Liu Haohui, Yin Zhihua, Jiang Jiajun, Guo Zhen, Liu Bo
Division of Sports Science and Physical Education, Tsinghua University, Beijing, China.
College of Physical Education and Health, East China Normal University, Shanghai, China.
BMC Public Health. 2024 Dec 18;24(1):3506. doi: 10.1186/s12889-024-21060-0.
In recent years, public health emergencies have become increasingly frequent, threatening human health. Accordingly, countries worldwide have attached great importance to optimizing their public health service systems. In China, physical education teachers are responsible for conducting health education in schools and improving students' health; however, China's health service supply is unbalanced and insufficiently developed. Therefore, this study constructed a health service competence model of Chinese physical education teachers to assess their contribution to the improvement of China's national public health system.
The qualitative data were primarily gathered through semi-structured interviews. Physical education teachers and researchers of physical education teachers from diverse regions of China (N = 48) were selected as participants using purposive sampling techniques. Grounded theory technical approach was employed to analyze the data through NVivo 11.0 software.
The physical education teachers' health service competence model contained three dimensions: health service beliefs, basic health knowledge, and health service skills. Health service beliefs contained two categories: health service awareness and health service cognition. Basic health knowledge contained two categories: life health knowledge and sports health knowledge. Health service skills contained seven categories: health education skills, management skills, research skills, advocacy skills, emergency skills, organization skills, and alert skills.
This study's model provides a theoretical foundation for Chinese physical education teachers to transition to physical education and health teachers. Utilizing this model in teacher education can contribute to enhancing China's national public health service system.
近年来，突发公共卫生事件日益频繁，威胁着人类健康。因此，世界各国都高度重视优化其公共卫生服务体系。在中国，体育教师负责在学校开展健康教育并提高学生的健康水平；然而，中国的卫生服务供给存在不均衡且发展不充分的问题。因此，本研究构建了中国体育教师的卫生服务能力模型，以评估他们对中国国家公共卫生体系改善的贡献。
定性数据主要通过半结构化访谈收集。采用立意抽样技术，从中国不同地区选取体育教师和体育教师研究人员（N = 48）作为参与者。运用扎根理论技术方法，通过NVivo 11.0软件对数据进行分析。
体育教师的卫生服务能力模型包含三个维度：卫生服务信念、基本卫生知识和卫生服务技能。卫生服务信念包含两类：卫生服务意识和卫生服务认知。基本卫生知识包含两类：生活卫生知识和运动卫生知识。卫生服务技能包含七类：健康教育技能、管理技能、研究技能、宣传技能、应急技能、组织技能和预警技能。
本研究的模型为中国体育教师向体育与健康教师转型提供了理论基础。在教师教育中运用该模型有助于加强中国国家公共卫生服务体系。
