Fundamental Pedagogical Differences and Consequences: A China–U.S. Policy Comparison

• In Event: 14.044 - Roundtable Session 2
  In Roundtable Session: 14.044-19 - Articulating Students' Perspectives, Meaning-Making, and Pedagogical Cultural Differences

Abstract

The study attempted to identify differences in physical education (PE) between China and U.S.A. regarding policies, curriculum, and instruction and to reveal the consequent impact on students’ learning. The study was conducted in major metropolitan areas in both countries, including 860 Chinese and 1,218 U.S. students. The analyses show that students in both countries were similarly active (MET=3.98). Chinese student demonstrated weaker expectancy beliefs for success (p<.05) but held stronger belief than the Americans (p<.05) that PE provide important values to health. Chinese students outperformed U.S. students in skill gains (p<.05) while American students demonstrated more gain (p<.05) in knowledge. The findings indicate the implicit impact of different PE curriculum and instruction practices as intended by different policy-making platforms.

Authors

• Haichun Sun, University of South Florida

• Haiyong Ding, Shanghai University of Sport

• Ang Chen, University of North Carolina - Greensboro