Implementing Martial Arts Education in Chinese Schools: Teachers' Perspectives on the School Martial Arts Program

Shengwen Xue¹Honglin Ji^1*Jikai Yang²Li Zhao³Xiangguo SU³

• ¹Shanghai Normal University, Shanghai, China
• ²Capital University of Physical Education and Sports, Beijing, China
• ³Qingdao Institute of Technology, Qingdao, China

Purpose: Martial arts activities can provide multiple benefits to adolescents. However, their educational effectiveness depends largely on teachers, who play a crucial role. From the perspective of Chinese teachers, this study explores teachers' choices and perceptions regarding the implementation of martial arts in primary and secondary schools. Method: Data Data were collected through semi-structured interviews with 25 Chinese primary and secondary school teachers who had exposure to the School Martial Arts Project (SMAP). The materials were analyzed using Strauss and Corbin's procedural grounded theory approach. Results: This study identified three themes: (a) Teacher evaluations: encompassing four aspects— difficulty, risks, effort-reward ratio, and value; (b) Constraints on teachers' implementation: including constraints from educational stakeholder groups and implementation conditions; (c) Teacher participation: manifesting in four participation modes: effective participation, implicit resistance, explicit opposition, and structural constraint. Conclusion: When confronted with the SMAP that emphasizes combat skills and nurturing character, they first assess the project's implementation difficulty, teaching risks, effort-reward ratio, and the extent to which educational value is realized. Teachers' participation is further influenced by several factors, including their martial arts competence, available facilities, the curriculum system, and the attitudes of educational stakeholders.The combined effects of these factors lead to variations in teachers' participation attitudes and behaviours, ultimately forming four participation modes: effective participation, implicit resistance, explicit opposition, and structural constraint. Teacher participation is a key determinant of SMAP's successful implementation, and comprehensive institutional support (e.g., training and facility assurances) is essential for promoting effective teacher engagement.