• Health and Physical Education F-10 Australian Curriculum, Australian Curriculum, Assessment and Reporting Authority (ACARA), (version 8.4, accessed 8 February 2022). The Australian Curriculum is designed to help all young Australians to become successful learners, confident and creative individuals, and active and informed citizens. Disciplinary knowledge, skills and understanding are described in the eight learning areas of the Australian Curriculum: English, Mathematics, Science, Health and Physical Education, Humanities and Social Sciences, The Arts, Technologies and Languages.

ACT Government, Education Directorate aims to develop and deliver educational services to empower each child and young person in the ACT to learn for life.

• Curriculum Requirements in ACT Public Schools, Preschool to Year 10 procedures, (accessed 8 February 2022). The ACT Department of Education mandates a minimum of 25-30 minutes per day of moderate-to-vigorous physical activity as part of planned physical education and sport programs for students in K-6, and 150 minutes per week of moderate-to-vigorous physical activity for students in grades 7 through 10.
• Community Use of School Facilities Policy, (accessed 8 February 2022). The Directorate encourages members of the local community and education groups to access their facilities when they are available. This may enable schools to improve curriculum and learning programs through access to a wider range of specialist services, resources and talents in the community.
• Physical Activities Policy, (accessed 8 February 2022). Schools conduct Physical Activities to support and facilitate positive educational, health and wellbeing outcomes of students. This policy provides the framework to implement Physical Activities in schools in a safe way. balancing the educational opportunity with appropriate risk management.
• Swimming and Water Park Aquatic Activities Policy, (accessed 8 February 2022). School based aquatic activities, such as swimming carnivals, are important ways to develop students’ confidence in and around water. They also contribute to health and fitness and a positive school culture.
• Health and wellbeing, (accessed 8 February 2022). Promoting active travel to school and providing health food options to students are important steps in creating and maintaining healthy lifestyles. The following resources provide further information on current initiatives implemented at ACT schools.
  • Healthy Schools Network ACT
  • It's Your Move
  • Kids at Play
  • PE Pulse
  • Ride or Walk to School

• School Sport Unit, NSW Government, (accessed 7 February 2022). The School Sport Unit (SSU) is part of the Arts, Sport and Initiatives, Student Support and Specialist Programs Directorate within the Department of Education. The SSU provides carefully planned, adaptable and enjoyable physical activity experiences for all students in NSW public schools. These programs are encouraged by devoted principals and delivered by highly skilled, motivated teachers who positively shape young people to become engaged in their communities and to lead happy, rewarding lives through a lifelong connection to sport and physical activity. Our vision is to be the benchmark for equitable and inclusive provision of school sport and physical activity initiatives in Australia. This is achieved through delivering six key programs:
• Representative school sport pathway
• School Swimming and Water Safety Program
• NSW Premier's Sporting Challenge
• Disability and participation
• Policy and guidelines
• Teacher resource hub - inclusive of professional learning
• Sport and Physical Activity Policy, NSW Government - Department of Education, (last updated 20 December 2021). Students in Years K-10 participate in a minimum of 150 minutes of planned moderate activity with some vigorous physical activity across the school week. This time includes planned weekly sport. Schools are also encouraged to provide Years 11 and 12 students weekly access to a minimum of 150 minutes of moderate activity with some vigorous physical activity and sport.
• NSW Physical Literacy Continuum K-10, NSW Government - Department of Education, (last updated 8 October 2020). The Continuum is comprised of four interrelated aspects: movement competencies; tactical movement; motivation and behavioural skills; and personal and social attributes. It outlines the skills and attributes students develop as they progress from Kindergarten to Year 10. More information—and resources to support teachers and schools to implement the Continuum, including documents, case study and programming examples, posters, and videos—are available on the NSW Department of Education Physical Literacy webpages.

• Physical activity requirements for school students, Northern Territory - Department of Education, (effective January 2008). Schools in the Northern Territory are required to provide at least two hours of physical activity in the curriculum each school week for students in the primary and secondary years.

