Development and Validation of POLC-based Management Guidelines for Mini Basketball Programs in Chinese Primary Schools: A Case Study of Harbin City

Liang  Chen; Chanchai  Siriphan

doi:10.60027/iarj.2026.e293141

Authors

Liang Chen Faculty of Sports Science and Technology, Bangkokthonburi University https://orcid.org/0009-0007-1460-1842
Chanchai Siriphan Faculty of Sports Science and Technology, Bangkokthonburi University https://orcid.org/0000-0001-7827-4421

DOI:

https://doi.org/10.60027/iarj.2026.e293141

Keywords:

POLC Management Framework, , Youth Sport Implementation, , Mini Basketball, , Primary Physical Education, , Harbin,, Chinese School Sports

Abstract

Background and Aim: Mini basketball has emerged as a developmentally appropriate sport for children, yet its implementation in Chinese primary schools faces significant management challenges. This study aimed to develop and validate comprehensive management guidelines for mini basketball programs in Harbin primary schools through systematic application of the POLC framework, addressing identified gaps in structured implementation approaches.
Materials and Methods: A mixed-methods research design was adopted, involving 333 primary students aged 8-12 and 20 physical education teachers from eight primary schools in Harbin city. Data were collected using validated questionnaires measuring implementation barriers from students (IOC=0.86) and physical education teachers (IOC=0.92), expert interviews (n=5), focus groups (n=10), and connoisseurship evaluation (n=7). Quantitative data underwent descriptive and factor analysis (Mean, S.D.), while qualitative data were thematically analyzed. Expert validation (n=7) confirmed the framework’s content feasibility as a “Strongly Agree” level (mean=4.46/5.0, S.D.=0.56).
Results: Findings revealed four main barriers: teacher expertise deficiency, resource constraints, curriculum integration challenges, and limited evaluation mechanisms. Based on these, a POLC-based framework was constructed, encompassing (1) Planning: goals, governance, program, curriculum, facilities, and promotion; (2) Organizing: stakeholder teams, responsibilities, funding, facilities, and coaching; (3) Leading: student leadership, team culture, teacher capacity, and basketball culture; (4) Controlling: performance monitoring, feedback adjustments, funding evaluation, and psychological support.

Conclusion: This research contributes to both theory and practice by contextualizing POLC within Chinese youth sport management. While the framework was validated as practical and feasible, limitations include its single-city scope and the absence of longitudinal assessment. Future research should explore scalability across diverse regions and examine long-term impacts on student outcomes.

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