Abstract

In the absence of empirical examinations of how school Physical Education (PE) in China aligns with the United Nations’ Sustainable Development Goals (SDGs), this study aimed to provide one of the first empirical examinations of this alignment by analysing 34 PE teachers' understandings and pedagogical practices using lesson observations and semi-structured interviews. Deductive thematic analysis, structured around globally identified PE-supported SDGs, was used to capture the points of alignment or divergence between teachers’ stated philosophies and classroom practice. Findings indicate a strong rhetorical commitment to lifelong health and holistic learning, consistent with SDGs 3 and 4. However, these intentions were constrained by exam-oriented assessment systems that narrowed curriculum delivery toward fitness-based preparation. Teachers demonstrated inclusive philosophies aligned with SDG 10, but structural barriers restricted equitable participation. Gender equality (SDG 5) was marked by a tension between stereotyped discourse and more equitable observed practice. Environmental and socio-economic dimensions of the SDGs were largely absent. This study calls for targeted efforts in China to align PE with the SDGs by explicitly mapping PE standards to the SDGs, providing teacher training on these goals, and piloting sustainability-focused assessment models. Future research should employ measurable approaches to investigate PE's contribution to sustainability education further.