Developing a Management Model to Promote Physical Education Learning for University Students of Guangxi Province, the People’s Republic of China
DOI:
https://doi.org/10.60027/iarj.2026.e293615Keywords:
Management Model, Physical Education Learning, Guangxi Universities, Self-Determination TheoryAbstract
Background and Aim: This study aimed to develop a comprehensive management model to enhance participation in physical education (PE) among university students in Guangxi Province, China.
Methodology: The study population consisted of approximately 10,500 undergraduate students enrolled in compulsory PE courses across three Guangxi universities. A stratified cluster sampling method was used. From this population, a total sample of 385 students was selected, with 366 valid responses collected (95.1% response rate). Participants included both males (48%) and females (52%), aged 18-22 years, representing freshman to junior year students from multiple academic majors. The research design employed a mixed-methods approach, including a student questionnaire, expert interviews (n=10), focus group discussions (n=10), a three-round Delphi process (n=19), and connoisseurship evaluation (n=9). Quantitative data were analyzed using descriptive statistics (Mean, SD), Likert scale interpretation, and content validity indices (IOC, Cronbach’s α>0.80).
Results: Findings showed that students demonstrated low intrinsic motivation (M=2.50, SD=0.70) and low autonomy (M=2.30, SD=0.65), while extrinsic motivation (M=3.80, SD=0.72) was relatively high. Academic pressure was identified as a key barrier (M=3.90). Expert interviews emphasized curriculum rigidity, lack of gender-sensitive design, and insufficient facilities. Through the Delphi process, consensus was achieved on 18 core components across four dimensions (autonomy support, competence development, relatedness reinforcement, and institutional strategy). Connoisseurship evaluation confirmed the model’s clarity, appropriateness, and feasibility.
Conclusions: The validated management model provides a context-sensitive framework for enhancing PE participation in Guangxi universities. It integrates SDT-based psychological supports with institutional strategies. While the study did not conduct structural equation modeling (SEM), the results provide strong descriptive and consensus-based evidence. The model offers practical recommendations for policymakers and PE instructors to foster student engagement and long-term fitness awareness.
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