Abstract: Social capital provides important opportunities for the construction and reform of the teaching staff, and promoting the integration of social capital and knowledge sharing are necessary for the professional development of physical education teachers in the new era. Using the methods of literature review and logical analysis, this study explores the logical correlation and mechanism between social capital and knowledge sharing among physical education teachers, and believes that social capital with trust, cognition, network and norms as its core elements plays the empowerment effect, integration effect, value-added effect and inclusive effect in knowledge sharing of primary and middle school physical education teachers. However, this process also faces the following difficulties: failure to improve willingness and ability to share due to lack of trust; hysteretic concepts about sharing and deficient consequent behaviors due to cognitive limitations; constrained depth and breadth of sharing due to loose cooperation; unsatisfying sharing effect and quality due to insufficient standardization. Based on this, some practical approaches are proposed: to create a cultural space of “universal trust” and nurture opportunities for sharing; to consolidate the capital accumulation of “internal and external cooperation” and optimize the cultivation of capabilities; to robust the learning network of “digital empowerment” and fully create a shared platform; to strengthen mutually beneficial norms of “collaborative integration” and ensure a sharing environment.

Key words: social capital, physical education teachers, knowledge sharing, teacher’s professional development