Comparison master's training programs in sports rehabilitation based on rehabilitation competency framework
10.3969/j.issn.1006-9771.2026.08.012
- VernacularTitle:基于康复胜任力的运动康复专业硕士研究生培养方案比较
- Author:
Hua LIU
1
;
Xin MA
1
;
Jing LI
1
;
Liyuan WANG
1
;
Li WANG
1
Author Information
1. Capital University of Physical Education and Sports, Beijing 100191, China
- Publication Type:Journal Article
- Keywords:
rehabilitation competency framework;
sports rehabilitation;
graduate training;
competency-based education;
training program
- From:
Chinese Journal of Rehabilitation Theory and Practice
2026;32(8):984-992
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo analyze the distribution characteristics of competency structures in master's training programs in sports rehabilitation at Chinese universities based on the rehabilitation competency framework (RCF). MethodsUsing RCF as the theoretical analytical framework, master's training programs from Chinese universities offering sports rehabilitation programs or related training tracks were selected as study objects. A combination of text analysis and competency mapping was employed to conduct a systematic comparative analysis of training objectives, curriculum systems and training components. ResultsA total of 16 master's training programs in sports rehabilitation were included. Research-related competencies were well covered across the included programs, whereas competencies related to practice, and management and leadership were relatively insufficient. These competencies were often presented in fragmented or subsidiary forms and lacked systematic alignment with curriculum objectives and assessment mechanisms. In addition, insufficient coordination between curriculum systems and training components was observed. ConclusionThe current master's training programs in sports rehabilitation exhibit a certain degree of imbalance in their competency structure. This imbalance is mainly manifested in the insufficient and unsystematic integration of practice-related competencies as well as management and leadership competencies across training objectives, curriculum design, and assessment components. RCF enables a diagnostic analysis of the alignment between training elements and competency dimensions, allowing for the clear identification of structural gaps and biases within existing training systems. Consequently, it provides an explicit reference framework for practice-oriented curriculum reconstruction and the optimization of competency-based assessment mechanisms.
