Perceived Participation to Kindergartens, Teachers, and Parents of Physical Education in Xi’an, Shaanxi Province, China

Abstract

Background and Aim: This study addresses the scarcity of empirical evidence on children's participation in Physical Education (PE) and the perspectives of teachers and parents within the Chinese context. The study aims to determine the level of student engagement in PE and identify factors influencing their participation. It also seeks insights into how teachers and parents view PE's importance in children's well-being. Materials and Methods: Conducted in Xi'an, Shaanxi Province, China, the study involved 201 kindergartens, 200 parents, and 65 teachers. Analytical methods included tables, frequencies, percentages, mean proportion analysis, standard deviation proportion analysis, confidence interval analysis, one-sample z-score test for proportion, two-sample z-score test for proportion, and correlation analysis. The research also led to the development of a guide for creating a kindergarten's physical literacy model. Results: Kindergartens exhibit a moderate perception of PE, with males generally having a higher perception than females. Teachers view PE positively, considering it moderately beneficial for physical and mental development. However, barriers to teaching PE include limited event space, security concerns, venue and equipment issues, weather-related inconveniences, and parents' lack of sports proficiency. Parents have a favorable view of PE, acknowledging its positive impact. Barriers for parents include safety concerns, extracurricular workloads, limited interest in after-school sports, venue limitations, and academic pressures. Kindergartens express enthusiasm for sports like basketball and football, but challenges may reduce physical activity and lead to frustration. Conclusion: The perception of physical education in kindergartens varies among different stakeholders, with gender differences and positive attitudes from teachers and parents. However, numerous barriers, including space limitations and safety concerns, need to be addressed to ensure a more effective and enjoyable PE experience for children in this educational setting.