Papel de la escuela y los proyectos deportivos de centro en el fomento de la práctica de actividad física de los escolares

ABSTRACTObjective: Physical education (PE) teachers may be the first to assist students with asthma attacks during PE class. This study explores the PE teachers' perspectives on in-school asthma management and barriers to physical activity (PA) in children with asthma attending urban elementary schools. Methods: We conducted qualitative semi-structured interviews with 16 PE teachers from 10 Bronx, NY elementary schools. Interviews were recorded, transcribed, and independently coded. Content analysis was used to identify 10 major themes common across interviews which were then categorized into 3 domains. Results: Three domains were identified: 1) school procedures and policies for asthma management; 2) role of PE teachers in asthma management; and 3) barriers to PA for students. Most PE teachers were unaware of written procedures for acute asthma management and did not receive asthma-specific training. Many PE teachers expressed confidence regarding asthma management. PE teachers identified students with asthma most commonly through communication with students. The PE teachers utilized various methods to manage asthma but all relied on the nurse to handle acute asthma symptoms. Several barriers to PA were determined, including PE teachers' unawareness of NYS PE requirements, lack of gym facilities, inclement weather, inconsistent PE class time, asthma diagnosis, and having no asthma inhalers at the nurse's office. Conclusions: PE teachers' perspectives on asthma management may influence the way asthma is handled at school. The results from this study highlight several barriers that can be targeted in future interventions to improve asthma management.

The importance of information technology guiding the development of physical education is reflected in every field of physical education curriculum and teaching. However, due to China's late start in this field, the relevant literature is relatively confusion, lack of systematic arrangement and summary, which is not conducive to future research. The purpose of this study was to provide reference for further research in this field, and to lay a theoretical foundation for improving the level of physical education curriculum and teaching in our schools and the formation of students' good physical and mental health. In this scoping review study, we used the following keywords: “information technology”, AND “physical education curriculum” AND “physical education teaching” AND/OR “applications” for the literature search via the CNKI. Through the method of literature and content analysis, this paper mainly analyzes the current situation and problems of the application of information technology in physical education curriculum and teaching. At present, especially in rural areas, the construction of extracurricular exercise information platform in schools in China still has great limitations and imperfections. In addition, part of the physical exercise APP is not perfect, people in the physical exercise is easy to be misled, resulting in sports injury. China's physical education teaching management covers a lot of content, the lack of school talents, the implementation is relatively difficult. The integration of information technology and physical education teaching methods has been a hot topic since the 1980s today. However, schools in China have not shown good results in the implementation, and teachers' teaching ideas, teaching creativity and professional knowledge are the main restraining factors. The mainly factors that affect the construction of online physical education curriculum and teaching resources in China include low utilization rate of the platform, weak computer ability of teachers, weak innovation ability, backward thinking, and unclear objectives of the platform construction. The development of information technology accelerates the reform of physical education. Therefore, it is necessary to clarify the nature and goal of physical education curriculum, and give full play to the role of information technology in curriculum construction and teaching under the guidance of advanced educational science theory. At the same time, the government, schools and society should coordinate efforts to address these problems.

The purpose of this study was to promote the development of PE curriculum theory and practice. Literature review method and logical analysis were used in this study. The results showed that physical education curriculum and teaching related ideas are based on optimizing the teaching theory system of integrated physical education. At the macro theoretical guidance level, moral education is the theoretical basis for the construction of sports related curriculum education and teaching ideology. In terms of setting and construction, lifelong physical education is the theoretical basis of school physical education curriculum education and teaching system construction. In the overall construction, we should not only set up a reasonable framework, but also optimize and incorporate high-quality course teaching resources. On the practical level, physical education teaching refers to the relatively stable structure and procedure of physical education activities established under the guidance of certain teaching ideas or teaching theories, which is the theoretical basis for the practice of physical education teaching system. Physical education teaching practice system is the ultimate embodiment of physical education teaching implementation on the basis of physical education teaching ideology and construction system. Based on different groups and different types of physical education courses, the practice path and effect are optimized and integrated, and efficient and feasible physical education teaching practice system is constructed.

