DESIGNING A HUMANISTIC CURRICULUM FOR PHYSICAL EDUCATION MAJOR IN SICHUAN PROVINCE UNIVERSITIES IN CHINA

Authors: Liu Kaining & Dr. Zulezwan Bin Ab Malik

ABSTRACT

This study investigates the development of a humanistic curriculum for physical education programs offered to university students in Sichuan Province, China. The research aims to elucidate the roles of humanistic values, student-centered approaches, and holistic curriculum design in fostering multidimensional physical well-being and enhancing teaching practices. A quantitative methodology was employed, collecting data from 403 participants, comprising teachers and students from 26 universities. Structural equation modelling was utilized to analyze the relationships between the pertinent variables. The findings revealed that humanistic values exerted a substantial positive impact on promoting physical well-being (β = 0.398, p < 0.001) and the implementation of teaching practices (β = 0.301, p < 0.001). Similarly, student-centred approaches positively influenced the promotion of physical well-being (β = 0.213, p = 0.009) and the implementation of practices (β = 0.250, p < 0.001). The holistic curriculum demonstrated a significant effect on the promotion of physical well-being (β = 0.218, p = 0.004), although its influence on the implementation of practices was not statistically significant (β = 0.061, p = 0.536). These factors collectively accounted for 57.3 percent of the variance in the development of humanistic physical education programs. While the findings underscore the strengths in promoting health, fostering teacher-student relationships, and addressing emotional and social well-being, challenges persist in enhancing empathy, community engagement, and personalized learning opportunities. The study underscores the significance of teacher professional development, curriculum content revision, and incorporating student feedback to address these gaps. By addressing these issues, universities can develop more comprehensive physical education programs that holistically nurture students’ physical, emotional, and social development. This research contributes to the expanding body of knowledge on humanistic education and provides practical recommendations for educators, policymakers, and curriculum designers seeking to enhance the quality of higher education physical education programs.

Keywords: Humanistic Values, Physical Education, Humanistic Curriculum, Holistic Curriculum

REFERENCES

  • Adomat, D. S., Alexander, G., & Johnson, T. (2021). Interdisciplinary Approaches to Humanistic Education in Physical Education Programs. Journal of Physical Education Research, 23(4), 289-305.
  • Bao, Z., Wang, J., & Li, X. (2020). Integrating Humanities into Sports Education: Challenges and Opportunities. China Sports Science, 38(2), 12-20.
  • Cassidy, T., Potrac, P., & Rynne, S. (2023). Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice. Routledge.
  • Dai, X. (2014). Mental Resilience in Physical Education: A Pathway to Holistic Development. International Journal of Sports Psychology, 29(3), 215-227.
  • Ekholm, D. (2016). Sport as a Means of Inclusion and Social Change: A Critical Review. International Review for the Sociology of Sport, 51(6), 637-652.
  • Fletcher, T., & Ní Chróinín, D. (2022). Relationships Matter: Enhancing Teacher-Student Engagement in Physical Education. European Physical Education Review, 28(2), 147-163.
  • Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2006). Student Success in College: Creating Conditions That Matter. Jossey-Bass.
  • Li, S. (2022). Cultural Contexts and Curriculum Design in Physical Education: A Comparative Analysis of China and Western Models. Journal of Comparative Education, 54(1), 72-88.
  • Murphy, L., Eduljee, N. B., & Croteau, K. (2021). Humanistic Approaches to Enhancing Student Engagement in Higher Education. Journal of Educational Psychology, 14(2), 98-112.
  • Noddings, N. (2013). Caring: A Relational Approach to Ethics and Moral Education. University of California Press.
  • Silk, M., Francombe, J., & Andrews, D. L. (2018). Sport and the Neoliberal University: Positivism, Populism, and Paradoxes. Sociology of Sport Journal, 35(3), 174-184.
  • Songmao, Y. (2023). Reconstructing Humanistic Spirit in Sports Disciplines: A Chinese Perspective. Journal of Physical Culture Studies, 47(1), 45-63.
  • Tremblay, M. S., Gray, C., Akinroye, K., Harrington, D. M., Katzmarzyk, P. T., Lambert, E. V., & Onywera, V. (2012). Physical Activity of Children: A Global Matrix of Grades Comparing 15 Countries. Journal of Physical Activity and Health, 9(Suppl 1), S110-S125.
  • Yanmei, L., Zhang, H., & Xue, M. (2023). Revisiting Humanistic Literacy in Physical Education: Bridging Traditional and Modern Pedagogical Practices. Journal of Modern Sports Education, 34(5), 112-129.
  • You, J., & Mun, W. (2017). Integrating Sociology and Psychology in Physical Education: A Holistic Perspective. Journal of Sports and Social Sciences, 15(1), 12-29.
  • ERIC. (1976). The Humanistic Spirit in Physical Education and Sport. U.S. Department of Education.