Implementing martial arts education in Chinese schools: teachers' perspectives on the school martial arts program

When confronted with the SMAP that emphasizes combat skills and nurturing character, they first assess the project's implementation difficulty, teaching risks, effort-reward ratio, and the extent to which educational value is realized. Teachers' participation is further influenced by several factors, including their martial arts competence, available facilities, the curriculum system, and the attitudes of educational stakeholders. The combined effects of these factors lead to variations in teachers' participation attitudes and behaviours, ultimately forming four participation modes: effective participation, implicit resistance, explicit opposition, and structural constraint. Teacher participation is a key determinant of SMAP's successful implementation, and comprehensive institutional support (e.g., training and facility assurances) is essential for promoting effective teacher engagement.