Development of Key Competencies of Physical Education Teachers in Universities for Jiangxi Province, the People's Republic of China

Jing Tang; Nopporn  Tasnaina; Aek  Girdtempumi

doi:10.60027/iarj.2026.e294093

Authors

Jing Tang Bangkokthonburi University, Thailand https://orcid.org/0000-0002-5244-8881
Nopporn Tasnaina Bangkokthonburi University, Thailand https://orcid.org/0009-0001-6086-0657
Aek Girdtempumi Bangkokthonburi University, Thailand https://orcid.org/0009-0006-4235-233X

DOI:

https://doi.org/10.60027/iarj.2026.e294093

Keywords:

Key Competencies, Physical Education Teachers, Jiangxi, Higher Education, Delphi Method, Teacher Evaluation

Abstract

Background and Aims: Developing key competencies among university physical education (PE) teachers is essential for enhancing teaching quality and aligning with educational modernization goals in China. In Jiangxi Province, the lack of a localized competency framework has limited systematic evaluation and professional development. This study aimed to construct and validate a three-tier competency model integrating McClelland’s competency theory with Marxist human development and Confucian educational principles to ensure contextual and cultural relevance.

Methodology: A mixed-methods design was employed. Data collection involved a literature review, semi-structured interviews with 7 experts, an IOC content validity assessment by 5 specialists (overall IOC = 0.85), and a questionnaire survey of 201 university PE teachers. Two Delphi rounds with 19 experts were conducted to evaluate appropriateness, clarity, and feasibility, using consensus criteria of Median ≥ 4.00 and IQR ≤ 1.00. A nine-member focus group refined the model’s applicability, followed by connoisseurship evaluation by 7 senior experts to finalize the framework.

Results: The finalized model comprises three domains: Generic, Core, and Functional Competencies, with 12 sub-dimensions and 63 measurable indicators. All indicators met high consensus thresholds (Median≥4.50, IQR ≤ 1.00). Quantitative and qualitative analyses confirmed the model’s clarity, practicality, and cultural fit. The framework provides a validated structure for evaluating teacher performance, guiding professional development, and aligning university PE teaching with national competency-based reforms.

Conclusions: The developed competency model offers a comprehensive, evidence-based framework for improving PE teacher development and educational quality in Jiangxi Province. It bridges international competency theory and local educational practice, serving as a reference for similar higher education contexts in China and beyond.

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