Constructing a Structural Model of Information and Communication Technologies Competency for Pre-service Physical Education Teachers

This study focuses on constructing a structural model of pre-service physical education teachers' information-based teaching competence, aiming to address the poor adaptability of existing teacher ICT frameworks to physical education. The research used a mixed-methods design in two stages. In the first stage, based on grounded theory, semi-structured interviews were conducted with 15 university teachers specializing in digital physical education and teacher education, generating 19,000 words of text. Using NVIVO15.0, three-level coding was performed to extract five main categories: technical literacy, teaching design and implementation, assessment and feedback, collaboration and communication, and digital ethics and security, forming an initial model (with 15 secondary indicators and 47 initial concepts). Theoretical saturation test (no new categories) and coding consistency test (coefficient 0.862) verified its reliability. In the second stage, structural equation modeling was used for verification. Questionnaires were distributed to 339 sophomores to seniors majoring in physical education at Guangzhou Sport University, with an effective recovery rate of 86.9%. The scale showed good reliability (overall Cronbach’s Alpha=0.911; each dimension 0.81-0.87) and validity (KMO=0.897, p<0.001). Confirmatory factor analysis indicated all dimensions had factor loadings >0.7, and model fit indices (CMIN/DF=1.348, GFI=0.960, etc.) met standards. Key findings: The overall information-based teaching competence of pre-service physical education teachers was moderate (M=3.72). Development was unbalanced: digital ethics and security performed best (M=3.83), while assessment and feedback were weakest (M=3.62). All dimensions showed significant positive correlations (r=0.418-0.529), forming a synergistic mechanism of "technology as foundation, design as core, assessment as closed loop, collaboration as expansion, and ethics as bottom line". Notably, pre-service teachers had insufficient technological innovation, regarded information technology merely as an auxiliary tool, and there was a shortage of information-based teaching cases for motor skills (accounting for <30%). The results can guide universities to optimize curricula (e.g., strengthening sports data analysis and VR teaching modules) and assist educational authorities in improving standards. Limitations include samples from a single institution; multi-regional follow-up studies are needed.本研究聚焦于构建体育教育专业师范生信息化教学能力的结构模型，旨在解决现有教师信息通信技术（ICT）框架适配体育教育场景不足的问题。 本研究采用两阶段混合研究设计。第一阶段以扎根理论为基础，针对15名从事数字化体育教育与教师教育研究的高校教师开展半结构化访谈，累计生成1.9万字访谈文本。借助NVIVO15.0软件进行三级编码，提炼出技术素养、教学设计与实施、评价与反馈、协作与沟通、数字伦理与安全五大主类别，初步构建出包含15项二级指标与47个初始概念的初始模型。通过理论饱和度检验（未出现新类别）与编码一致性检验（系数为0.862）验证了该模型的可靠性。 第二阶段采用结构方程模型开展验证分析。向广州体育学院体育教育专业339名大二至大四学生发放问卷，有效回收率为86.9%。结果显示该量表具有良好的信度（整体克朗巴哈α系数为0.911，各维度克朗巴哈α系数介于0.81~0.87之间）与效度（KMO检验（Kaiser-Meyer-Olkin）值为0.897，p<0.001）。验证性因子分析结果表明，所有维度的因子载荷均大于0.7，模型拟合指标（卡方自由度比CMIN/DF=1.348、拟合优度指数GFI=0.960等）均符合标准。 核心研究发现：体育教育专业师范生的信息化教学能力整体处于中等水平（均值M=3.72），且发展不均衡：数字伦理与安全维度表现最优（均值M=3.83），评价与反馈维度表现最弱（均值M=3.62）。各维度间均存在显著正相关（相关系数r=0.418~0.529），形成了“技术为基、设计为核、评价为闭环、协作为拓展、伦理为底线”的协同机制。值得注意的是，师范生的技术创新能力不足，仅将信息技术视为辅助工具，且运动技能类信息化教学案例匮乏（占比不足30%）。 本研究结果可为高校优化课程体系（如增设体育数据分析与虚拟现实（VR）教学模块）提供参考，也可助力教育主管部门完善相关标准。本研究存在样本仅来自单一院校的局限性，后续需开展多区域的跟进研究。