Analysis of Physical Education Classroom Teaching after Implementation of the Chinese Health Physical Education Curriculum Model: A Video-Based Assessment

This study assessed the Chinese health physical education curriculum model recently suggested to meet the recommended physical education curriculum reforms addressing the declining physical and mental health of students in China. We used video analyses of 41 physical education classroom teaching cas...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Chao Liu [verfasserIn] Cuixiang Dong [verfasserIn] Xiaohui Li [verfasserIn] Huanhuan Huang [verfasserIn] Qiulin Wang [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	Chinese health and physical education curriculum model teacher behavior student behavior interactive behavior video analysis

Übergeordnetes Werk:	In: Behavioral Sciences - MDPI AG, 2012, 13(2023), 3, p 251
Übergeordnetes Werk:	volume:13 ; year:2023 ; number:3, p 251

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3390/bs13030251

Katalog-ID:	DOAJ087434512

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allfields	10.3390/bs13030251 doi (DE-627)DOAJ087434512 (DE-599)DOAJ3b20ac5566ff4cf086ebd4c9305f3012 DE-627 ger DE-627 rakwb eng BF1-990 Chao Liu verfasserin aut Analysis of Physical Education Classroom Teaching after Implementation of the Chinese Health Physical Education Curriculum Model: A Video-Based Assessment 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study assessed the Chinese health physical education curriculum model recently suggested to meet the recommended physical education curriculum reforms addressing the declining physical and mental health of students in China. We used video analyses of 41 physical education classroom teaching cases with a physical education classroom teaching behavior analysis system to provide quantitative and qualitative behavioral data. We established reference ranges for classroom teaching behavior indicators, summarized classroom teaching patterns, and assessed classroom discourse and the emotional climate. Notable findings included teachers in elementary schools using closed-ended questions, predictable responses, and general feedback significantly more often than teachers in senior high school, and ball sports instructors using demonstration and competition significantly more frequently than instructors in athletics. Overall, three teaching patterns were most commonly used—lecture, practice, and dialogue—with practice being dominant. Analysis of the top 50 most commonly spoken words by teachers identified five types of discourse—motivational, directive, specialized, transitional, and regulatory—with motivational words being most frequent. The classroom atmosphere was mainly positive. These findings provide evidence that the use of this curriculum model may bring positive changes to physical education classroom teaching methods in China and will inform subsequent innovative physical education classroom teaching practices. Chinese health and physical education curriculum model teacher behavior student behavior interactive behavior video analysis Psychology Cuixiang Dong verfasserin aut Xiaohui Li verfasserin aut Huanhuan Huang verfasserin aut Qiulin Wang verfasserin aut In Behavioral Sciences MDPI AG, 2012 13(2023), 3, p 251 (DE-627)687718163 (DE-600)2651997-5 2076328X nnns volume:13 year:2023 number:3, p 251 https://doi.org/10.3390/bs13030251 kostenfrei https://doaj.org/article/3b20ac5566ff4cf086ebd4c9305f3012 kostenfrei https://www.mdpi.com/2076-328X/13/3/251 kostenfrei https://doaj.org/toc/2076-328X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2086 GBV_ILN_2111 GBV_ILN_2113 GBV_ILN_2190 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 13 2023 3, p 251
spelling	10.3390/bs13030251 doi (DE-627)DOAJ087434512 (DE-599)DOAJ3b20ac5566ff4cf086ebd4c9305f3012 DE-627 ger DE-627 rakwb eng BF1-990 Chao Liu verfasserin aut Analysis of Physical Education Classroom Teaching after Implementation of the Chinese Health Physical Education Curriculum Model: A Video-Based Assessment 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study assessed the Chinese health physical education curriculum model recently suggested to meet the recommended physical education curriculum reforms addressing the declining physical and mental health of students in China. We used video analyses of 41 physical education classroom teaching cases with a physical education classroom teaching behavior analysis system to provide quantitative and qualitative behavioral data. We established reference ranges for classroom teaching behavior indicators, summarized classroom teaching patterns, and assessed classroom discourse and the emotional climate. Notable findings included teachers in elementary schools using closed-ended questions, predictable responses, and general feedback significantly more often than teachers in senior high school, and ball sports instructors using demonstration and competition significantly more frequently than instructors in athletics. Overall, three teaching patterns were most commonly used—lecture, practice, and dialogue—with practice being dominant. Analysis of the top 50 most commonly spoken words by teachers identified five types of discourse—motivational, directive, specialized, transitional, and regulatory—with motivational words being most frequent. The classroom atmosphere was mainly positive. These findings provide evidence that the use