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https://doi.org/10.62836/gss.v5i1.0001
Lin , Z., & Yin, R. (2026). An Examination of the Connotation of Graduation Requirements for Physical Education Majors in Regular Universities. Global Sport Science, 5(1), 0001. https://doi.org/10.62836/gss.v5i1.0001
Volume 5, Issue 1
Copyright (c) 2026 Zibin Lin , Rui Yin
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This work is licensed under a Creative Commons Attribution 4.0 International License.

An Examination of the Connotation of Graduation Requirements for Physical Education Majors in Regular Universities

This study focuses on the graduation requirements for physical education majors in higher education institutions and systematically investigates the essential competence structure that graduates should possess by employing a range of research methods, including logical analysis, questionnaire surveys, and case studies. The findings indicate that teacher ethics standards are considered the most critical criterion and should be maintained throughout a teacher’s professional career. Dimensions such as educational commitment, subject-matter proficiency, teaching competence, classroom management, holistic educational capacity, and self-reflective practice collectively form an integrated framework of graduation requirements. However, the study reveals that classroom management competence receives relatively less emphasis in current perceptions. Taking volleyball courses as an example, while they significantly support teaching competence, subject literacy, and communication and collaboration skills, their contribution to classroom management is comparatively limited. This suggests variability in the extent to which different courses support specific graduation requirement indicators. Therefore, the study concludes that the implementation of graduation requirements should be aligned with the unique characteristics of individual courses to enable targeted and effective competency development.

physical education graduation requirements connotation support level volleyball

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Supporting Agencies

  1. Funding: This research received no external funding.