Student satisfaction-oriented physical education teacher education curriculum: A framework for evaluating implementation effectiveness and optimizing quality

Research Purpose: This study aims to systematically examine the implementation status of Physical Education Teacher Education (PETE) curricula from the perspective of student satisfaction, with a focus on identifying systematic professional gaps. By dynamically linking students’ subjective experiences with curriculum quality, it seeks to provide a non-Western perspective for global PETE curriculum reforms. Research Methods: A mixed-methods design was employed, involving a cross-sectional survey of 842 undergraduate students majoring in Physical Education and Sports Training at universities in Guangdong Province. Data were collected using a structured questionnaire with validated reliability and validity, based on a six-dimensional satisfaction evaluation framework. Descriptive statistics, one-way analysis of variance (ANOVA), and Pearson correlation analysis were used to reveal satisfaction disparities among different professional groups and identify key influencing factors. Research Results: Descriptive statistics showed moderate overall satisfaction (M=3.77, SD=1.034). ANOVA revealed significant between-major differences, with Physical Education majors reporting higher satisfaction in curriculum objectives, knowledge acquisition, and competency development (p<0.05). Chi-square test further demonstrated that Sports Training majors were 1.6 times lower willingness to pursue teaching careers intentions compared to Physical Education majors (χ²= 24.918, p=0.002). Pearson correlation analysis confirmed that knowledge acquisition (r=0.954) and competency development (r=0.886) were core drivers of overall satisfaction. Research Conclusions: This study highlights the need for differentiated PETE curriculum design aligned with career trajectories, as well as enhanced practical integration through longitudinal field experiences. It advocates for a competency-oriented and culturally responsive curriculum framework, emphasizing the incorporation of student feedback to ensure that the curricula is adapt to the needs of future teachers.