of this curriculum model may bring positive changes to physical education classroom teaching methods in China and will inform subsequent innovative physical education classroom teaching practices. Chinese health and physical education curriculum model teacher behavior student behavior interactive behavior video analysis Psychology Cuixiang Dong verfasserin aut Xiaohui Li verfasserin aut Huanhuan Huang verfasserin aut Qiulin Wang verfasserin aut In Behavioral Sciences MDPI AG, 2012 13(2023), 3, p 251 (DE-627)687718163 (DE-600)2651997-5 2076328X nnns volume:13 year:2023 number:3, p 251 https://doi.org/10.3390/bs13030251 kostenfrei https://doaj.org/article/3b20ac5566ff4cf086ebd4c9305f3012 kostenfrei https://www.mdpi.com/2076-328X/13/3/251 kostenfrei https://doaj.org/toc/2076-328X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2086 GBV_ILN_2111 GBV_ILN_2113 GBV_ILN_2190 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 13 2023 3, p 251
allfields_unstemmed	10.3390/bs13030251 doi (DE-627)DOAJ087434512 (DE-599)DOAJ3b20ac5566ff4cf086ebd4c9305f3012 DE-627 ger DE-627 rakwb eng BF1-990 Chao Liu verfasserin aut Analysis of Physical Education Classroom Teaching after Implementation of the Chinese Health Physical Education Curriculum Model: A Video-Based Assessment 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study assessed the Chinese health physical education curriculum model recently suggested to meet the recommended physical education curriculum reforms addressing the declining physical and mental health of students in China. We used video analyses of 41 physical education classroom teaching cases with a physical education classroom teaching behavior analysis system to provide quantitative and qualitative behavioral data. We established reference ranges for classroom teaching behavior indicators, summarized classroom teaching patterns, and assessed classroom discourse and the emotional climate. Notable findings included teachers in elementary schools using closed-ended questions, predictable responses, and general feedback significantly more often than teachers in senior high school, and ball sports instructors using demonstration and competition significantly more frequently than instructors in athletics. Overall, three teaching patterns were most commonly used—lecture, practice, and dialogue—with practice being dominant. Analysis of the top 50 most commonly spoken words by teachers identified five types of discourse—motivational, directive, specialized, transitional, and regulatory—with motivational words being most frequent. The classroom atmosphere was mainly positive. These findings provide evidence that the use of this curriculum model may bring positive changes to physical education classroom teaching methods in China and will inform subsequent innovative physical education classroom teaching practices. Chinese health and physical education curriculum model teacher behavior student behavior interactive behavior video analysis Psychology Cuixiang Dong verfasserin aut Xiaohui Li verfasserin aut Huanhuan Huang verfasserin aut Qiulin Wang verfasserin aut In Behavioral Sciences MDPI AG, 2012 13(2023), 3, p 251 (DE-627)687718163 (DE-600)2651997-5 2076328X nnns volume:13 year:2023 number:3, p 251 https://doi.org/10.3390/bs13030251 kostenfrei https://doaj.org/article/3b20ac5566ff4cf086ebd4c9305f3012 kostenfrei https://www.mdpi.com/2076-328X/13/3/251 kostenfrei https://doaj.org/toc/2076-328X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2086 GBV_ILN_2111 GBV_ILN_2113 GBV_ILN_2190 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 13 2023 3, p 251
allfieldsGer	10.3390/bs13030251 doi (DE-627)DOAJ087434512 (DE-599)DOAJ3b20ac5566ff4cf086ebd4c9305f3012 DE-627 ger DE-627 rakwb eng BF1-990 Chao Liu verfasserin aut Analysis of Physical Education Classroom Teaching after Implementation of the Chinese Health Physical Education Curriculum Model: A Video-Based Assessment 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study assessed the Chinese health physical education curriculum model recently suggested to meet the recommended physical education curriculum reforms addressing the declining physical and mental health of students in China. We used video analyses of 41 physical education classroom teaching cases with a physical education classroom teaching behavior analysis system to provide quantitative and qualitative behavioral data. We established reference ranges for classroom teaching behavior indicators, summarized classroom teaching patterns, and assessed classroom discourse and the emotional climate. Notable findings included teachers in elementary schools using closed-ended questions, predictable responses, and general feedback significantly more often than teachers in senior high school, and ball sports instructors using demonstration and competition significantly more frequently than instructors in athletics. Overall, three teaching patterns were most commonly used—lecture, practice, and dialogue—with practice being dominant. Analysis of the top 50 most commonly spoken words by teachers identified five types of discourse—motivational, directive, specialized, transitional, and regulatory—with motivational words being most frequent. The classroom atmosphere was mainly positive. These findings provide evidence that the use of this curriculum model may bring positive changes to physical education classroom teaching methods in China and will inform subsequent innovative physical education classroom teaching practices. Chinese health and physical education curriculum model teacher behavior student behavior interactive behavior video analysis Psychology Cuixiang Dong verfasserin aut Xiaohui Li verfasserin aut Huanhuan Huang verfasserin aut Qiulin Wang verfasserin aut In Behavioral Sciences MDPI AG, 2012 13(2023), 3, p 251 (DE-627)687718163 (DE-600)2651997-5 2076328X nnns volume:13 year:2023 number:3, p 251 https://doi.org/10.3390/bs13030251 kostenfrei https://doaj.org/article/3b20ac5566ff4cf086ebd4c9305f3012 kostenfrei https://www.mdpi.com/2076-328X/13/3/251 kostenfrei https://doaj.org/toc/2076-328X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2086 GBV_ILN_2111 GBV_ILN_2113 GBV_ILN_2190 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 13 2023 3, p 251