• Physical activity in state schools, Queensland Department of Education, (last updated 12 March 2019). The department recognises the importance of physical activity in the health and wellbeing of children and young people. All children and young people need to be physically active; and physically active children and young people are more likely to become physically active adults. Regular physical activity enhances students' ability to learn and supports student health and wellbeing. Schools, through effective organisation and delivery, are well placed to maximise participation, enjoyment and skill development for all students including those with diverse needs, abilities and interests.

• Curriculum taught in South Australia, Department of Education, (accessed 8 February 2022). An overview of curriculum taught to South Australia students from birth to year 10. Links to the Australian Health and Physical Education Curriculum but no specific guidelines about physical activity in schools.

• Move Well Eat Well is a Tasmanian Government initiative that supports the healthy development of children and young people by promoting physical activity and healthy eating as a normal part of every day. Schools are encouraged to become accredited by meeting criteria in six areas, aiming for a whole school approach to eating well and being physically active. The Move Well Eat Well website provides resources for primary schools, secondary schools, early childhood services, families and health and community workers.
• Regional Sport Coordinators (accessed 8 February 2022). The Tasmanian Government appointed three Regional Sport Coordinators to support the commitment and goal of becoming the healthiest state by 2025. As part of the Department of Education, the Coordinator's provide support and advice to schools and colleges to facilitate increased and sustained participation in physical activity and sport among school students. By engaging and collaborating with staff and local communities, the Coordinators aim to share information and resources, build knowledge networks and provide targeted support to facilitate improved student participation and engagement levels in physical activity and sport. The team's aim is to:
  • increase physical activity and sport options for students
  • improve access to current and future physical activity and sport opportunities by supporting schools and communities to
  • break down key barriers preventing student participation
  • support key transition periods for students to promote continued participation in physical activity and sport

• Physical and Sport Education - Delivery Requirements, Victorian Department of Education and Training, (last reviewed 22 February 2021). All Victorian government schools must conduct the minimum delivery times for physical education and sport education:
  • Years Prep–3: 20–30 minutes of physical education per day;
  • Years 4–6: 1 hour and 30 minutes each of of physical education and sport.
  • Years 7–10: 100 minutes each per week for physical education and sport.
  • There are no minimum requirement for VCE year levels (11 and 12), however, all schools should consider how they offer opportunities for VCE students to be regularly active.
• Health and physical education. Materials and approaches for schools to help teach health and physical education in schools including Active Schools toolkit and Swimming and water safety materials.

• Learning Support: Healthy Living, WA Department of Education, (accessed 8 February 2022). Schools provide your child with at least two hours of physical activity every week. Physical education helps develop skills for participation in sport and recreation activities. It can also help them to make good choices about physical activity and their own health and wellbeing. Schools athletics and swimming carnivals encourage friendly competition and good sportsmanship. Many schools also have sports programs and teams that play in local, club or interschool competitions.
• Approved Specialist Sports Programs, WA Department of Education, (accessed 8 February 2022). Programs develop character, teach technical skills and self-discipline, and nurture a love of sport. These programs enable children to compete at the highest levels and develop their skills as athletes both on the field and in the classroom. In addition, they can choose to complete nationally recognised qualifications, such as umpiring, first aid, sports medicine and sports strategy. All programs have strong links to, or are endorsed by, peak sporting bodies.
• Community use of school facilities, WA Department of Education, (accessed 8 February 2022). As well as providing a space for students to learn, public schools also offer their facilities to community groups and organisations to run community activities and events outside of school hours. Schools are a public resource, and community use of school facilities is encouraged. A recent review of community use of Western Australian public school facilities looked at the current state and best practices. The outcome of the review is a renewed policy position on community use of public school facilities and system level support to all schools to provide a more consistent approach to community use of school facilities.

The Australian Sports Commission (ASC), comprises Sport Australia — responsible for driving the broader sport sector including participation, supporting activities linked to sport and sport industry growth, and the Australian Institute of Sport (AIS) — leading our high-performance sport system.

Sporting Schools

The Sporting Schools program is managed by Sport Australia and designed to help schools to increase children’s participation in sport, and to connect them with community sporting opportunities. Once a school meets registration and eligibility requirements, they are able to apply for funding to deliver Sporting Schools programs.

