Imbalance and Optimization Strategies for the Allocation of Sports Resources in Rural Schools from the Perspective of Educational Equity

Abstract

Against the backdrop of educational equity becoming a national strategy, the issue of imbalanced allocation of sports resources in rural schools has emerged as a critical constraint on the physical health and holistic development of adolescents. Drawing on Rawls’ "Difference Principle" and Amartya Sen’s "capability equality" theory, this study constructs an analytical framework of "resource types—dimensions of imbalance—optimization paths." Through statistical data from the Ministry of Education, local case studies, and field research, it reveals the structural contradictions in the allocation of sports teaching staff, facilities, and funds in rural schools. Key findings include a full-time sports teacher allocation rate of less than 30% in rural areas, a per capita sports venue area 0.94 square meters smaller than urban areas, and sports funding accounting for less than 5% of total school budgets. Deep-seated causes include urban-rural dual system barriers, economic disparities, and the restrictive mindset of prioritizing academics over physical education. The study proposes four optimization strategies—policy-driven resource redistribution, innovative teacher training mechanisms, integration of regional culture with sports curricula, and digital resource sharing—to provide theoretical and practical insights for promoting balanced urban-rural sports education development.