allfieldsSound	10.3390/bs13030251 doi (DE-627)DOAJ087434512 (DE-599)DOAJ3b20ac5566ff4cf086ebd4c9305f3012 DE-627 ger DE-627 rakwb eng BF1-990 Chao Liu verfasserin aut Analysis of Physical Education Classroom Teaching after Implementation of the Chinese Health Physical Education Curriculum Model: A Video-Based Assessment 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study assessed the Chinese health physical education curriculum model recently suggested to meet the recommended physical education curriculum reforms addressing the declining physical and mental health of students in China. We used video analyses of 41 physical education classroom teaching cases with a physical education classroom teaching behavior analysis system to provide quantitative and qualitative behavioral data. We established reference ranges for classroom teaching behavior indicators, summarized classroom teaching patterns, and assessed classroom discourse and the emotional climate. Notable findings included teachers in elementary schools using closed-ended questions, predictable responses, and general feedback significantly more often than teachers in senior high school, and ball sports instructors using demonstration and competition significantly more frequently than instructors in athletics. Overall, three teaching patterns were most commonly used—lecture, practice, and dialogue—with practice being dominant. Analysis of the top 50 most commonly spoken words by teachers identified five types of discourse—motivational, directive, specialized, transitional, and regulatory—with motivational words being most frequent. The classroom atmosphere was mainly positive. These findings provide evidence that the use of this curriculum model may bring positive changes to physical education classroom teaching methods in China and will inform subsequent innovative physical education classroom teaching practices. Chinese health and physical education curriculum model teacher behavior student behavior interactive behavior video analysis Psychology Cuixiang Dong verfasserin aut Xiaohui Li verfasserin aut Huanhuan Huang verfasserin aut Qiulin Wang verfasserin aut In Behavioral Sciences MDPI AG, 2012 13(2023), 3, p 251 (DE-627)687718163 (DE-600)2651997-5 2076328X nnns volume:13 year:2023 number:3, p 251 https://doi.org/10.3390/bs13030251 kostenfrei https://doaj.org/article/3b20ac5566ff4cf086ebd4c9305f3012 kostenfrei https://www.mdpi.com/2076-328X/13/3/251 kostenfrei https://doaj.org/toc/2076-328X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2086 GBV_ILN_2111 GBV_ILN_2113 GBV_ILN_2190 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 13 2023 3, p 251
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title_sort	analysis of physical education classroom teaching after implementation of the chinese health physical education curriculum model: a video-based assessment
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title_auth	Analysis of Physical Education Classroom Teaching after Implementation of the Chinese Health Physical Education Curriculum Model: A Video-Based Assessment
abstract	This study assessed the Chinese health physical education curriculum model recently suggested to meet the recommended physical education curriculum reforms addressing the declining physical and mental health of students in China. We used video analyses of 41 physical education classroom teaching cases with a physical education classroom teaching behavior analysis system to provide quantitative and qualitative behavioral data. We established reference ranges for classroom teaching behavior indicators, summarized classroom teaching patterns, and assessed classroom discourse and the emotional climate. Notable findings included teachers in elementary schools using closed-ended questions, predictable responses, and general feedback significantly more often than teachers in senior high school, and ball sports instructors using demonstration and competition significantly more frequently than instructors in athletics. Overall, three teaching patterns were most commonly used—lecture, practice, and dialogue—with practice being dominant. Analysis of the top 50 most commonly spoken words by teachers identified five types of discourse—motivational, directive, specialized, transitional, and regulatory—with motivational words being most frequent. The classroom atmosphere was mainly positive. These findings provide evidence that the use of this curriculum model may bring positive changes to physical education classroom teaching methods in China and will inform subsequent innovative physical education classroom teaching practices.