Sporting Schools has partnered with more than 35 national sporting organisations (NSOs). There is a program for primary schools, and a targeted program for Year 7 and 8 students in secondary schools.

• Sporting Schools Club Connect aims to enable primary schools to build on their involvement in the Sporting Schools program by establishing and building on relationships with local sporting clubs. Successful schools will deliver an out of school hours sport program by engaging a Club Connect partner sport. The focus of the initiative is to support primary school students to transition from a school-based sporting program to participating at their local sporting club, promoting a lifelong engagement in sport.
• Playing for Life activity cards are designed for everyday use by teachers, coaches, out of school hours care staff and parents. Aligned with the Australian Curriculum and the Australian Physical Literacy Framework, these game based activities are easily adapted to different sports and help create a safe, inclusive and challenging environment for children.
• Yulunga Traditional Indigenous Games. Suitable for children and adults of all ages, abilities and backgrounds, Yulunga can be used in schools around Australia as an educational resource and as a guide to inclusive, structured sport within communities.
• Sports Ability. Inclusive activity cards for all levels of ability designed to develop children's skills, confidence and motivation for sports-based activities.
• Market Insights Report: Australian Education Sector, Australian Sports Commission, School Engagement and Partnerships, Sport Participation (May 2016). Sport Australia works with schools and National Sporting Organisations (NSOs) to deliver the federally funded Sporting Schools Program. This report provides insights from market research conducted within the education sector, to assist NSOs (and their State affiliates) to better understand the opportunities that engagement with schools can offer. [full text may be restricted to some Clearinghouse member groups]

Since its establishment in 1981, School Sport Australia has been responsible for the development and promotion of school sport in Australia. This is achieved through an affiliated network of State Member bodies which have accepted the responsibility of implementing School Sport Australia’s programs, assisting in policy development, and providing opportunities for students to participate in the broadest possible range of sporting activities.

The focal point of School Sport Australia activities has been the interstate competitions offered at both primary and secondary-school levels. Inter-state competitions are the culmination of state based competitions and offer talented students the opportunity to demonstrate their skills at a higher level. National events are an integral part of the School Sport Australia program, not only for their sporting benefits, but for the educational, cultural, and social benefits they provide participants.

• School Sport Australian Capital Territory
• New South Wales School Sport
• NSW Combined High Schools Sports Association
• School of Sport Education Northern Territory
• Queensland School Sport
• School Sport South Australia
• School Sport Tasmania
• School Sport Victoria
• School Sport Western Australia

• Independent Girls' Schools Association (IGSA). - Sport sub-committee
• Catholic Schools NSW Sport
• NSW Combined Independent Schools Sports
• South Australian Catholic Secondary School Girls Sports Association
• Southern Primary Schools Sports Association (TAS)
• Sports Association of Tasmanian Independent Schools

International organisations

• International School Sport Federation
• School Sport New Zealand (New Zealand Secondary Schools Sports Council)

UniSport Australia (UniSport) is the peak governing body of university sport in Australia. They work with 43 member universities who collectively represent more than one million students nationwide.

The primary focus of UniSport is delivering a national policy that facilitates opportunities for competitive participation in sport for students at regional, national and international levels. They also lobby and represent the voice of our members and the sporting needs of Australia's university students.

In coordination with member universities, and state and national sporting organisations, they operate regional, national and international sporting programs. With more than 40 sports in national championship format, UniSport hosts some of the largest and most highly anticipated university sporting competitions in the Australian sporting calendar and represent the pinnacle of student-athlete participation nationally.

• UniMoves is a national program that inspires MOVEment and active lifestyles through increased sport, physical activity and wellbeing opportunities. Universities across the nation are coming together with the common goal of getting staff and students moving. Through the UniMoves program, universities offer a range of initiatives and programs to engage staff and students in the areas of: physical activity initiatives; physical activity challenges; healthy lifestyle and wellbeing initiatives.

Organisations

School Sport Canada is the national body for school sport in Canada. SSC is the largest structured sport organization in Canada, with over 750,000 student athletes, 52,000 volunteer teacher coaches and 3,200 schools in the member Provincial and Territorial Federations and Associations. SSC member associations and schools promote and advocate for positive sportsmanship, citizenship and the total development of student athletes through interscholastic sport.

