ESP-3417

Published

2025-03-20

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Vol. 10 No. 4 (2025): Published

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Review Articles

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Copyright (c) 2025 Ke Liu, Edward Devadason, Bo Chen

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How to Cite

Liu, K., Devadason, E., & Chen, B. (2025). Psychological preparation of physical education teachers in inner Mongolia before class. Environment and Social Psychology, 10(4), ESP-3417. https://doi.org/10.59429/esp.v10i4.3417

Psychological preparation of physical education teachers in inner Mongolia before class

Ke Liu

Faculty of Education and Humanities, UNITAR International University, Tierra Crest, Jalan SS6/3, Kelana Jaya, Petaling Jaya, Selangor Darul Ehsan, 47301, Malaysia , Jining Normal University, No. 59, Gongnong Street, Jining District, Ulanqab City, Inner Mongolia, China, Postcode: 01200

Edward Devadason

Faculty of Education and Humanities, UNITAR International University, Tierra Crest, Jalan SS6/3, Kelana Jaya, Petaling Jaya, Selangor Darul Ehsan, 47301, Malaysia

Bo Chen

Faculty of Education and Humanities, UNITAR International University, Tierra Crest, Jalan SS6/3, Kelana Jaya, Petaling Jaya, Selangor Darul Ehsan, 47301, Malaysia


DOI: https://doi.org/10.59429/esp.v10i4.3417


Keywords: psychology; education; communication; management; AI; social behavior

Abstract

The study examines the relationship between psychological preparation techniques and teacher efficiency by enhancing classroom management and communication abilities for effective student engagement. The study focuses on both emotional control and stress management systems as psychological readiness components which improve teaching performance and inclusive educational delivery. Evidence-based evaluation of academic research conducted from 2021 through 2024 relied on a systematic method that utilized the databases Google Scholar, ERIC, CNKI and Scopus for complete material assessment. A qualitative study drew its information from scholarly peer-reviewed articles and conference proceedings as well as case studies to determine effective psychological preparation methods for physical education teachers.

Psychological readiness of physical education teachers leads to better relationships with students while improving communication skills and inclusive student behavior approaches to solve classroom issues. Teacher engagement along with emotional connection in physical education classrooms results from psychological preparation methods that support effective communication. The deployment of AI tools affects psychological adaptation through automatic emotion detection systems alongside tailored educational feedback and adaptable learning spaces based on student achievements. The platforms conduct communication method analysis through teacher voice intonation detection in addition to physical gesture recognition and analysis of facial movements to help teachers develop their teaching methods. Educational software development in Inner Mongolia's multicultural regions produces teacher emotional capabilities and resilience capabilities that build superior teaching conditions throughout regions.

Teachers receive substantial enhancements in their work quality and student success through the unification of psychological preparedness with artificial intelligence systems in physical education classes. Modern educational environments need psychological readiness and AI tools to become foundational elements of teacher training curriculum development according to authorities and educational institutions. Educational facilities require development of inclusive systems and complete teacher training techniques using technological enhancements of space.

 

 

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