Exploring the Use of Game-based Approaches to Teaching Physical Education and Sport in Chinese Primary Schools

Over the past 70 years, physical education (PE) in China has undergone a long and varied course of development, impacted largely by the political environment. Throughout history and continuing to the present, PE teachers in China generally have adopted ‘linear’ and teacher-centered pedagogical approaches (i.e., traditional pedagogy), despite the emergence of other pedagogies, such as game-based approaches (GBAs). ln the context of PE and sport, the use of game-based pedagogies reflects a transition from teacher- or coach-facilitated instructional methods to a student- or athlete-centered approach that aims to educate and empower learners in games. Research evidence supports the benefits (e.g., improving game performance, fundamental movement skills, health-related indicators, and level of physical activity) of using game-based pedagogy in primary school PE when compared to traditional pedagogies. In addition to improving playing skills, GBAs help develop a learner’s tactical consciousness and decision-making ability. One line of GBA-focused research that may be applied to primary school PE stems from the work of Eather and colleagues, who target improvements in children’s game skills, health, and well-being through effective coach education using the MASTER coaching framework (i.e., Maximize player activity, Activate learning, Strengths-based, Thinking players, Engagement, and Reflection). The MASTER education program has been implemented and evaluated in three formative trials in Australia, encompassing junior club-level football, junior club-level netball, and junior representative football. The MASTER education program and framework is grounded in “positive coaching”, which is promoted and fostered through a combination of strengths-based coaching practices (e.g., providing positive feedback using questioning to facilitate learning and increasing playing-form activities). Effective PE teacher pedagogy and effective junior sports coaching are highly synonymous, which suggests that the MASTER framework might have strong transferability to sport-focused education within primary and secondary schools PE. However, the MASTER education program has not been tested outside of community sports settings, nor has it been applied to coaching or teaching within a non-Western cultural context such as China. A range of factors may influence the quality of PE, such as teacher training, teaching method, behaviours, teacher self-perceptions, and teacher experience. Unfortunately, studies investigating PE pedagogy in China are limited. Objectives: This thesis publication presents a series of studies related to the development and evaluation of the “MASTER Education in Basketball” intervention, tailored for Chinese primary schools. This study sought to answer the following research questions: 1)Over the past 70 years, what development course has China's PE reform taken? (Historical Review: Published Chapter 2) 2)What impact do GBAs have on primary school students’ physical literacy? (i.e., motivation, confidence, physical activity participation level, decision-making during gameplay, and physical fitness)? (Systematic Review: Published in Chapter 3) 3)What is the impact of positive or negative sports coaching practices and behaviors on athletes? (Systematic Review: Published in Chapter 4) 4)What teaching methods are currently used in Chinese primary schools during the delivery of PE, and what are the perceptions of Chinese primary school students regarding current PE pedagogy? (Observational Study: Published in Chapter 5) 5)What is the feasibility of implementing a GBA intervention for teaching basketball in PE within Chinese primary schools (MASTER Basketball)? (MASTER feasibility Study: Published in Chapter 6).