Canadian Sport School. The Canadian Sport School helps to alleviate the pressures experienced by high performance secondary school athletes and ensure that our future Olympians, Paralympians and National Team members have all the skills and resources needed to continue to progress as high performance athletes, while excelling both on the playing field and in the classroom.

Programs

European School Sport Day (ESSD) is a school day dedicated to having fun, playing together and promoting physical activity and health for everyone. ESSD is open to any kind of physical activity that has the aim to encourage children to be active for at least 120 minutes per the day or to run or walk the distance of the given year (e.g. 2016 metres in 2016).

Reports

Mapping of School Sport in Europe, Sport and Citizenship/Sport et Citoyenneté, (September 2017). The Sport and Citizenship Think Tank is dedicated to analyzing trends and challenges in European sport policies. This mapping – organised in the form of factsheets – sheds light on school sport, an unappreciated activity which yet engages all children in physical activity across Europe.

Physical education in EU schools, European Parliament Briefing, (November 2016). The low levels of physical activity among children and adolescents in the European Union are alarming and have become a matter of great concern for policymakers, since physical inactivity is responsible for over 500 000 deaths per year and accounts for economic costs over €80 billion per year. The educational environment plays a particularly important role: physical education is part of all central curriculum frameworks in the EU, and is compulsory in primary and secondary education. On average, just under 70 hours per year are dedicated to the subject. However, the time allocated to physical education is around only one third of that dedicated to the language of instruction and around half of that for mathematics. Research shows that funding for physical education in schools is inadequate, which, in turn, is reflected in the often poor quality and lack of equipment at primary and secondary levels in respectively 26 % and 38 % of EU countries. For the first time, financial support for sport is now included in the form of a specific chapter in Erasmus+ – the EU programme for education, training, youth and sport for the 2014-2020 period. The allocation amounts to around €265 million over the entire period.

Physical Education and Sport at School in Europe, European Commission, (2013). Physical Education and Sport at School in Europe maps the state of play of physical education and sport activities at school in 30 European countries. The report covers primary and lower secondary education and provides an insight into the following topics: national strategies and large-scale initiatives where they exist, the status of physical education in national curricula and steering documents, recommended annual taught time, pupil assessment, teacher education, extracurricular activities and planned national reforms. The report is the result of an in depth analysis of primary data provided by Eurydice national units and can be regarded as the first attempt by the European Commission to identify key concerns and strengths regarding physical education at school across European countries.

Young and physically active: A blueprint for making physical activity appealing to youth, Kelly P, Matthews A and Foster C, World Health Organization, regional office for Europe, (2012) Scientific evidence shows that physical inactivity is a leading risk factor for ill health, going well beyond issues related to weight control. Over the past few years the promotion of physical activity has increasingly been recognised in Europe as a priority for public health, and many countries have responded by developing policies and interventions. Several case studies include physical education settings.

Organisations

Overview of the Ministry of Education, Culture, Sports, Science and Technology, Ministry of Education, Culture, Sports, Science and Technology Japan (MEXT), (March 2021). Japan Sports Agency overview, p.20. The Japan Sports Agency was established in October 2015 as an external bureau of MEXT. The Agency aims to disseminate the value of sports from Japan, and to help create an environment where everyone can enjoy sports. The Agency is in charge of creating broad core policies related to sports. It coordinates policies and collaborates with other ministries to enhance a healthy lifestyle through sports along with regional and economic revitalization. The Agency also encourages measures in new areas such as international exchanges and cooperation through sports, and strives to create a society where people can maintain wholesome and cultured living throughout their lives, as stipulated in the principles of the Basic Act on Sport.

