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This paper aims to analyze China's curriculum reform in physical education and health, focusing on its rationale and implications for teaching and assessment.

June 20, 2026European Physical Education Review

Policy making and curriculum change: Physical education and health in China

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This paper aims to analyze China's curriculum reform in physical education and health, focusing on its rationale and implications for teaching and assessment.
Compared the 2011 and 2022 physical education and health curricula.
Employed interpretive policy analysis to explore the rationale behind the reforms and the conceptualization of health.
Investigated the integration of global developmental principles with China's education context.
The 2022 reform incorporates global developmental principles but is rooted in an examination-oriented system.
The localisation strategy merges international discourse with practices tailored to China.
The balance between content and objectives supports curriculum enactment but limits the role of PE in promoting health.

Authors

AHAndrew HorrellUniversity of Edinburgh XMXuan MengShanxi University of Traditional Chinese Medicine

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Implication

Examines curriculum reforms aimed at enhancing health outcomes in China's physical education system, indicating significant structural tensions.

Cite This Study

Horrell et al. (2026) studied this question.

synapsesocial.com/papers/6a3632fcdb0793dc1a5395e5 https://doi.org/10.1177/1356336x261459013

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Implication

Examines curriculum reforms aimed at enhancing health outcomes in China's physical education system, indicating significant structural tensions.

Policy making and curriculum change: Physical education and health in China

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Discussion

Implication

Cite This Study

Policy making and curriculum change: Physical education and health in China

Key Points

Discussion

Implication

Cite This Study

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