BackgroundThis study evaluates the effect of two web-based interventions– one targeting physical education (PE) teachers and the other targeting parents– designed to enhance need-supportive behaviors in their interactions with adolescents. Need support, which involves fostering autonomy, competence, and relatedness, plays a crucial role in increasing adolescents’ autonomous motivation, intention, and effort in leisure-time physical activity (PA).Methods115 child-parent pairs were recruited (children: 55 boys, 60 girls; Mage=12.47, SD = 0.68). Participants were cluster-randomized by schools into the following groups: PE teacher training only; parent training only; combined PE teacher and parent training; and control group. Data from students were collected at four time points: baseline, post-intervention, 1-month follow-up, and 6-month follow-up, using web-based questionnaires. The effects of the interventions on the study variables were assessed using path analysis.ResultsThe intervention for PE teachers had a significant direct effect on adolescents’ perceived need-support from parents (β = 0.28, p = 0.027), controlled motivation in PE (β=-0.25, p = 0.042), attitude towards (β = 0.24, p = 0.016), and perceived behavioral control regarding leisure-time PA (β = 0.30, p = 0.006). Changes in perceived need support from PE teachers enhanced students’ autonomous motivation in PE (β = 0.61, p = 0.001), while need support from parents increased autonomous motivation towards leisure-time PA (β = 0.29, p = 0.041). Changes in perceived need-support from parents additionally had significant specific indirect effects on changes in adolescents’ intention (B = 0.06, p = 0.025) and effort (B = 0.04, p = 0.024) towards leisure-time PA, the effect mediated by changes in autonomous motivation and attitude.DiscussionWhile PE teachers’ support is necessary in fostering autonomous motivation in students, parental support may need more tailored strategies. Both parents and PE teachers play a critical role in providing need support, which significantly enhances adolescents’ motivation toward leisure-time PA. When adolescents feel supported, their attitude, intention, and effort toward leisure-time PA improve.ConclusionsWeb-based intervention for PE teachers effectively changed motivational constructs, while the parental intervention did not yield expected direct effects, indicating that parental support may be more complex. This study emphasizes the role of perceived need support from PE teachers and parents in enhancing adolescents’ autonomous motivation towards leisure-time PA, highlighting the need for collaboration between educators and parents in supporting adolescents’ basic psychological needs.Trial registrationProspectively registered in ISRCTN registry as ISRCTN78373974 (15.12.2022). Overall study status is ‘completed’.

The recent educational legislation in Spain shows a great interest in enhancing the talents of all citizens. Different models of identification and intervention for students with high intellectual abilities (HIAs) coexist. The assessment model based on intelligence is still in force in the psychoeducational guidance field; however, from the research, other multidimensional and developmental models are prevalent, rethinking the nature of giftedness and talent, as well as identification and educational practices. These models consider HIA as potential in development, depending on the interrelation among neurobiological bases, personal, and environmental conditions. Efforts are being made to detect high-ability students. The most common intervention measures are the school enrichment of the curriculum, curricular adaptations, and acceleration. Several universities and some autonomous communities (i.e., school districts in the states) have organized extracurricular enrichment programs, some for longer than 10 years. The training of specialized teachers in high abilities has substantially increased, both in the Ministry of Education and autonomous local communities. Universities have also included some subjects in their programs related to this issue of gifted education with specific training designed in postgraduate courses. The research agendas of HIAs currently focus on studying metric approximation, identification and profiles, cognitive functioning and creativity, management of cognitive resources, socioemotional characteristics, gender, enrichment programs, and their effectiveness.