• Enriching School Physical Education and School Sports Clubs - The school curriculum for physical education and health places importance on realizing a fulfilling and active lifestyle by having students foster the quality and ability to enjoy sport throughout their lifetime. Based on this premise, the Japan Sports Agency strives to enrich the content of physical education and health classes, to revitalize sports club activities and to enrich teaching curricula.
• Second Sport Basic Plan, (April 2017-March 2022). Japan's second Sport Basic Plan was formulated on March 24, 2017, pursuant to the Basic Act on Sport. Within the new Plan, in the interest of realizing basic ideas set forth in the Basic Act on Sport, mention is made on the comprehensive and systematic measures to be advanced over the next five years. The Second Basic Plan defines citizens play a leading role in sport, and sport organizations shall directly provide citizens with sport opportunities. The plan stresses the importance of actively promoting sport via coordination and cooperation among citizens, sport organizations, private business operators, local governments, the national government and various other entities involved in sport. The Second Basic Plan (April 2017~ March 2022) aims to increase the nation’s participation in sport by expanding various opportunities to experience, watch, and support sport so that people can enjoy a happy and fulfilled lives. The plan strives to realize the government’s policy of "Promoting the Dynamic Engagement of All Citizens" by creating a dynamic society and strong global ties.

Organisations

School Sport New Zealand (NZSSSC) is the sports service organisation that co-ordinates, promotes and protects secondary school sport for all students. It has been established, by schools, to act as guardian of the heritage and the values of secondary school sport and to deliver leadership and support for all involved in the provision of sport to secondary schools and their students. It represents and is accountable to every New Zealand secondary school and to all students.

Programs

Healthy Active Learning, Sport New Zealand, (accessed 21 February 2022). A joint government initiative between Sport New Zealand and the Ministries of Health and Education to improve the wellbeing of tamariki through healthy eating and drinking and quality physical activity. Part of the Child and Youth Wellbeing Strategy, Healthy Active Learning is supported by a Government investment of $47.6m between 2020-2024. The program evolved from the Play.sport pilot project, which was informed by the School Sport Futures Project.

• Play.sport, Sport New Zealand, (accessed 21 February 2022). Play.sport was a collaborative intervention led by Sport NZ to improve the quality of physical education (PE), sport, physical activity and play experiences in schools, as well as connection between schools and their communities, including sports clubs and the home. The initiative was delivered between 2015 and 2019 across 45 schools and their wider communities in Waitakere and Upper Hutt, with two new Play.sport sites established in Invercargill and Hamilton in 2019. The learning captured through Play.sport has been fundamental to informing the development of Healthy Active Learning.
• School sport futures project, Sport New Zealand, (2014). In 2014 Sport NZ completed the School Sport Futures Project (SSFP). The SSFP was an enquiry and review process, looking at the current state of school sport and physical education with a view to developing some solutions to any challenges identified.

Reports

Physical Education and Sport in Primary Schools, Penney D, Pope C, Hunter L, et.al., University of Waikato, New Zealand, (2013). This report presents the results of a scoping study focusing on the provision of physical education and sport in New Zealand primary schools within and beyond the school curriculum, and outside of school hours. The project examined: (1) the types of opportunities that are provided; (2) which sports and activities are popular; (3) the key factors influencing current provision of sports and activities, and (4) ways in which current provision may be enhanced, from the perspective of students, teachers and other stakeholders.

Secondary Age Review, Sport New Zealand, (March 2019). This research looks into secondary school aged young people’s participation in sport and active recreation, and current and future enablers and barriers to this participation. It was conducted in response to the Active NZ survey (2017) and concerns that the changing participation needs of 12-17 year olds in Aotearoa are not being met by today’s sport and active recreation offering.

Policies

School sport and activity action plan, UK Government, Department for Education, Department for Digital, Culture, Media and Sport, and Department of Health and Social Care, (July 2019). A cross-government action plan to provide pupils with greater opportunity to access 60 minutes of sport and physical activity every day. The action plan: outlines a range of new measures to strengthen the role of sport within a young person’s daily routine; explains how teachers and parents can play their part; and, promotes a joined-up approach to physical activity and mental wellbeing.

• New plan to help children get active, Sport England, (14 July 2019). More satellite clubs and greater opportunities for children to get active through their school.

