DIGITAL TRANSFORMATION OF PHYSICAL EDUCATION IN THE CONTEXT OF DISTANCE EDUCATION IN THE PRC: CHALLENGES AND PROSPECTS
Abstract
This article presents an integrative study of the digital transformation of physical education (PE) in China during and after the COVID-19 pandemic. It combines a systematic review of 48 empirical studies (2019–2025) with a Delphi panel of 18 Chinese PE and ed-tech experts. The research is grounded in Digital Transformation theory, the TPACK framework, and Self-Determination Theory, offering a three-tiered ana lytical model (policy, pedagogy, motivation).
The introduction outlines national reforms (e.g., Education Informatization 2.0, Healthy China 2030), highlighting the urgency to merge physical activity goals with digital education platforms. It frames PE as a strategic tool for both public health and smart-education advancement.
The literature review synthesizes findings on digital tools such as AI-powered feedback, wearable sensors, and VR labs, noting moderate success in improving student engagement and fitness outcomes. Yet it identifies systemic limitations in digital literacy among teachers and technological access in rural regions.
The methodology describes a mixed-methods design: (1) a systematic review of Chinese PE studies using digital tools, and (2) a Delphi panel consultation to assess practical challenges and pedagogical priorities. Quality control followed PRISMA and CASP protocols.
Results highlight four domains: (1) infrastructure and access, (2) pedagogical design and engagement, (3) health and psychological outcomes, and (4) governance and professional development. Key findings reveal uneven broadband penetration, limited teacher tech-efficacy, and short-term engagement drops in gamified learning.
The discussion emphasizes the “capacity gap” between policy ambition and real-world implementation. Long-term solutions include upskilling PE teachers in AI and XR, funding rural connectivity, and embedding gamified tools in formal curricula.
The conclusion asserts that aligning policy, pedagogy, and motivation is vital for scaling digital PE. When executed cohesively, digital PE can enhance fitness, motor skills, and well-being – fulfilling the dual vision of Healthy China 2030 and Smart-Education.
Downloads
References
Cui, B., Jiao, W., Gui, S., Li, Y., & Fang, Q. (2025). Innovating physical education with artificial intelligence: Apotential approach. Frontiers in Psychology, 16, 1490966. https://doi.org/10.3389/fpsyg.2025.1490966
Deng, C.-H., Wang, J.-Q., Zhu, L.-M., Liu, H.-W., Guo, Y., Peng, X.-H., Shao, J.-B., & Xia, W. (2020). Association of web-based physical education with mental health of college students in Wuhan during the COVID-19 outbreak: Cross-sectional survey study. Journal of Medical Internet Research, 22(10), e21301. https://doi.org/10.2196/21301
Gao, Y. (2025). The role of artificial intelligence in enhancing sports education and public health in higher education: Innovations in teaching models, evaluation systems, and personalised training. Frontiers in Public Health, 13, 1554911. https://doi.org/10.3389/fpubh.2025.1554911
Gao, Y., Zhang, J., He, Z., & Zhou, Z. (2025). Feasibility and usability of an artificial intelligence–powered gamification intervention for enhancing physical activity among college students: Quasi-experimental study. JMIR Serious Games, 13, e65498. https://doi.org/ 10.2196/65498
Hsu, C. & Sandford, B. A., (2007). “The Delphi Technique: Making Sense of Consensus”, Practical Assessment, Research, and Evaluation 12(1), 10. https://doi.org/10.7275/pdz9-th90
Huang, S., & Jeong, H.-C. (2025). The dynamic impact of physical education teacher support on college students’ exercise adherence: A cross-lagged study from the perspective of self-determination theory. Behavioral Sciences, 15(6), 802. https://doi.org/10.3390/bs15060802
Keeney, S., Hasson, F., & McKenna, H. (2010). The Delphi Technique in Nursing and Health Research. Wiley Blackwell.