Previous Self-Determination Theory (SDT) research has highlighted the impact of physical education (PE) teachers’ (de)motivating styles on students’ motivation, in-class moderate-to-vigorous physical activity (MVPA), and sedentary behaviour. However, most studies relied on questionnaires to assess PE teachers’ (de)motivating styles, and the few that used observations focused primarily on one specific (de)motivating style in relation to motivational outcomes, overlooking behavioural outcomes. This study advances SDT-based research by examining associations between PE teachers’ observed (de)motivating styles (i.e. four styles, eight approaches, and 43 behaviours), students’ motivation (i.e. intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation), and students’ device-based in-class MVPA and sedentary behaviour. A total of 79 secondary school PE teachers and 885 students participated. One PE lesson per teacher was recorded and (de)motivating styles were rated using the Situation-in-School Physical Education-Coder (SIS-PE-Coder). Students completed an online questionnaire to assess their motivation and wore Actigraph accelerometers to measure in-class MVPA and sedentary behaviour. Linear mixed-effects models, controlling for the lesson topic, and students’ sex and age, revealed that PE teachers’ observed attuning approach related positively and demanding and abandoning approaches related negatively to students’ intrinsic motivation. The demanding approach also related positively to students’ introjected regulation. Notably, the demanding approach showed a dual pathway, negatively relating to intrinsic motivation but positively relating to in-class MVPA. In turn, intrinsic motivation was positively related to in-class MVPA. By relying on observations, the findings suggest that PE teachers can optimize student motivation by being more attuning and less demanding and abandoning.

BackgroundEffectively scaled-up physical activity interventions are urgently needed to address the high prevalence of physical inactivity. To facilitate scale-up of an efficacious school-based physical activity program (Physical Activity 4 Everyone [PA4E1]), provision of implementation support to physical education (PE) teachers was adapted from face-to-face and paper-based delivery modes to partial delivery via a website. A lack of engagement (usage and subjective experience) with digital delivery modes, including websites, may in part explain the typical reduction in effectiveness of scaled-up interventions that use digital delivery modes. A process evaluation focused on the PA4E1 website was undertaken.ObjectiveThe 2 objectives were to (1) describe the usage of the PA4E1 program website by in-school champions (PE teachers leading the program within their schools) and PE teachers using quantitative methods; (2) examine the usage, subjective experience, and usability of the PA4E1 program website from the perspective of in-school champions using mixed methods.MethodsThe first objective used website usage data collected across all users (n=273) throughout the 9 school terms of the PA4E1 implementation support. The 4 usage measures were sessions, page views, average session duration, and downloads. Descriptive statistics were calculated and explored across the duration of the 26-month program. The second objective used mixed methods, triangulating data from the first objective with data from a think-aloud survey and usability test completed by in-school champions (n=13) at 12 months. Qualitative data were analyzed thematically alongside descriptive statistics from the quantitative data in a triangulation matrix, generating cross-cutting themes using the “following a thread” approach.ResultsFor the first objective, in-school champions averaged 48.0 sessions per user, PE teachers 5.8 sessions. PE teacher sessions were of longer duration (10.5 vs 7.6 minutes) and included more page views (5.4 vs 3.4). The results from the mixed methods analysis for the second objective found 9 themes and 2 meta-themes. The first meta-theme indicated that the website was an acceptable and appropriate delivery mode, and usability of the website was high. The second meta-theme found that the website content was acceptable and appropriate, and identified specific suggestions for improvement.ConclusionsDigital health interventions targeting physical activity often experience issues of lack of user engagement. By contrast, the findings from both the quantitative and mixed methods analyses indicate high usage and overall acceptability and appropriateness of the PA4E1 website to school teachers. The findings support the value of the website within a multidelivery mode implementation intervention to support schools to implement physical activity promoting practices. The analysis identified suggested intervention refinements, which may be adopted for future iterations and further scale-up of the PA4E1 program.Trial RegistrationAustralian New Zealand Clinical Trials Registry ACTRN12617000681358; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=372870

This chapter focusses on the Promoting Active Lifestyles (PAL) Project, a key aim of which was to help Physical Education (PE) trainees and teachers align their aspirations for young people to lead physically active lives with their practices in PE, within the broader context of a whole-school approach to health promotion. The Project involved the co-construction and implementation of PAL principles and paradoxes, considered to be associated with the promotion of active lifestyles among young people. All the PE trainees and teachers involved in the Project viewed the PAL principles positively and were able to implement some of them. They also found the PAL paradoxes interesting and perplexing and expressed a keen desire to address them. Many of the PE trainees and teachers described how their involvement in the Project led to transformative and enduring changes to their health-related philosophies and pedagogies and some reported being able to influence colleagues/peers’ health-related philosophies and pedagogies. The PAL Project resulted in closer alignment between PE teachers’ health-related philosophies and pedagogies which they believe led to them becoming more effective promoters of physical activity.