abstractGer	This study assessed the Chinese health physical education curriculum model recently suggested to meet the recommended physical education curriculum reforms addressing the declining physical and mental health of students in China. We used video analyses of 41 physical education classroom teaching cases with a physical education classroom teaching behavior analysis system to provide quantitative and qualitative behavioral data. We established reference ranges for classroom teaching behavior indicators, summarized classroom teaching patterns, and assessed classroom discourse and the emotional climate. Notable findings included teachers in elementary schools using closed-ended questions, predictable responses, and general feedback significantly more often than teachers in senior high school, and ball sports instructors using demonstration and competition significantly more frequently than instructors in athletics. Overall, three teaching patterns were most commonly used—lecture, practice, and dialogue—with practice being dominant. Analysis of the top 50 most commonly spoken words by teachers identified five types of discourse—motivational, directive, specialized, transitional, and regulatory—with motivational words being most frequent. The classroom atmosphere was mainly positive. These findings provide evidence that the use of this curriculum model may bring positive changes to physical education classroom teaching methods in China and will inform subsequent innovative physical education classroom teaching practices.
abstract_unstemmed	This study assessed the Chinese health physical education curriculum model recently suggested to meet the recommended physical education curriculum reforms addressing the declining physical and mental health of students in China. We used video analyses of 41 physical education classroom teaching cases with a physical education classroom teaching behavior analysis system to provide quantitative and qualitative behavioral data. We established reference ranges for classroom teaching behavior indicators, summarized classroom teaching patterns, and assessed classroom discourse and the emotional climate. Notable findings included teachers in elementary schools using closed-ended questions, predictable responses, and general feedback significantly more often than teachers in senior high school, and ball sports instructors using demonstration and competition significantly more frequently than instructors in athletics. Overall, three teaching patterns were most commonly used—lecture, practice, and dialogue—with practice being dominant. Analysis of the top 50 most commonly spoken words by teachers identified five types of discourse—motivational, directive, specialized, transitional, and regulatory—with motivational words being most frequent. The classroom atmosphere was mainly positive. These findings provide evidence that the use of this curriculum model may bring positive changes to physical education classroom teaching methods in China and will inform subsequent innovative physical education classroom teaching practices.
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title_short	Analysis of Physical Education Classroom Teaching after Implementation of the Chinese Health Physical Education Curriculum Model: A Video-Based Assessment
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We used video analyses of 41 physical education classroom teaching cases with a physical education classroom teaching behavior analysis system to provide quantitative and qualitative behavioral data. We established reference ranges for classroom teaching behavior indicators, summarized classroom teaching patterns, and assessed classroom discourse and the emotional climate. Notable findings included teachers in elementary schools using closed-ended questions, predictable responses, and general feedback significantly more often than teachers in senior high school, and ball sports instructors using demonstration and competition significantly more frequently than instructors in athletics. Overall, three teaching patterns were most commonly used—lecture, practice, and dialogue—with practice being dominant. Analysis of the top 50 most commonly spoken words by teachers identified five types of discourse—motivational, directive, specialized, transitional, and regulatory—with motivational words being most frequent. The classroom atmosphere was mainly positive. These findings provide evidence that the use of this curriculum model may bring positive changes to physical education classroom teaching methods in China and will inform subsequent innovative physical education classroom teaching practices.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Chinese health and physical education curriculum model</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teacher behavior</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">student behavior</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">interactive behavior</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">video analysis</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Psychology</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Cuixiang Dong</subfield><subfield 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Analysis of Physical Education Classroom Teaching after Implementation of the Chinese Health Physical Education Curriculum Model: A Video-Based Assessment

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