Schools across Beijing are breaking from traditional frameworks by introducing innovative physical education programs aimed at engaging students more effectively. Notably, Beijing Forestry University Affiliated Elementary School has implemented gender-segmented classes for their sports curriculum, promoting boys and girls to participate actively based on their interests and developmental needs.
On the first day of the new semester, the sound of cheerful activity echoed across the schoolyard. At 10:30 AM, excited sixth-grade boys gathered under the guidance of sports teacher Han Jiawei for rugby practice, focusing on catching techniques and strategic movements. Meanwhile, girls engaged with their own fun activities, like double dutch and relays, with instructor Hu Xiaoyun emphasizing the importance of comprehensive physical development.
This shift aligns with the ”Eight Guidelines for Physical Education” (体育八条), which advocate for gender-separated teaching at middle school levels. "With gender-segmented classes, teachers can focus on each student's unique interests and help them develop necessary sports skills," said Gao Huixian, Principal of Beijing Forestry University Affiliated Elementary School. The school is also branching out by offering courses such as Taekwondo, rugby, dance, and aerobics, which cater to both boys' and girls' preferences and abilities.
Notably, the curriculum aims to instill lifelong fitness habits by ensuring every student masters at least one of the three major ball sports by graduation. "We also plan to utilize university sports facilities to introduce table tennis and badminton classes starting from third grade, ensuring children graduate with proficiency in at least two racket sports," Gao added.
Similarly, Renmin University Affiliated Fengtai School is enhancing the physical education experience through its elective system for high school students. According to Jiang Liping, the school’s Moral Education Director, they recently assessed student interest and plan to divide the class offerings to cater to diverse competencies. "Boys can choose between male-specific basketball or co-ed sessions based on their skill levels," Jiang explains. This flexibility not only addresses students' skill differences but also encourages them to follow their passion.
At Beijing No. 11 Experimental School, the middle school physical curriculum includes two segments per week: foundational sports classes and specialized elective options. Meng Xiangyu, one of the school's sports teachers, described how they allow students to mix and match classes across semesters. "The options not only include the three major ball games but also unique sports like ultimate frisbee and badminton, enriching students' athletic experience and encouraging exploration,” observed Meng.
Despite the excitement generated by these changes, some parents and students expressed concerns about the increased intensity of physical education. To address these worries, schools are implementing tiered teaching approaches to account for students' varying physical capabilities. "Our program focuses on emotional and character development, motor skills, and knowledge of health behaviors," noted Yang Chunsheng, Physical Education Lead at the Wuyi Future Experimental Primary School. The curriculum begins with engaging games geared at rekindling students’ interests post-long breaks, gradually progressing toward more intensive activities.
"It’s imperative for children to move at their own pace and for teachers to create individualized training plans," said Huang Hong, the Director of the Physical Education Center at Beijing Bayi School. He emphasizes how teaching strategies must adhere to the inherent growth patterns of different age groups, allowing flexibility as needed. The goal is to inspire students to develop from initial hesitation to enthusiastic engagement with sports over time.
Schools like Renmin University Affiliated Fengtai School are also beginning to adopt improvement programs aimed at nurturing students with poor fitness assessment results. Their “Boost and Remediate” initiative allows students to partake in additional practice sessions during school breaks and lunchtime. Yang’s team intends to roll out these initiatives to not only promote participation but also to enable every child to achieve their potential by tailoring preparatory sessions to individual student needs.
This multifaceted approach toward physical education is showing promising early results, genuinely connecting students with sports and fitness. By fostering environments where students can engage both personally and physically, educators hope to ignite lifelong commitments to exercise and health principles among the younger generation. Schools across Beijing are not merely initiating curriculum changes but rather crafting sustained pathways for active, healthy lifestyles.