Aim/Purpose: This study aimed to synthesize findings from 14 qualitative and mixed-methods studies to provide a comprehensive understanding of gamification’s impact on physical education (PE). By identifying key themes, benefits, and challenges, this research offers insights into optimizing gamification strategies for effective PE instruction. Introduction/Background: Gamified instruction has emerged as a transformative educational tool, leveraging game mechanics like rewards, challenges, leaderboards, and feedback loops to enhance engagement and motivation. In PE, gamification offers unique opportunities to address traditional challenges by creating dynamic and interactive learning environments. The integration of gamification in PE is aligned with contemporary pedagogical approaches emphasizing student-centered learning and active participation. Research has shown that gamified strategies can significantly enhance students' enthusiasm, encourage teamwork, and improve physical performance. Despite these advantages, challenges such as increased teacher workload and the need for well-planned implementation strategies remain. This study has synthesized existing research to provide a holistic understanding of gamification's effects in PE, helping educators and policymakers to navigate its complexities while maximizing its benefits. Methodology: This study employed a meta-synthesis approach to integrate findings from 14 prior qualitative and mixed-methods studies on gamification in physical education (PE). A PRISMA diagram was used to systematically summarize the selection process, ensuring transparency and rigor in the inclusion of studies. To assess the quality and reliability of the selected studies, the Critical Appraisal Skills Programme (CASP) was applied. Content analysis was then conducted to identify recurring themes, allowing for a structured synthesis of the data. Through this method, the study provides a comprehensive overview of gamification's impact on PE, highlighting both its benefits and challenges. Using Publish or Perish software, Google Scholar, Semantic Scholar, and Crossref, some academic publications connected to gamification in teaching and learning physical education were found in an electronic database for scholarly research. All research published from 2020 to 2024 that was pertinent to using gamification in teaching and learning physical education was downloaded and examined. Further, the descriptors or keywords entered into the software were qualitative, basic education, gamification, and physical education. Findings: The five primary themes that emerged from the content analysis were that gamification: Increases Student Enthusiasm and Engagement. Gamification significantly boosted student motivation by incorporating elements such as competition, rewards, and game-like scenarios, making PE classes more engaging and dynamic. Encourages Teamwork and Meaningful Learning. Studies highlighted that gamified PE promoted collaborative learning, enhanced peer interaction, and helped students develop essential social and teamwork skills. Improves Physical Performance. Gamification positively influenced students’ physical activity levels, leading to measurable improvements in endurance, coordination, and overall fitness. Adds to Instructors' Workload and Preparation. Implementing gamified strategies requires resource management, extensive planning, and continuous monitoring, increasing demands on teachers. Implementing Challenges. Educators faced difficulties in balancing intrinsic and extrinsic motivation, ensuring inclusivity, and maintaining engagement without overemphasizing competition. Transforms Teaching and Learning Physical Education through Gamification While Navigating Its Complexities emerged as a meta-theme. Gamification significantly boosted student motivation and participation by incorporating rewards, challenges, and teamwork, aligning with modern pedagogical approaches. However, challenges such as increased teacher preparation and resource demands highlighted the need for strategic planning. Contribution/Impact on Society: This study contributes to the existing body of knowledge on gamification by synthesizing qualitative and mixed-methods research findings to offer a broader perspective on its application in PE. The results emphasized that gamification is not merely a novel instructional approach, but a transformative strategy that can enhance student engagement and learning outcomes. Additionally, by fostering increased participation in physical activities, gamification contributes to broader public health goals by promoting lifelong physical activity habits among students. These insights are valuable for educators, curriculum designers, and policymakers aiming to optimize PE instruction through innovative and research-based strategies. Recommendations: These include aligning gamified strategies with curricular goals, training teachers, and balancing extrinsic and intrinsic motivators. In this manner, gamification can create dynamic and inclusive PE environments, fostering meaningful learning and lifelong physical activity. Future research should explore its long-term impacts and how to optimize implementation to maximize benefits. Research Limitation: Despite its comprehensive approach, this study had certain limitations. First, it relied on previously conducted qualitative and mixed-methods studies, which may have methodological variations affecting the synthesis. Additionally, the scope of the study was constrained by the number of available high-quality research articles on gamification in PE. The findings predominantly focused on short-term impacts, leaving the long-term effects of gamification in PE largely unexplored. Finally, factors such as variations in educational settings, teacher expertise, and student demographics may influence the generalizability of the results. Future Research: Future research should focus on exploring the long-term impacts of gamification in physical education, particularly its effects on students' sustained engagement and physical activity habits beyond the classroom. Comparative studies that evaluate gamified instruction against traditional methods could provide stronger evidence of its effectiveness. Additionally, research on the role of emerging technologies, such as virtual reality and mobile applications, in enhancing gamified experiences would be valuable. Investigating the challenges teachers face in implementing gamification, including resource availability and professional development needs, can help refine best practices. Finally, studies should explore how gamification can be adapted for diverse student populations to ensure inclusivity and equitable learning opportunities.

