Lilin Chen
Biographic Data
| ID | 8164099 |
|---|---|
| NAME | Lilin Chen |
| GIVEN NAMES | Lilin |
| FAMILY NAME | Chen |
| SIGNATURE | CHEN L |
| AFFILIATIONS | Central China Normal University |
| ORCID | 0009-0001-2696-1913 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Developing Social and Emotional Competence in Physical Education
Physical education is an important setting for developing students’ social and emotional competence. Yet research in physical education has largely taken a skill focused approach, giving limited attention to motivation and to the domain-specific characteristics of physical education that shape how competence is learned and sustained. Drawing on social and emotional competence scholarship and self-determination theory, we propose a domain-specific…
Stepping into new roles
Although physical education (PE) is widely recognized as essential to students’ holistic development, rural schools with limited educational resources often resort to assigning teachers who are qualified to teach other subjects to teach PE. In such contexts, non-specialist PE teachers are frequently assigned to teach the subject and must rapidly adapt to their new roles without systematic preparation. Drawing on transition theory and the work rol…
Valuable yet costly
Although physical education (PE) potentially fosters holistic development across physical, cognitive, affective, and social domains, its unique physical and social demands can render it valuable yet costly. These costs, however, remain underexplored, limiting our understanding of their effects on motivation and impeding efforts to design effective curricula and teaching strategies. Grounded in situated expectancy-value theory, this study investig…
Developing the theoretical model of Chinese physical education teachers’ health communication competence
Background: Physical education teachers' health communication competence is a key factor in health promotion. Although health communication is a multidisciplinary field, medical practitioners are the primary focus of health communication research, whereas physical education teachers are marginalized. Therefore, this study proposes a theoretical model of health communication competence for physical education teachers. Methods: = 16). Grounded theo…
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Developing the theoretical model of Chinese physical education teachers’ health communication competence
Background: Physical education teachers' health communication competence is a key factor in health promotion. Although health communication is a multidisciplinary field, medical practitioners are the primary focus of health communication research, whereas physical education teachers are marginalized. Therefore, this study proposes a theoretical model of health communication competence for physical education teachers. Methods: = 16). Grounded theo…
Valuable yet costly
Although physical education (PE) potentially fosters holistic development across physical, cognitive, affective, and social domains, its unique physical and social demands can render it valuable yet costly. These costs, however, remain underexplored, limiting our understanding of their effects on motivation and impeding efforts to design effective curricula and teaching strategies. Grounded in situated expectancy-value theory, this study investig…
Developing Social and Emotional Competence in Physical Education
Physical education is an important setting for developing students’ social and emotional competence. Yet research in physical education has largely taken a skill focused approach, giving limited attention to motivation and to the domain-specific characteristics of physical education that shape how competence is learned and sustained. Drawing on social and emotional competence scholarship and self-determination theory, we propose a domain-specific…
Stepping into new roles
Although physical education (PE) is widely recognized as essential to students’ holistic development, rural schools with limited educational resources often resort to assigning teachers who are qualified to teach other subjects to teach PE. In such contexts, non-specialist PE teachers are frequently assigned to teach the subject and must rapidly adapt to their new roles without systematic preparation. Drawing on transition theory and the work rol…
Physical Education and Pedagogy (4 works) · Physical education (3 works) · Medical education (2 works) · Medicine (2 works) · Motivation and Self-Concept in Sports (2 works) · Psychology (2 works) · Qualitative research (2 works) · Social Psychology (2 works) · Applied Psychology (1 work) · Applied Psychology (1 work)