Rethinking Sports Professional Education in China’s TVET System: Differentiation, Competency, and Institutional Coordination

Chao-Chin Liu; Wang Feng; Zheng Guan

doi:10.6918/

Authors

Chao-Chin Liu School of Physical Education, Fujian Polytechnic Normal University, Fuqing, Fujian 350300, China
Wang Feng School of Physical Education, Fujian Polytechnic Normal University, Fuqing, Fujian 350300, China
Zheng Guan College of Physical Education, Guangdong University of Business and Technology, Zhaoqing 526040, Guangdong, China

DOI:

https://doi.org/10.6918/

Keywords:

Sports vocational education, sports professional education, three-track structure, occupational competency, industry–education integration.

Abstract

China’s sports job market is no longer limited to traditional physical education teaching and elite sports training. Booming fitness services, sports rehabilitation, event operation, health promotion and digital sports services have spawned numerous technical sports posts, while domestic sports education systems have not updated accordingly. Sports majors offered by normal universities, comprehensive universities and vocational colleges lack clear positioning and distinctive boundaries. This study explores the positioning optimization of China’s vocational sports education within the modern TVET system, based on policy documents, academic studies and comparative analysis of vocational education models in five developed countries. It finds that the core advantage of vocational sports education lies in task-based teaching, systematic workplace practice and standardized competency certification rather than academic credentials. Instead of simply simplifying undergraduate courses, vocational sports education should align curriculum, training and certification with industrial standards, strengthen interdisciplinary training and employer participation. The research puts forward targeted optimization strategies to support the reform of sports vocational education and cultivate professional talents for the sports industry.

Downloads

Download data is not yet available.

References

[1] General Administration of Sport of China. (2021). Progress report on the implementation of the outline for building a leading sports nation. General Administration of Sport of China. (In Chinese)

[2] Liu, H., & Li, M. (2022). Discussion on the rise of healthy Chinese sports industry and the training mode of compound sports talents. Journal of Healthcare Engineering, 2022, 6943285. https://doi.org/10.1155/2022/6943285

[3] Ministry of Education of the People’s Republic of China. (2019). National implementation plan for vocational education reform. Ministry of Education of the People’s Republic of China. (In Chinese)

[4] Wang, X., & Pu, X. B. (2025). Research on the development path of football industry colleges in higher vocational sports institutions under vocational education reform. Contemporary Sports Technology, 15(21), 161–164. (In Chinese)

[5] Lan, M. P., Li, X. K., & Guo, Y. Y. (2020). Analysis of demand for sports vocational talents in Guangxi based on sports industry development. Guangxi Education, (3), 51–57. (In Chinese)

[6] Huan, C. D., & Shen, L. L. (2023). Current status, deficiencies and optimization of resource integration in sports industry colleges: An analysis of 42 sports industry colleges. Journal of Hebei Sport University, 37(3), 25–31. (In Chinese)

[7] Li, J., Liu, J., Hu, C., et al. (2023). Vocational and technical education practice under the guidance of competency based education. International Journal of Learning and Teaching, 9(3), 261–265.

[8] Zhu, X., & Tang, H. V. (2025). Industry education integration policies in China’s vocational education: A bibliometric analysis of current status and development trends. International Journal of Sociologies and Anthropologies Science Reviews, 5(3), 309–322.

[9] Xu, G. Q. (2020). Establishing vocational education as a distinct educational type: A fundamental requirement for building a modern vocational education system. Journal of East China Normal University (Educational Sciences), 38(1), 1–11. (In Chinese)

[10] Xiong, B. Q. (2022). The breakthrough point of vocational education reform: From level based education to type based education. People’s Tribune, (8), 23–29. (In Chinese)

[11] Zhang, R. L., Jin, L. J., & Wang, Z. W. (2025). Integrated reform of education, science and technology, and talent to promote new quality productive forces in sports: Logic, barriers and pathways. Journal of Shanghai University of Sport, 49(1), 76–87. (In Chinese)

[12] UNESCO. (2022). Transforming technical and vocational education and training for successful and just transitions: UNESCO strategy 2022–2029. UNESCO Publishing.

