Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v8i5.5480
Abstract
Against the background of the "Three Major Ball Sports" policy and the integration of sports and education, Chinese basketball education is increasingly expected to pursue broader educational objectives alongside competitive development. This study adopts policy document analysis to examine how relevant policies redefine the goals of basketball education and the professional expectations placed on basketball teachers.
The analysis indicates a shift in policy emphasis from predominantly competitive training toward broader educational objectives, including curriculum development, instructional quality, and student development. This shift expands the professional role of basketball teachers beyond technical and tactical training.
However, the policy transition also reveals potential challenges, including the continued emphasis on athletic skills, insufficient integration of educational theory and teaching practice, and gaps in teachers' professional competencies.
The study therefore suggests strengthening basketball teacher development, particularly in pedagogical competence and professional learning, while improving the alignment among basketball teaching, training, and educational objectives.
Keywords
"Three Major Ball Sports" policy; basketball education; integration of sports and education; teacher development; educational orientation; policy text analysis
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[2] Marín A A, Cachón J, Enríquez L, et al. Research methodology in physical education and sport teacher education: Systematic review[J]. Retos, 2024, 59: 803-810.
[3] Ball S J. What is policy? Texts, trajectories and toolboxes[J]. Discourse, 1993, 13(2): 10-17.
[4] Ozga, J. Policy research in educational settings: Contested terrain[M]. Open University Press, 1999.
[5] Fairclough N. Analysing Discourse: Textual Analysis for Social Research[M]. London: Routledge, 2003.
[6] Bowen S, Zwi A B. Pathways to "evidence-informed" policy and practice[J]. Social Science & Medicine, 2005, 62(3): 1-12.
[7] Ball S J, Maguire M, Braun A. How Schools Do Policy: Policy Enactments in Secondary Schools[M]. London: Routledge, 2012.
[8] Kirk D. Physical Education Futures[M]. London: Routledge, 2010.
[9] Penney D, Evans J. Policy, power and politics in physical education[J]. Physical Education and Sport Pedagogy, 2005, 10(2): 135-152.
[10] Beauchamp C, Thomas L. Understanding teacher identity: An overview of issues in the literature[J]. Cambridge Journal of Education, 2009, 39(2): 175-189.
[11] Tan T C, Green M. Analyzing China's drive for Olympic success in 2008[J]. The International Journal of the History of Sport, 2008, 25(3): 314-338.
[12] Luo J. School sport reform in China[J]. Asia-Pacific Journal of Health, Sport and Physical Education, 2019, 10(1): 1-15.
[13] Houlihan B, Green M. (Eds.). Routledge Handbook of Sports Development[M]. London, UK: Routledge, 2011.
[14] Côté J, Gilbert W. An integrative definition of coaching effectiveness[J]. International Journal of Sports Science & Coaching, 2009, 4(3): 307-323.
[15] Wang J, Gao Y. The development of school sports policy in China[J]. International Journal of Sport Policy and Politics, 2020, 12(3): 475-489.
[16] Armour K, Yelling M. Effective professional development for physical education teachers[J]. Sport, Education and Society, 2007, 12(2):177-194.
[17] Central Committee of the Communist Party of China & State Council. Opinions on strengthening school physical education[EB/OL], 2020.
http://www.moe.gov.cn/jyb_xxgk/moe_1777/moe_1778/202010/t20201015_494794.html?utm_source=chatgpt.com (accessed March 15, 2026).
[18] Chen S, Chen A. Challenges of school physical education in China: policy and practice[J]. Journal of Physical Education and Sport, 2017, 17(2): 1055-1061.
[19] Bailey R. Physical education and sport in schools: a review of benefits and outcomes[J]. Journal of School Health, 2006, 76(8): 397-401. https://doi.org/10.1111/j.1746-1561.2006.00132.x
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