| Despite the fact that much research has been conducted about Chinese physical education in schools, there are still many areas that need to be studied. Among them is the demonstrated need to know the influence of government policy on school physical education since the establishment of the P.R.C. in 1949. Thus, the purpose of this study was to investigate the influence of government policy on physical education in Chinese schools, that is, to investigate the influence of the Chinese government's policy on the content and level of activities of physical education in schools. This can be accomplished through the analysis of the internal and external situations, personalities, athletic achievements, and political, economic, and educational factors surrounding the development of physical education in schools. The study employed a descriptive trend analysis procedure, and covered the period 1949-1965. In the research design, the 17-year period covered in the study was divided into two periods, which coincided with China's internal and external policies of 1949-1959 and 1960-1965; and was investigated in terms of trends and fluctuations (similarities and differences) of the following five factors: (1) leaders' statements, (2) aims and purposes, (3) laws and regulations, (4) organizational structures, and (5) programs.;This study shows that there has been strong influence on physical education in schools since the establishment of the P.R.C. in 1949. China's internal and external situation, ideology, and political and economic stability, as well as the five factors have influenced physical education in Chinese schools.;By applying the analytical framework mentioned above, this study accomplished the following four tasks: (1) Identifying the aims and purposes of the Chinese government's leaders in their physical education policy in schools. (2) Clarifying the reasons why the political and educational leaders, and administrators, promote aims and purposes related to physical education in schools. (3) Describing the development of laws and regulations, and organizational structures during the 1950s and 1960s, as well as the influential factors on such development. (4) Identifying factors influencing the content and level of activities of physical education in schools. |
