practice for all three training conditions (CLS, CL, and DI) were similar at baseline. These parameters significantly differed between the three groups at the pre- and post-test. Post hoc tests revealed that participants in CLS programs improved their performance scores more from pre-test to post-test than participants in DI programs. Among CLS and CL participants, post hoc analyses indicated that their scores improved more significantly than those of DI participants between the pre- and post-tests. The correlation analysis showed positive correlations between post-test performance, PCK, and teaching self-efficacy in each condition. Direct access to teacher intervention information would be the key to developing instructional knowledge. CL training designs should incorporate scaffolding to help in-service teachers develop self-efficacy through physical activities.

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.

This meta-analysis aims to systematically evaluate if different physical activities (PA) improve the social communication impairments (SCI) seen in children with autism spectrum disorder (ASD). For this meta-analysis, five databases (Web of Science, PubMed and Cochrane Library database in English, and CNKI and Wanfang Data Knowledge Service Platform in Chinese) were searched from database inception to September 11, 2024. The eligibility criteria included (1) study population comprised children with ASD, with no gender restriction; (2) experimental group consisted of a PA intervention; (3) control group consisted of nonPA interventions or routine activities; (4) outcomes were assessed using validated SCI scales (e.g., social cognition, social motivation, and/or social awareness); and (5) study design involved a randomized parallel group design. The quality of the evidence for each study was assessed using the Cochrane Risk of Bias tool. From a pool of 2714 potentially relevant articles, 17 were eligible for inclusion in this review. The results of overall response of PA intervention to SCI illustrated a Medium degree of statistical heterogeneity between studies (I² = 53.3 %, p < 0.01); the effect size of PA intervention on SCI (expressed as standardized mean difference) was −0.34 (95 % CI: −0.57, −0.11), which was statistically significant. SCI of autistic children could be potentially improved by PA interventions, though further research is needed to clarify if benefits achieve clinical significance in addition to statistical significance. Proper design of PA interventions (45–90 min per session, more than 3 times per week and for 8–12 weeks) may enhance their effectiveness in treating SCI in children with ASD.

Manual therapy is a crucial component in rehabilitation education, yet there is a lack of models for evaluating learning in this area. This study aims to develop a foundational evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method, and to analyze the theoretical basis and practical significance of this model. An initial framework for evaluating the fundamentals of manual therapy learning was constructed through a literature review and theoretical analysis. Using the Delphi method, consultations were conducted with young experts in the field of rehabilitation from January 2024 to March 2024. Fifteen experts completed three rounds of consultation. Each round involved analysis using Dview software, refining and adjusting indicators based on expert opinions, and finally summarizing all retained indicators using Mindmaster. The effective response rates for the three rounds of questionnaires were 88%, 100%, and 100%, respectively. Expert familiarity scores were 0.91, 0.95, and 0.95; coefficient of judgment were 0.92, 0.93, and 0.93; authority coefficients were 0.92, 0.94, and 0.94, respectively. Based on three rounds of consultation, the model established includes 3 primary indicators, 10 secondary indicators, 17 tertiary indicators, and 9 quaternary indicators. A total of 24 statistical indicators were finalized, with 8 under the Cognitive Abilities category, 10 under the Practical Skills category, and 6 under the Emotional Competence category. This study has developed an evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method. The model includes multi-level evaluation indicators covering the key dimensions of Cognitive Abilities, Practical Skills, and Emotional Competence. These indicators provide a preliminary evaluation framework for manual therapy education and a theoretical basis for future research.

Objectives: This study aimed to develop and evaluate a real-time sensor-based monitoring and feedback system for enhancing four core football performance metrics, passing accuracy, sprint speed, agility, and shot power, each defined and quantified using validated wearable sensors and baseline‐referenced improvement thresholds. Methods: A randomized controlled trial (RCT) was conducted over eight weeks with 30 university-level male football players (aged 21.70 ± 1.28 years) from Zhengzhou University. Participants were randomly assigned to an experimental group (n = 15), which trained using the real-time monitoring system, or a control group (n = 15), which followed traditional training methods. The wearable system integrated accelerometers, gyroscopes, and magnetometers to provide real-time, skill-specific feedback during drills. Performance data were collected weekly and analyzed using repeated measures ANOVA with effect sizes calculated via partial eta squared (η²p). Results: The results demonstrated statistically and practically significant improvements in the experimental group across all measured parameters. Notably, the effect sizes ranged from large to very large (η²p = .59 to.89), indicating that the improvements were not only statistically reliable but also substantial enough to have meaningful impact on the players’ performance. Passing accuracy increased by 10.21% (F(1,27) = 210.02, p < 0.001, η²p = .88), sprint speed improved by 17.33% (F(1,27) = 92.00, p < 0.001, η²p = .76), agility improved by 10.90% (F(1,27) = 41.75, p < 0.001, η²p = .59), and shot power increased by 10.75% (F(1,27) = 247.32, p < 0.001, η²p = .89). The control group showed negligible or negative changes in all performance metrics. Performance improvements in the experimental group were progressive and sustained across the 8-week training period, with weekly data showing steady gains in passing accuracy, sprint speed, agility, and shot power. No performance regressions or plateaus were observed during the intervention period. Conclusion: By delivering instantaneous, sensor-validated feedback on precisely defined performance metrics, the system accelerated improvements in both technical and physical skills. These findings support the integration of wearable sensor technology into football training to achieve data-driven, individualized skill development. Future work should explore AI-driven personalization and long-term retention of gains.

Background: Health benefits are associated with physical activity (PA) and PA levels. This study aims to explore the impact of PA levels (low, moderate, high) on health-related quality of life (HRQoL) among rural junior high school students in China, as well as the moderating role of parental co-participation in physical activities.Methods: A stratified cluster sampling method was used to select 1,440 junior high school students from rural areas in southwest China. A total of 1,181 students completed the questionnaire, with a completion rate of 82.0%, including 608 boys (51.45%). HRQoL was measured using the Chinese version of the PedsQL 4.0, and PA levels was analyzed using the IPAQ-SF. T-tests, chi-square tests, linear regression, and two-way ANOVA were used for statistical analysis.Results: The results showed that 81.8% of rural junior high school students participated in moderate PA and high PA, with 82.3% of boys and 81.2% of girls. In both unadjusted and adjusted models, compared to low PA, students participating in moderate PA and high PA had significantly higher HRQoL scores in all dimensions, summary scales, and total scales, with the high PA showing particularly higher scores. Parental co-participation significantly moderated the relationship between PA and HRQoL (F = 13.569, p < 0.001), and the moderating effect was significant at every PA level, especially at high PA here the effect was most prominent.Conclusion: Physical activity has a significant positive impact on HRQoL of rural junior high school students, with higher PA levels leading to more significant improvements in all HRQoL dimensions, summary scales, and total scales. Parental co-participation enhances the positive effect of PA on the HRQoL of rural junior high school students, particularly at the high PA, where the moderating effect is more pronounced. Parental co-participation, through the provision of social support, emotional reinforcement, and behavioral modeling, significantly enhances adolescents’ intrinsic motivation to participate in physical activity, and further augments its salutary effects on their physical and psychological well-being. This study provides empirical support for health promotion among rural adolescents.