Active for College, Work and Life: a strategy for physical activity and sport for disabled college students, Association of Colleges Sport, (2018). This AoC Sport-led strategy is the first of its kind in the FE sector and builds on the findings published in AoC Sport’s review ‘The current landscape of physical activity and sport for disabled students’. It aims to create a step change in physical activity and sport for students with disabilities and reveals how AoC Sport will support colleges and partner organisations to achieve the vision of every disabled college student active for college, work and life.

• The current landscape of physical activity and sport for disabled students: a review into the opportunities, barriers and attitudes to physical activity and sport for disabled students in further education (FE) colleges, Association of Colleges Sport, (2018). To gain an insight into the current landscape of physical activity and sport for disabled students in colleges. The review consisted of: studying relevant secondary data and research; engaging with 107 colleges via visits, meetings, events, calls and emails; interviewing and feedback from 60 disabled students; and consulting with 12 partner organisations.
  • A gap exists between the number of disabled students (one in six) and the number of disabled students that are participating (1 in 13), competing (1 in 13 sports) and studying (1 in 16) physical activity and sport.
  • Barriers to physical activity and sport for disabled students: Logistical (limited workforce; limited time; limited funding; travel); Physical (lack of facilities and equipment); Psychological (sport isn't a priority, staff not qualified to deliver disability sport).
  • Disabled students' motivations for being active: fun, fitness, improve health, lose weight, stay healthy.

Organisations

What works in schools and colleges to increase physical activity, Public Health England, (2020). A report that summarises evidence of what works in schools and colleges to promote levels of activity among children and young people. This resource brings together key guidance and policy documents on increasing physical activity alongside local examples, which has been produced to support schools and colleges, develop and implement effective evidence-based approaches utilising 8 key principles.

British Active Student Survey, UK Active, (2019). The British Active Students Survey, now in its fourth year, continues to provide us with even greater evidence of the valuable role physical activity can play in students’ lives. For the first time this year, the survey combines Further and Higher Education in a collaboration between AoC Sport, BUCS, and ukactive, with support from Matrix Fitness and Sport England. The 2019 report calls for college and university students to be given more support to increase their physical activity levels, and that this is a responsibility that is shared between the educational institutions, policy makers and welfare organisations. Students indicated that the biggest motivator to take part in physical activity was to look after their health. The largest barrier in participation was being too busy with studies. However, students who participated in physical activity did not say that it interfered with their studies. Other barriers to participation included clubs being too expensive to join or that students perceived activities as being unwelcoming. The data collected and presented within this report was collected before the COVID-19 (coronavirus) pandemic and restrictions subsequently put in place. The findings have been presented as such and are not reflective of any changes that may have occurred due to the pandemic and restrictions.

Improving mental wellbeing in colleges through physical activity, Association of Colleges Sport, (2018). This project was focused on using physical activity as an intervention for students with mental health issues or low levels of wellbeing. Fifteen colleges participated in the intervention, identifying students that needed support and were open to trying physical activity to improve their mental wellbeing. Individual activities seem to have been most popular, particularly the gym and boxing. Some staff members attributed this trend to a lack of confidence stopping the students from engaging in group activities. Colleges which were able to provide private space or facility access for these activities referenced how important this was to many of their students. The average wellbeing change of respondents was: +3.13% for positive activity change participants; +0.79% for no activity change participants; -0.25% for negative activity change participants.

Active Beyond Education? A report exploring young disabled people’s experiences of sport and physical activity, during the transition from education to adulthood, Activity Alliance, (2015). Commissioned by six of the UK's National Disability Sports Organisations, in partnership with Activity Alliance and supported by Sport England. The research aims were to: Better understand reasons for the decline on disabled people's participation in sport and physical activity, during the transition from education to adulthood; Recommend how to promote and maintain engagement in sport and physical activity amongst young disabled people. The findings highlighted a range of reasons why disabled people do and do not engage in sport and physical activity as they move on from education. These cover internal factors – having the motivation as well as the physical and psychological capability to take part. As well as external factors – having available opportunities.