[13] Chen, P., Schmidtke, C., & Jin, X. (2024). Chinese technical and vocational education and training, skill formation, and national development: A systematic review of educational policies. Vocation, Technology & Education, 1(3), e24. https://doi.org/10.54844/vte.2024.0677

[14] Li, G. H. (2025). Strategies for talent cultivation in higher vocational sports service education in the new era. Contemporary Sports Technology, 15(20), 60–63. (In Chinese)

[15] Chen, J. Y., & Cao, X. (2024). Talent cultivation pathways for sports majors in vocational colleges from the perspective of integration of sports and education. Sports Vision, (11), 149–151. (In Chinese)

[16] Huang, Z. L., Wang, Y. Y., & Duan, Y. L. (2025). Practical strategies for the '3+2' articulated higher vocational–undergraduate training model in sports vocational education in Yunnan: The case of physical education. Contemporary Sports Technology, 15(13), 125–129. (In Chinese)

[17] Wei, M. B., Wang, H., Wang, Z. Q., et al. (2021). Discussion on the cultivation of interdisciplinary talents in sports massage. Modern Vocational Education, (41), 62–63. (In Chinese)

[18] Pu, X. A., & Ou, F. R. (2020). An empirical study of the '1+X' certificate system for sports majors in private vocational colleges. Bulletin of Sport Science & Technology, 28(9), 6–7, 33. (In Chinese)

[19] Minten, S., & Forsyth, J. (2014). The careers of sports graduates: Implications for employability strategies. Journal of Hospitality, Leisure, Sport & Tourism Education, 15, 94–102.

[20] Chen, X. Q. (2022). Talent cultivation strategies for higher vocational sports majors from the perspective of industry–education integration. Journal of Hubei Open Vocational College, 35(18), 23–24, 33. (In Chinese)

[21] Xie, M. Z., & Pi, J. J. (2021). Talent cultivation strategies for sports majors in local universities from the perspective of industry–education integration. Sport Fashion, (4), 186–188. (In Chinese)

[22] Ma, D., Zhang, T. Y., Liu, Z. J., et al. (2023). Construction and implementation pathways of a compound talent cultivation model for the ice and snow sports industry. Sports Culture Guide, (9), 41–47. (In Chinese)

[23] Song, B., Xi, J., Li, S., et al. (2024). Integration and learning: A case study of international higher physical education talent cultivation. Frontiers in Education, 8, 1291586. https://doi.org/10.3389/feduc.2023.1291586

[24] Deissinger, T. (2015). The German dual system of vocational education and training: Its institutional configuration, strengths, and challenges. Journal of Vocational Education & Training, 67(2), 189–199.

[25] Abelha, M., Fernandes, S., Mesquita, D., et al. (2020). Graduate employability and competence development in higher education: A systematic literature review using PRISMA. Sustainability, 12(15), 5900. https://doi.org/10.3390/su12155900

[26] General Administration of Sport of China. (2021). National statistical bulletin of the sports industry. General Administration of Sport of China. (In Chinese)

[27] Lai, J., & Li, M. (2008). Comparison of training objectives between sports vocational and technical education and undergraduate sports education in China. Journal of Physical Education, 15(7), 50–52. (In Chinese)

[28] Australian Industry and Skills Committee. (2021). Sport, fitness and recreation: National industry insights report. Australian Government.

[29] Malek, M. H., Nalbone, D. P., Berger, D. E., et al. (2002). Importance of health science education for personal fitness trainers. Journal of Strength and Conditioning Research, 16(1), 19–24.

[30] Umegaki, A. (2014). Current status of physical education and sports coaching in Japan: Focusing on the social development. Japanese Journal of Sport Education Studies, 34(1), 45–52.

[31] SkillsIQ. (2022). SIS sport, fitness and recreation training package: Companion volume implementation guide. SkillsIQ.

[32] National Strength and Conditioning Association. (2020). NSCA certification handbook. National Strength and Conditioning Association.

[33] Commission on Accreditation of Athletic Training Education. (2020). Standards for accreditation of professional athletic training programs. Commission on Accreditation of Athletic Training Education.

[34] Ministry of Education, Culture, Sports, Science and Technology. (2003). FY2003 white paper on education, culture, sports, science and technology. Government of Japan.

[35] OECD. (2010). Learning for jobs. OECD Publishing.

[36] Breitbach, A. P., & Richardson, R. (2015). Interprofessional education and practice in athletic training. Athletic Training Education Journal, 10(2), 170–182.