Investigated and Studied the Core Literacy of Physical Education Students in Higher Vocational Colleges in Fujian Province
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Abstract
Background and Aim: In recent years, core literacy has become an important concept in the reform of teacher education in China. However, the structure and characteristics of core literacy among physical education (PE) students in higher vocational colleges remain insufficiently defined. This study aims to examine the current status, structural dimensions, and development strategies of core literacy among PE students in Fujian Province, thereby supporting competency-based reform in vocational PE teacher training.
Materials and Methods: This study employed a mixed-methods research design involving literature review, expert interviews, questionnaire surveys, and statistical analysis. The target population consisted of 950 junior PE students from five higher vocational colleges in Fujian Province, including both public and private institutions. Qualitative data from expert interviews were coded using NVivo 12, while quantitative data from structured questionnaires were analyzed using AMOS. The Analytic Hierarchy Process (AHP) and Confirmatory Factor Analysis (CFA) were applied to construct and validate the core literacy model.
Results: The findings indicate that the core literacy of PE students consists of four major dimensions: sportsmanship, sports practice, health promotion, and teaching practice. A total of 21 key indicators were identified and validated under these dimensions. Path coefficient analysis showed that sportsmanship had the highest weight (0.4049), followed by health promotion (0.2225), teaching practice (0.1902), and sports practice (0.1824). These results confirm the multidimensional nature of PE students’ core literacy and provide empirical support for a competency-based training model in higher vocational PE education.
Conclusion: The study concludes that PE students demonstrate relatively strong performance in sportsmanship and health promotion but show weaker competence in teaching practice. Therefore, vocational colleges should strengthen practical teaching opportunities, internships, reflective learning, and pedagogical training to enhance students’ professional teaching competence. The validated core literacy model offers a useful reference for curriculum reform, student evaluation, and teacher training development in higher vocational PE programs.
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