Transitioning from Extensive to Standardized Research: Reflections on Issues and Shifting Direction in the Study of School Physical Education Thought in China

Employing text analysis and logical reasoning methods, this study undertakes a theoretical analysis of the research on school physical education(PE) thought in China. Its goal is to propose a standardized research approach by uncovering and addressing various cognitive and conceptual limitations. The study highlights the following concerns: 1) The historical periodization of school PE thought in China faces several challenges, including an inability to encompass the complete historical trajectory,difficulty in defining critical ideas' historical stages, and a disconnect between periodization frameworks and the actual evolution of thought. 2) The generalization observed in research on school PE thought largely stems from the over-encroachment of academic concepts from other fields, diverse interpretations of thought expressions and attributes, and a conflation with the study of individual thinkers' ideas. 3) In general, research perspectives on school PE thought in China exhibit weaknesses in historical analysis,confusion between studies of individual thinkers and schools of thought, and inadequate alignment with relevant viewpoints. 4) The current paradigm for studying school PE thought in China remains undefined. Issues within the paradigm for the history of thought research include insufficient borrowing from related research paradigms, and relatively underdeveloped studies on schools of thought. The paradigm for individual case studies faces limitations in research approaches and methodological application.Considering the current state of fragmented research and the challenges encountered in the study of school PE thought, this study suggests the following standardized research recommendations: Establishing a reasonable framework for periodizing school PE thought, ensuring that historical periodization aligns with historical developments; re-establishing clear criteria for defining school PE thought, ensuring that conceptual understanding aligns with the characteristics of the subject matter; systematically incorporating reference perspectives on school PE thought, ensuring that chosen perspectives align with the research theme; thoroughly refining research methods for school PE thought, ensuring that methods correspond to the research problem.