ECSS Paris 2023: CP-SH14
INTRODUCTION: The implementation of the Compulsory Education Physical Education and Health Curriculum Standards (2022 Edition) in China consolidates the orientation of “core literacy”, aiming to foster comprehensive student development. However, a paradox exists in educational practice: while teaching objectives emphasize holistic health and adaptability, the evaluation system remains dominated by “instrumental rationality”. This logic prioritizes efficiency, quantification, and standardization over individual well-being. This study aims to examine the ethical tensions arising from this disconnect and proposes a reconstruction path for physical education (PE) evaluation that harmonizes rational assessment tools with humanistic values. METHODS: Drawing on the philosophical discourse of instrumental rationality and humanism, this study employs a theoretical analysis approach. It examines current PE assessment protocols and policy documents to identify the imbalance between “educational means” (grading/testing) and “educational ends” (health/development). The analysis focuses on deconstructing how the pursuit of data efficiency and standardized metrics risks overshadowing the subjective experience and diverse needs of students. RESULTS: The study identifies that the current PE evaluation ecosystem is heavily influenced by instrumental rationality, leading to three primary distortions: (1) Over-quantification: Physiological indices and isolated skill scores are often prioritized over invisible literacy elements such as sportsmanship and health behavior. (2) Technological Alienation: Digital devices are frequently used as tools for rigid monitoring and screening rather than for providing supportive feedback. (3) Standardization vs. Individuality: Uniform assessment standards often neglect individual physiological disparities, reducing students to biological data points. This approach risks inverting the relationship between assessment and education, where the pursuit of high scores displaces the fundamental goal of promoting lifelong physical activity. CONCLUSION: To resolve the conflict between literacy-oriented teaching and rigid evaluation, the system must transcend mere measurement. Reconstructing PE evaluation requires a return to humanism, not by rejecting data, but by repurposing it. The study proposes three strategic shifts: (1) Transitioning from absolute “screening” to longitudinal “value-added” evaluation that recognizes individual progress; (2) Reorienting focus from the biological body to the “psychophysical subject”, integrating mental and social dimensions; and (3) Utilizing digital technology to generate personalized health prescriptions rather than mere rankings. Ultimately, evaluation should serve as a scaffold for student growth rather than a mechanism for classification.
Read CV Zhouhang WuECSS Paris 2023: CP-SH14
Introduction The Organization for Economic Co-operation and Development (OECD)’s Learning Compass 2030 advances a holistic vision of education that extends beyond academic achievement to emphasize learners’ well-being, agency, and the integration of knowledge, skills, and values. Within this framework, physical education (PE) plays a central role. As an OECD member, Israel has adopted these policies, tasking Ministry of Education-appointed PE supervisors with leading this transformation. However, while supervisors occupy a strategic position mediating between national policy and school-level implementation, their perspective remains largely unexamined. This study investigates Israeli PE supervisors' perceptions of PE teachers' core tasks to identify key professional responsibilities and contemporary challenges within this evolving policy landscape. Methods A mixed-method design examined the entire population of Israeli PE supervisors (N=14). In phase 1 the supervisors completed a questionnaire prioritizing five key tasks from 20 predefined tasks for elementary and secondary schools. In phase 2 the supervisors attended semi-structured Zoom interviews. Four PE specialists analyzed qualitative data using thematic content analysis to deepen and contextualize quantitative findings. Results Quantitative analysis revealed five PE teacher responsibilities perceived by supervisors as main: promoting physical activity engagement, teaching diverse sport disciplines, advancing health and well-being, encouraging active lifestyles, and introducing varied physical activities. Qualitative analysis identified four key themes: (1) The PE teacher as holistic educator: supervisors view teachers as educational leaders responsible for students' overall development, not merely technical instruction; (2) Diminished professional readiness: supervisors identified that novice teachers often enter the field lacking essential professional expertise and classroom management skills; (3) The expectation–orientation gap: misalignment exists between supervisory expectations for proactive school-wide leadership and novice teachers' narrow, subject-based orientation; and (4) The policy–practice gap: despite PE's formal elevation in national policy, it remains marginalized in secondary schools where academic priorities dominate. Conclusion Our findings indicate that PE supervisors have embraced the holistic paradigm and are actively translating national policies into field practice. For these efforts to materialize, teacher education must recalibrate to equip educators for proactive school-wide engagement and the initiation of collaborative partnerships both within and beyond school. Furthermore, these findings highlight the need for a systemic change in the perception of PE within schools in order to strengthen its professional standing and contribution to education.
Read CV Bosmat SkyECSS Paris 2023: CP-SH14
Introduction Educational styles can be viewed as sitting on two axes: emotional closeness-emotional distance axis, and ‘little’ teaching, little restrictions-much teaching, many restrictions axis. Taking cognisance of this model, three educational methods can be distinguished: order-demanding’; ‘experience-centered-autonomous’; and ‘situation-dependent, combined’. Personal and social responsibility prepares young people for life in which the development of skills, values and virtues ensures a successful transition to adulthood. We assumed that teachers’ educational practices play a role in the development of students’ personal and social responsibility as well as facilitating the understanding and development of student motivation and behavior. Material and Methods A questionnaire survey was undertaken amongst primary, middle, and secondary school physical education teachers (n=67; female = 33.3%, male = 66.7% male, Mean Age 40.6 years, Mean Work Experience = 15.9 years). Teachers’ views of the importance of traditional, autonomous, and mixed educational procedures were noted as 21.4%, 28.6%, 50.0% respectively. In addition to the demographic questionnaire, the Behavior Regulation in Exercise Questionnaire (BREQ-3), the Personal and Social Responsibility Questionnaire (PSRQ), and the Black Pedagogy Scale (BPS), were completed. All use 5-point- Likert scales. Data were analysed by performing descriptive statistics and MANOVA. BREQ-3 responses identified intrinsic motivation (mean=3.5) and regulation subscales (mean=3.4) as being the most significant. The least significant were introjected regulation (mean=2.4) and amotivation (mean=2.5). PSRQ responses about teachers' opinions on students' personal and social responsibility were ranked as follows: helping others, caring for others (mean=3.5), respecting others (mean=3.4), self-direction (mean=3.4), goal setting and effort (mean=3.0). The BPS considered the opinions of physical education teachers on past and present student behavior and education methods and reported the following results: lack of student respect and humility towards other students and teachers (mean=4.2), deteriorating student behavior (mean=3.4), need for educating students to be obedient (mean=2.8), inappropriate punitive education in the past (mean=3.3), and inappropriate punitive education in the present (mean=2.1). MANOVA revealed significant differences in intrinsic motivation between age groups, of primary, middle, and secondary school students (p=.022). Conclusion In conclusion, the application of both educational procedures (traditional-order-demanding and autonomous-experience-centered) are important during educational work. However, their combined application is most effective in the process of shaping student motivation, personal and social responsibility, and optimising behaviour.
Read CV Istvan SoosECSS Paris 2023: CP-SH14