Abstract
BACKGROUND: In recent years, the frequent occurrence of public health emergencies has posed serious threats to human health, leading to a broad international consensus on the necessity of enhancing national health literacy. In response, the Chinese government has integrated health education into the national education system as a key strategic measure aimed at improving population health. The health literacy level of physical education (PE) teachers, who serve as primary agents in implementing school-based health education, is essential for ensuring the delivery of high-quality health education. Functional health literacy, as the foundational component of overall health literacy, plays a critical role in the development and enhancement of individual health competencies. In this study, we developed a structural model of functional health literacy specific to Chinese PE teachers, aiming to evaluate their own literacy levels and their contributions to school-based health education. METHODS: Qualitative data were primarily collected through semi-structured interviews. A total of 16 PE teachers from 11 provinces across China mainland were purposively selected as study participants. We employed a grounded theory technical approach to analyze the data using NVIVO 20.0 qualitative analysis software. RESULTS: The functional health literacy model for PE teachers comprises four core dimensions: reading and understanding health knowledge, numerating and calculating health data, communicating and appreciating health performance, recognizing and valuing health values. Reading and understanding health knowledge contains four categories: Health and safety emergency method, health concepts and general knowledge, sports-related health knowledge, medical health knowledge. Numerating and calculating health data include two categories: body mass index and indicators, physical fitness test data. Communicating and appreciating health performance contains three categories: health communication, health identification, health performance. Recognizing and valuing health values contains two categories: health responsibility awareness, significance and value of health. CONCLUSION: The proposed model offers a theoretical framework to support the professional transition of Chinese PE teachers into dual-role educators specializing in both physical education and health instruction. Applying this model with teacher education programs is expected to enhance the quality and effectiveness of health education in Chinese primary and secondary schools.