Research on the Innovative Paths of Integration between Physical Education Courses and Ethnic Minority Traditional Sports in Higher Vocational Colleges of Yunnan

Gonglian Yin; Jiao Ning

doi:10.70088/kg2wrk22

Authors

Gonglian Yin Yunnan Business Vocational College, Kunming, Yunnan, China Author
Jiao Ning Yunnan Business Vocational College, Kunming, Yunnan, China Author

DOI:

https://doi.org/10.70088/kg2wrk22

Keywords:

physical education, ethnic minority sports, curriculum integration, teacher competence, vocational education

Abstract

The integration of physical education (PE) curricula with ethnic minority traditional sports (EMTS) in higher vocational colleges in Yunnan is crucial for inheriting ethnic culture and enriching vocational education content. Currently, challenges such as monotonous curriculum content, insufficient teacher competence, and inadequate resource allocation persist, with a lack of empirical research targeting higher vocational education. Based on Ralph W. Tyler's curriculum development theory and Mishra and Koehler's TPACK framework, this study explores the impacts of curriculum content integration methods, teachers' competence, and resource allocation on integration implementation effectiveness. A quantitative analysis was conducted using questionnaire surveys from 104 PE teachers across five higher vocational colleges in Yunnan Province. The results show that diversified curriculum integration, improved teacher competence, and effective resource allocation all exert significant positive effects on integration implementation effectiveness. These findings provide empirical evidence for the development of culturally responsive physical education programs in vocational settings. Accordingly, it is recommended to optimize curriculum module design, strengthen teacher training programs, and improve college-local collaborative guarantee mechanisms to promote deeper integration and sustainable development of ethnic minority traditional sports within higher vocational education systems.

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