Developing a New Physical Education Teaching Model by Integrating Positive Psychology and Tai Chi for Third- and Fourth-Grade Primary School Students in Beijing
DOI:
https://doi.org/10.60027/iarj.2026.e293802Keywords:
Tai Chi, , Positive Psychology, , Physical Education, , ThailandAbstract
Background and Aim: This study explored the integration of Tai Chi with Positive Psychology to construct a physical education model for primary schools in Beijing. It aimed to address low participation in Physical Education by strengthening adaptability, connectedness, perseverance, and stress management among third- and fourth-grade students.
Materials and Methods: A mixed-methods design was used. In the first phase, surveys and expert interviews identified key issues. In the second phase, a focus group refined a 36-session teaching plan. In the third phase, a 12-week intervention was conducted with 30 purposively selected students (15 boys, 15 girls; aged 8–10 years) who attended three 40-minute sessions per week. Psychological outcomes were assessed using the EPOCH Measure of Adolescent Well-Being at pre-test, mid-test (week 6), and post-test (week 12). Data were analyzed with descriptive statistics, repeated-measures ANOVA, and Bonferroni post hoc comparisons.
Results: Significant improvements were found across all five dimensions. Perseverance showed the largest effect size, while Optimism had the greatest mean score increase, indicating strong gains in persistence and adaptability.
Conclusion: Integrating Tai Chi with Positive Psychology in Physical Education effectively enhanced students’ classroom engagement and psychological well-being. The model provides an innovative, culturally grounded, and psychologically enriching approach to primary school physical education.
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