Kharchenko, A., Nalyvaiko, O., Kreydun, N., Sheiko, A. ., Ptushka, A., Khatuntseva, S., & Zotova, L. (2024). Digital Technologies as a Factor of Transformation of Learning in the University Education. Revista Romaneasca Pentru Educatie Multidimensionala, 16(4), 97-126. https://doi.org/10.18662/rrem/16.4/909
Meng, X., Horrell, A., McMillan, P., & Chai, G. (2020). ‘Health first’ and curriculum reform in China: The experiences of physical education teachers in one city. European Physical Education Review, 27(3), 595–612. https://doi.org/10.1177/1356336X20977886
Ministry of Education of the People’s Republic of China. (2018). Education Informatization 2.0 Action Plan [Policy document]. http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html
Ministry of Education of the People’s Republic of China. (2025, February 6). Guideline to improve physical education. https://english.www.gov.cn/news/202502/06/content_WS67a423adc6d0868f4e8ef65f.html
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467
9620.2006.00684.x
Nalyvaiko, O., Kulakova, I., Kudaieva, O. ., Bondarenko, A., Mkrtichian, O., & Shtonda, O. (2024). Forced Distance Learning Chinese Experience Case. Some Lessons for the Ukrainian Education System . Revista Romaneasca Pentru Educatie Multidimensionala, 16(4), 154-184. https://doi.org/10.18662/rrem/16.4/911
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003066X.55.1.68
Song, X.-L., & Cheong, J. P. G. (2024). An examination of Chinese physical education teachers’ teaching efficacy and technology self-efficacy at the time of the COVID-19 pandemic. SAGE Open, 14(2). https://doi.org/10.1177/21582440241241933
State Council of the People’s Republic of China. (2016). Outline of the Healthy China 2030 Plan (English ed.). https://english.www.gov.cn/policies/latest_releases/2016/10/25/content_281475475062678.htm
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8, 45. https://doi.org/10.1186/1471-2288-8-45
Tian, T. (2025). Wearable sensor-based real-time monitoring system for physical education teaching and training. Molecular & Cellular Biomechanics, 22(1), 1027. https://doi.org/10.62617/mcb1027
Vial, G. (2019). Understanding digital transformation: A review and a research agenda. Journal of Strategic Information Systems, 28(2), 118–144. https://doi.org/10.1016/j.jsis.2019.01.003
Wang L. (2017). Using the self-determination theory to understand Chinese adolescent leisure-time physical activity. European journal of sport science, 17(4), 453–461. https://doi.org/10.1080/17461391.2016.1276968
Wang, C., Omar Dev, R. D., Soh, K. G., Mohd Nasirudddin, N. J., Yuan, Y., & Ji, X. (2023). Blended learning in physical education: A systematic review. Frontiers in Public Health, 11, 1073423. https://doi.org/10.3389/fpubh.2023.1073423
Wang, C., Yuan, Y., & Ji, X. (2024). The effects of a blended learning model on the physical fitness of Chinese university students: A cluster randomised controlled trial in basketball education. BMC Public Health, 24, 2451. https://doi.org/10.1186/s12889-024-20001-1
Wang, H., Song, Y., Zhu, X., & Cao, M. (2022). Revisiting the digital divide in online teaching – An analysis of urban-rural differences in online learning among middle school students. Open Journal of Social Sciences, 10(11), 34–50. https://doi.org/10.4236/jss.2022.1011004
World Medical Association. (2013). World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191-2194. https://doi.org/10.1001/jama.2013.281053
Xiao, J. (2023). Digital transformation in top Chinese universities: An analysis of their 14th five-year development plans (2021-2025). Asian Journal of Distance Education, 18(2), 186-201. Retrieved from https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/757
Xie, D., Chen, B., Li, H., & Huang, Q. (2025). Enhancing table-tennis performance and physical fitness through digital technology: A quasi-experimental study based on the TPACK framework. Frontiers in Sports and Active Living, 7, 1595455. https://doi.org/10.3389/fspor.2025.1595455
Xu, Y., Peng, J., Jing, F., & Ren, H. (2024). From wearables to performance: How acceptance of IoT devices influences physical education results in college students. Scientific Reports, 14, 23776. https://doi.org/10.1038/s41598-024-75071-3
Ye, B., & Ouyang, F. (2025). Integration of virtual reality technology in physical education: A biomechanical approach to enhancing skill mastery and student experience. Molecular & Cellular Biomechanics, 22(3), 1068. https://doi.org/10.62617/mcb1068
Yu, Y., Che Tak, K. B., Bailey, R. P., Samsudin, N., & Ren, C. (2025). The effects of blended learning on learning engagement in physical education among university students in China: The mediating role of attitudes. Sustainability, 17(2), 378. https://doi.org/10.3390/su17020378