Physical Activity Measures in the Healthy Communities Study.

Students enrolled in secondary schools often fail to engage in moderate to vigorous levels of physical activity (MVLPA) due to inadequacies in their physical education programs. Physical education teachers (PETs) foster student involvement in MVLPA. Consequently, it becomes imperative to identify and scrutinize factors pertaining to PETs that could influence students’ MVLPA within secondary school settings, an area that has been relatively overlooked in China. To address this gap, the present study delved into MVLPA among secondary school students in southwest China with the following objectives: (i) to assess students’ MVLPA alongside PET characteristics and teaching behaviors during physical education classes; (ii) to explore discrepancies in PET behaviors and characteristics; and (iii) to establish connections between students’ MVLPA and PET behaviors and characteristics during physical education sessions. A questionnaire survey was administered to 54 full-time PETs across nine secondary schools in Chengdu, China, aimed at gathering data on their personal and professional attributes. Additionally, a system for observing fitness instruction time was employed to document PET instructional traits, while accelerometers were utilized to track students’ MVLPA. The study objectives were investigated using multiple statistical analyses. The findings indicate that PETs do not meet the recommended 50% MVLPA time allocation during physical education sessions. Noteworthy patterns emerged, revealing that PETs with 1–5 years of teaching experience allocated less time to student observation and more time to classroom management compared to their counterparts with 6–10 years and over 10 years of teaching experience. Moreover, MVLPA time invested in lessons led by male PETs (B = −3.221) was significantly higher than time spent in lessons led by female PETs, which was attributed to PET gender. Furthermore, students under the tutelage of PETs with 6–10 years of teaching experience (B = 3.101) and those with over 10 years of experience (B = 2.989) exhibited significantly higher MVLPAs than under those with 1–5 years of teaching experience. Additionally, PET attitudes such as observation (B = 1.621) and promoting (B = 1.317) behaviors during physical education sessions were positively correlated with students’ MVLPA. A regression analysis revealed that PET characteristics and behaviors explained 21.3% of students’ MVLPA variance. This study offers insights into PETs’ pivotal role in promoting physical activity. It underscores the ramifications for students’ MVLPA in the Chinese educational context.

