Analysis of Professional Competencies of Physical Education Teachers in the Context of Higher Education Modernization in China

Abstract

Abstract: The study aims to conduct a comprehensive analysis of the level of professional competencies of physical education teachers in the context of higher education modernization in the People’s Republic of China and to determine priority directions for their further development in accordance with national strategic guidelines. Methods. The research employed analysis of regulatory documents of the PRC and international recommendations, synthesis of contemporary scientific sources, operationalization of professional competencies, questionnaire survey of physical education teachers, and statistical data processing using the chi-square (χ²) test to verify the significance of response distribution across a four-level scale (A–D). Results. An integrated structure of professional competencies was developed, combining methodological, psychophysiological, inclusive, health-preserving, digital, and axiological components. The empirical assessment revealed the predominance of high and sufficient levels across most competencies (69–79% positive responses). The highest indicators were recorded for competencies related to instructional design and evaluation, understanding of psychomotor development, and biological foundations of motor activity (up to 79% positive responses; p < 0.01). The statistical analysis confirmed a significant predominance of levels A and B across all competency blocks. At the same time, competencies associated with inclusive practices and the promotion of extracurricular physical and sports activities demonstrated relatively lower cumulative indicators (69–70%), indicating areas for further professional development. Conclusions. The findings confirm that the selected set of competencies corresponds to the current requirements of higher education modernization in China and reflects an adequate level of professional readiness among physical education teachers. However, the results highlight the need to strengthen inclusive and digital components, enhance extracurricular engagement, and further develop a system of continuous professional development. The proposed comprehensive assessment model may serve as an effective tool for monitoring teacher qualification quality within the framework of the “Healthy China 2030” strategy.