Developing Guidelines for Promoting Competence of Ice and Snow Major Students

Lei Hao; Kiattiwat Watchayakan; Prakit Hongseanyatham

doi:10.60027/iarj.2026.e293324

Authors

Lei Hao Bangkokthonburi University, Thailand https://orcid.org/0009-0001-4316-0675
Kiattiwat Watchayakan Bangkokthonburi University, Thailand https://orcid.org/0009-0005-5169-3761
Prakit Hongseanyatham Bangkokthonburi University, Thailand https://orcid.org/0009-0009-2196-0258

DOI:

https://doi.org/10.60027/iarj.2026.e293324

Keywords:

Guideline, Ice and Snow, Promoting Competence

Abstract

Background and Aim: As the societal demand for ice and snow professionals continues to rise rapidly, the shortage of qualified teachers has become a major barrier to the development of ice and snow sports. In addition, many colleges and universities face challenges such as unclear talent training objectives, curricula that lack scientific rigor and targeted design, and outdated teaching models that require innovation. To address these issues, this research seeks to develop guidelines for enhancing the competencies of students majoring in ice and snow studies, thereby supporting the sustainable growth of both ice and snow sports education and the related industries.

Methodology: This study employed a mixed-methods research design. The research population comprised 1,461 students and 210 teachers specializing in ice and snow sports across four universities: Capital University of Physical Education and Sports, Harbin Sport University, Northeast Normal University, and Zhangjiakou University. Based on Taro Yamane’s sample size table, 316 students were selected as the sample, while all 210 teachers were included due to the relatively small population size. Data collection involved the distribution of online questionnaires to 316 students and 210 teachers to investigate the current situation and challenges in promoting the competence of ice and snow major students. In addition, seven experts participated in face-to-face interviews to draft the initial elements of the guidelines, and 15 experts engaged in a focus group discussion to finalize the formulation of the guidelines. Data were analyzed using descriptive statistics (mean and standard deviation) and qualitative content analysis.

Results: The finalized guidelines comprise four core aspects as follows: (1) Training objectives divided 1 element was overall goals; (2) Core competence module and training path divided 4 elements were special sports skills module, teaching and guidance ability module, event and industry competency module, interdisciplinary and digital competence module; (3) Implement safeguards divided 5 elements were curriculum and teaching material construction, practice base and resource integration, dual-teacher training plan, evaluation and incentive mechanism, and regional differentiation support; (4) Collaboration mechanisms divided 3 elements were school-enterprise cooperation, government, enterprise and school linkage, and international co-operation.

Conclusion: The guidelines developed in this study systematically integrate, for the first time, a comprehensive pathway of curriculum optimization, practical enhancement, and collaborative education.

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