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Background: School sports coaching is gaining recognition as a formal profession worldwide, highlighting its significant role in students' holistic development. Given the complex social and cultural dimensions of the role, this study explores a coaching competence model tailored to the school context, emphasizing the need to consider both national and local frameworks to ensure effective implementation. In China, school sport coaches are responsible for both physical education teaching and sports training across all types of schools. Within the integration of sports and education, school sport coaches can expand their impact not only on student-athletes or athletes but also on general students in practice. Compared with physical education teachers' perspectives, sports coaches' competence development has rarely been studied. This study aims to develop a sustainable Chinese school sports coaching competence model., Methods: The qualitative data were gathered mainly through semi-structured interviews. School sports coaches and related stakeholders (N = 22) were selected as participants using purposive sampling techniques. Grounded theory was employed to analyse the data via NVivo 11.0 software., Results: The school sports coaching competence model comprises three categories consisting of 15 sub-categories, 92 concepts, and 317 labels. These categories are as follows: (a) Perception of identity, encompassing role of the coach, reflection on students, and understanding of policies; (b) Code of ethics, which includes sports virtues, sports-humanistic spirit, and principles of movement science; (c) Coaching excellence, comprising lifestyle and fitness strength, local sports development, teacher-coach partnership, leadership in extracurricular activities, safety and injury protection, athlete selection and training, instruction and demonstration, coaching reflective practice, and athlete-coach rapport., Conclusion: Chinese school sport coaching competence model emphasizes the integration of sports and education for student development. It provides both local and national perspectives to enhance the professional development of school sports coaches' community worldwide., Competing Interests: Declarations Ethics approval and consent to participate (1) Ethical approval. This study has been approved by Ethics Board at East China Normal University (HR 608–2021, 5 November 2021). The researchers obtained informed consent after explaining the purposes, procedures, and voluntary nature. Confidentiality and anonymity in the collection and presentation of results were maintained. (2) Informed consent. The participants were informed during the recruitment and interview process that their participation was voluntary and that all information was treated with confidentiality. Additionally, the participants were informed that they had the right to withdraw from the interview and were asked to tick the consent box before completing the interview. Consent for publication Not applicable. Competing interests The authors declare no competing interests., (© 2024. The Author(s).)

Industrial upgrading in China is rapidly increasing the competence requirements for employees on the shop floor. The institutional environment in China, however, does not seem very supportive: the quality of vocational education is often low and Chinese labor law provides strong incentives for companies to use temporary labor. This paper examines the competence development practices for blue-collar workers in automobile companies in China. Against expectations, automobile companies in China do not pursue ‘low road’ strategies but have designed intensive internal training programs and long-term career paths for blue-collar workers. Different theoretical explanations for the competence development approaches are discussed: human capital theory, high-commitment work systems theory, production systems theories, industrial relations and institutionalist theories. The paper is based on qualitative case studies of German, Japanese and domestic automobile manufacturers in China. [ABSTRACT FROM PUBLISHER]

From September 2009 onwards, a new business curriculum which focuses on three key business disciplines, namely management, accounting and finance, has been implemented in Hong Kong senior secondary schools. A new assessment guide has been also proposed in light of the new curriculum. Such business curriculum and assessment reform move in the direction of preparing pupils to be more adaptive to the fast-changing business society; an innovative school-based pedagogical design will definitely be needed. This paper examines and analyzes the nature of the existing Hong Kong business curriculum and assessment reform from a competence-based perspective, discusses the critical issues in the areas of curriculum design, assessment practices, teaching approaches and teacher development, and suggests innovations in these areas for enhancing pupil competence development in the context of Hong Kong senior secondary education. [ABSTRACT FROM AUTHOR]

This paper identifies and describes Hong Kong secondary business teachers' conceptions of student competence in business education, and their choice of teaching approaches to developing such competence. It also addresses the relationship between the conceptualisation of competence and teaching approaches in developing student competence. Phenomenography and grounded theoretical coding techniques were employed in the study, and the participants were 26 in-service business teachers. These teachers' conceptions of competence and their choice of teaching approaches were found to be multifaceted and semi-hierarchical. The identified conceptions address the basic and higher levels of competence that require different approaches in teaching. On the basis of the findings, it is recommended that teachers should not adopt an over-simplified view of the constitution of business students' competence and their competence development. They should be aware of their conceptions of competence, choice of teaching approaches and facilitation of student reflection in competence development. [ABSTRACT FROM AUTHOR]