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

RESEARCH PURPOSE: Based on Self-Determination Theory (SDT), this study systematically examines the effectiveness of Physical Education Teacher Education (PETE) curriculum from the perspective of student satisfaction. By mapping six course design attributes to three basic psychological needs, the study constructs a theoretical framework to explain satisfaction with PETE curriculum.

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METHODS

This study employs a quantitative cross-sectional survey design, 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 = 0.808), skill development (r = 0.803), and course objectives (r = 0.801) are the three factors most strongly correlated with overall satisfaction.

RESEARCH

CONCLUSIONS

The SDT-PETE course satisfaction framework developed in this study received partial empirical support: a sense of competence is the core driver of satisfaction; significant differences were found across major types on key dimensions, reflecting a mismatch between course objectives and career aspirations; no significant differences were observed by gender or grade level, indicating that a competence-oriented physical education culture has, to some extent, mitigated traditional gender effects. This framework needs to align with career development pathways and be refined through practical integration and student feedback.