Qualitative study develops functional health literacy model for Chinese physical education teachers across 11 provinces.
This qualitative study employed a grounded theory technical approach to construct a structural model of functional health literacy specifically for Chinese physical education teachers. The research involved a sample of 16 PE teachers recruited from 11 provinces across the mainland of China. The primary objective was to define the dimensions and categories of functional health literacy applicable to this professional group.
The analysis yielded a model consisting of four core dimensions: reading and understanding health knowledge, numerating and calculating health data, communicating and appreciating health performance, and recognizing and valuing health values. Under reading and understanding health knowledge, four categories emerged: health and safety emergency method, health concepts and general knowledge, sports-related health knowledge, and medical health knowledge. The numerating and calculating health data dimension included categories for body mass index and indicators, as well as physical fitness test data.
The communicating and appreciating health performance dimension encompassed health communication, health identification, and health performance. Finally, the recognizing and valuing health values dimension included health responsibility awareness and the significance and value of health. No adverse events or safety data were reported, as this was a qualitative methodology focused on model development rather than intervention testing. The study lacks quantitative effect sizes or statistical significance values.
Key limitations include the small sample size of 16 participants and the qualitative nature of the design, which precludes generalizability to other populations or causal inferences. The practice relevance lies in providing a theoretical framework to support the professional transition of Chinese PE teachers into dual-role educators specializing in both physical education and health instruction. Applying this model within teacher education programs is expected to enhance the quality and effectiveness of health education in Chinese primary and secondary schools.
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