Moving towards high-quality inclusive physical education: developing a competency model for primary and secondary school physical education teachers in China

Inclusive physical education (IPE) requires teachers to respond to diverse learning needs, yet the competencies involved remain insufficiently defined. This study developed an exploratory competency model for primary and secondary school physical education (PE) teachers in China. Behavioural Event Interviews were conducted with 20 PE teachers from six schools in Beijing, including 10 teachers with at least 15 years of IPE experience and municipal-level or higher professional recognition, and 10 comparison teachers with IPE experience. Interview transcripts were analysed using open, axial and selective coding. The analysis identified 26 competency elements across four domains: knowledge, skills, values and motivation. Twelve elements differed significantly between the groups and were classified as differentiating elements within the study's predefined grouping, while the remaining 14 were provisionally classified as baseline elements. The model distinguishes more observable knowledge and skills from less visible values and motivation. It provides an initial framework for understanding PE teachers' inclusive practice and informing professional learning, although further validation is needed across different school contexts.