Paths and Reflections on the Construction of an Evaluation Index System for Core Competencies in Physical Education

Abstract

To construct an evaluation index system for core competencies in physical education needs to understand the logical relation between epistemology and methodology. Based upon the integrative and generative features of competency and its three-tier structure from conceptual clarity; exploring the applicable boundaries of major theoretical resources within physical education contexts; unveiling the epistemological blind spots of two research paths (quantification/interpretation); we proposed screening criteria through cross-validation of three kinds of evidence, a combined weighting strategy, and a hierarchical differentiation scheme with complementary dual anchoring according to the progressive logic "indicator selection—weight assignment—standard anchoring". Reflective analysis of the evaluation system reveals the validity dilemma stems from the deep incompatibility between measurement logic and the essence of competency. Through analyzing the value tensions among functions, it proposes a context-sensitive framework switching mechanism, delineating the applicable boundaries of our model and outlining the direction for its future evolution. This study suggests that the crux of the evaluation system does not lie in streamlining indicators or getting accurate weights but in matching the evaluation logic with the embodied/situated nature of competency.