Improving Martial Arts Teachers’ TPACK in Universities through Training: A Quantitative Study

Abstract

This study investigated how a targeted training program affects the Technology Pedagogical and Content Knowledge (TPACK) levels of martial arts teachers in Chinese universities. In the context of digital education, martial arts coaches face the challenge of integrating modern technology into a practical, culturally rich curriculum. Using a validated TPACK tool, data from 185 participants were collected and analyzed using SPSS 29.0. Results showed that the trained teachers' TK, PK, TPK, TCK, and overall TPACK levels significantly improved, especially in the area of​comprehensive knowledge(p<0.001), while CK remained statistically unchanged. More notably, practical teacher training and campus exchange formats outperformed pure online training in promoting technology integration. Novice teachers showed more significant improvements, indicating that they were more willing to adopt new tools. This study provides empirical support for the development of a hybrid, practice-oriented professional development model for culturally contextualized disciplines. This is particularly beneficial for education policymakers, teacher developers, and physical education teachers who are committed to modernizing teaching while inheriting traditional cultural values.