The PE and sport premium for primary schools: Good practice to maximise effective use of funding, Ofsted, publication reference number 140164 (2014). Ofsted is the Office for Standards in Education, Children’s Services and Skills in the United Kingdom. Ofsted is an independent body that provides inspection and regulatory services and reports directly to Parliament. The government is providing funding to primary schools and academies that is specifically targeted at improving the provision of physical education (PE) and sport. A survey conducted during April to July 2014 identified good practice in 22 schools previously identified as performing well in PE. This report shares the results of that survey. In most of the schools surveyed, additional funding was being used to:

• deploy new sports coaches and other qualified personnel;
• join existing sports partnerships by pooling resources and organising inter-school sports competitions;
• improve teacher’s subject knowledge, techniques and skills;
• work in partnership with secondary schools to facilitate specialist teachers and coaches in extra-curricular sport;
• engage with parents and community sports clubs to increase pupils’ regular participation in sport and physical activity outside of school hours, and;
• help selected pupils, including persons with disability, who have special needs to overcome barriers and benefit from PE and sport.

Resources

Changing the Game, for Girls: A toolkit to help teachers get more girls involved in PE and school sport, Women’s Sport and Fitness Foundation, UK (2016). This resource is designed to help schools and physical education (PE) teachers get more girls involved in PE and school sport by understanding the reasons why so few girls participate. Underpinning research at Loughborough University examined the reasons for the gender gap in PE and school sport participation. Population statistics also show that young girls in the UK are less likely to meet the recommended daily physical activity target than boys and a high proportion of girls are overweight or obese. The research can help us understand what would help girls become more active, so that schools can develop policies and strategies to encourage greater participation among girls. Overall, this research found that families are the most powerful influence on a child’s activity levels, and schools are seen as the most important site for change. Because school attendance is compulsory, schools have a unique opportunity to deliver programs (e.g. PE and school sport) and create a culture in which physical activity is valued. A whole-school approach is recommended, involving students, parents and teachers.

Intergovernmental Committee for Physical Education and Sport (CIGEPS), United Nations Educational, Scientific and Cultural Organisation (UNESCO). The Committee was established in 1978 to promote the role and value of sport and its inclusion in public policy. CIGEPS is comprised of expert representatives in the field of physical education and sport from 18 UNESCO Member States, each elected for a four year term. A Permanent Consultative Council (PCC) has been established; comprising key sport federations, UN agencies, and non-governmental organisations; to provide technical support and advice to the Committee. CIGEPS has the potential to bring nations together and to engage governments in coordinated international efforts to optimise the socio-economic benefits of sport and physical education programs and help them achieve their potential.

• Quality Physical Education (QPE) Guidelines: Guidelines for policy-makers, McLennan N and Thompson J, United Nations Educational, Scientific and Cultural Organization (2015). UNESCO’s vision is clear – sport and physical education are essential to youth, to healthy lives, to resilient societies, to the fight against violence. Physical education exposes young people to a range of experiences that enable them to develop the skills and knowledge they need to make the most of opportunities today and to shape new forms of global citizenship. Yet, despite the recognised power of physical education, we are seeing a global decline in its delivery. These guidelines have been developed in partnership with the International Olympic Committee and other organisations to inform and mobilise stakeholders to take action.

Policies

The National Youth Sports Strategy, Office of the Assistant Secretary for Health, (2019). The NYSS is based on research and best practices from the scientific community and successful youth sports programs across the United States, and it offers actionable strategies to support youth sports participation for all. Barriers to sustained participation (p.55): Cost, lack of enjoyment, lack of physical literacy, pressure from others, physical factors, stress and burnout, time constraints and other priorities. The 'framework for understanding youth sports participation' (p. 60) is based on the social-ecological model to organize factors that influence youth sports participation at multiple levels: Individual or intrapersonal, Interpersonal, Organizational, Community, and Public policy.

Programs

Presidential Youth Fitness Program (PYFP), managed by the National Fitness Foundation, is the national model for fitness education and assessment in schools. The program was established in 2012 in order to promote health-related fitness and provide physical education programs with quality resources and tools to empower youth to be fit for life. The program provides schools with access to best practices, including:

• Training for physical educators
• The national youth fitness assessment standards
• Student and school recognition items
• Grants for equipment, professional development, recognition and more.

Reports

Making Strides: State Report Cards on Support for Walking, Bicycling, and Active Kids and Communities, Safe Routes to School National Partnership, (2018). The report cards primarily look at state policy, focusing on four key areas: Complete Streets and Active Transportation, Safe Routes to School and Active Transportation Funding, Active Neighborhoods and Schools, and State Physical Activity Planning and Support. Specifically the report looks at how many states require a schools to provide the number of weekly physical education minutes recommended by experts. For elementary school children only seven (7) states had such a requirement, while 19 states required some mandatory weekly minutes. For middle school youth three (3) states met the recommendation of 225 minutes per week, while 14 states had some requirement. For high school students no state required the recommended number of minutes, although 41 states required some physical education credits for graduation and 5 states had a weekly PE requirement.

2016 Shape of the Nation Report: Status of physical education in the USA, Society of Health and Physical Educators (SHAPE America) and the American Heart Association (2016). The 2016 survey and state policy analysis finds areas of both improvement and decline since the 2012 Shape of the Nation. A majority of states have adopted legislation, requirements or guidance for physical education programs, but most do not require a specific amount of instructional time and more than half allow exemptions, waivers, or substitutions.

Physical activity: Moving toward obesity solutions (workshop summary), Pray L, Institute of Medicine of the National Academies, USA (2015). The National Academies’ Institute of Medicine invited experts to attend a workshop on the science and practice that links physical activity to health outcomes, specifically the impact of physical activity on the prevention and treatment of overweight and obesity in the United States. Chapter 7: Institutional strategies for promoting physical activity, provides evidence-based and innovative strategies for school-based physical activity programs. One of the key findings in the 2012 Physical Activity Guidelines for Americans Midcourse Report is the importance of a multicomponent approach to promoting school physical activity. Two important national initiatives were forthcoming: the Centres for Disease Control and Prevention’s (CDC) Comprehensive School Physical Activity Program and SHAPE America. In 2013 (for the first time) the CDC provided funding to all 50 States to support their efforts to address physical activity in schools. The experts agree there is strong evidence to support a multicomponent approach to school physical activity: (1) ensure that a sound physical education curriculum is one component; (2) emphasise that schools should ensure that sufficient time during the school day is spent on physical education and that activities actually keep students active; (3) implement active transportation — that is, walking or biking to/from school; (4) provide activity breaks (i.e. classroom-based physical activity and recess) during the school day; (5) encourage physical activity before and after school – through shared facility use and partnerships; (6) school staff involvement (implementing and energising the program), and; (7) community engagement. Based upon national data collected by the CDC, in 2012 no State had more than 30% of its public schools implementing such as comprehensive program, and only 12 States had more than 20% of their schools implementing a comprehensive program. A key challenge for any funded initiative is ensuring implementation – including professional development training, rigorous program evaluation, and student assessment.

K-12 Education: School-based physical education and sports programs, United States Government, Accountability Office, Report to Congressional Requesters, (2012). Schools are uniquely positioned to provide students opportunities to increase physical activity through physical education (PE) classes and involvement in sports teams. In view of the federal government’s role in promoting the health and welfare of children, the Congress is currently considering a number of proposals aimed in part at increasing the physical activity of youth. To assist the Congress as it considers options, the GAO was asked to review: (1) the status of opportunities for elementary and secondary school students to participate in school-based physical education or sports activities; and (2) what challenges schools face in providing physical education and sports opportunities. This report estimates that in 2006 only about 14% of elementary schools offer PE at least three days per week to all grades.  This percentage raises slightly (15%) for middle schools and junior high schools and falls to only 3% of high schools. These percentages have declined significantly from figures obtained from surveys conducted in 2000. The challenges faced by school officials include: budget cuts; inadequate facilities and lack of dedicated space for PE; limited funding for specialist instructors; and transportation. However, the percentage of schools offering PE at least once per week increased in all grades, kindergarten through year-12. Along with the decrease in PE instruction time, the emphasis on quality PE programs (competency in motor skills) seems to have increased. School-based sports programs offer another opportunity for students to engage in regular physical activity; an estimated 77% of middle schools and 91% of high schools offered students opportunities to participate in interscholastic sports programs.