BackgroundIf children are encouraged early in childhood to engage in a physically active lifestyle and if they are used to practice physical activity (PA) as children, they are likely to be more active as they grow up (Telama et al., 2014). Nevertheless, in Belgium, only 2% of children 6 to 9 years of age are able to reach PA international recommendations (Wijtzes et al., 2016). Fortunately, holistic school-focused initiatives can raise children's level of physical activity (Heath et al., 2012). Accordingly, the aim of the study was to scrutinise the influence of an innovative pedagogical approach on self-reported PA and lifestyle habits among elementary school children.Methods176 pupils (11-13) and 5 physical education (PE) teachers were recruited in the area of Liege. Those pupils took part in a 10 weeks intervention including one weekly session of PE. PE lessons are original since they combine High Intensity Interval Training (HIIT), dramatization and health education. Assessments were performed before (T0), during (process analysis) and after the intervention (T1). Childrens' levels of PA were assessed with the PAQ-C, as their food habits were assessed with the Adolescent food habits Checklist. Children were also invited, before each session, to notify and share their good practices related to the health education activities proposed during the lesson.ResultsResults exposed significant improvements in self-reported PA (3,09 to 3,26 scores; p > 0,000). As we sort out results by gender, we noticed higher improvements among girls. In contrast, we observed a slight and non-significant decrease in children's food habits (13,88 to 13,55 scores; p = 0,24). On over 400 good practices collected, half were related to physical activity and hydration. By involving physical and psychosocial objectives, the study is expected to provide a deeper understanding of the impact of this teaching method on children.ConclusionAs Oblomov pedagogy seems to have the potential to generate health basic knowledge as well as pleasure of being physically active, it could be extended to other various settings such as obesity prevention. This method will also be shared with PE teachers in Belgium, as part of the PE curriculum reform in Belgium.

Background: A major consequence of the neo-liberal ideology underpinning recent reforms in higher education in the Western world has been the significant increase in the competitiveness of institutions to recruit students in the marketplace of education and to keep them. Accordingly bachelor degrees relating to physical education teacher education (PETE) at Norwegian university colleges are being adapted and developed in order to appeal to today's market – conscious, educational consumers interested not only in PETE, but also in a physically active lifestyle, sports and outdoor pursuits. Purpose: This study problematizes how the awareness and logic of the marketplace act in the social construction of PETE curricula and content. The paper asks to what degree programs within Norwegian PETE are more a reflection of surviving in the education marketplace than of meeting the needs of physical education teachers in the knowledge society? Applying Bernstein's theoretical framework and terms, I intend to analyze how a regulated market in the national context of higher education forms the conditions for production, reproduction and transformation of PETE knowledge. Participants and setting: Four Norwegian university colleges in the field of physical activity (sport sciences, outdoor pursuits and PETE) comprise the ‘purposeful sample’. Research design: The qualitative study applies Bernstein's conceptual framework for analyses of conditions for production, reproduction and transformation of knowledge to explore how some forms of knowledge become more valued than others, and asks who and what, are defining what is seen as important content knowledge in PETE. Data collection: Data were collected via higher education policy documents, PETE curricula, the university colleges’ information texts on their websites, institutional education policy texts and program guides. Data analysis: By using a content analysis approach, discourses embedded in the texts were analyzed. In the discourse analysis what is said, not said and the discourses’ ‘surrounding texts’ in an education market, regulated by the State, have been related to Bernstein's concepts of regulative and instructional discourse. Findings: The analysis of the texts unveils how content knowledge in PETE degrees is produced and reproduced among competing interests in the field of sport sciences and physical activity. Data in this paper strongly indicate that recruitment and management discourses hold a strong position within the instructional discourse framing professional programs and courses in a variety of ways. The analyzed texts provide examples of how meanings and values in the education market, as raw materials within regulative discourse, underpin the university colleges’ instructional discourse. There is remarkably little evidence of discourses about essential knowledge for quality physical education (PE) teaching and learning, or PE teacher professionalism. Conclusion: Due to the increased competition for institutions to recruit and retain students, this paper problematizes how the logic of the education market contributes to the social construction of PETE curricula and content knowledge. Within the context of deregulated academic autonomy in the Norwegian higher education system, the content in PETE seems legitimated by the local institutions’ strategic moves in the market to recruit students and secure their institutions’ economic growth.

It has been suggested that physical education (PE) teachers hold strong anti-fat attitudes and that these can have an impact on the health of their students. In this study, we compare the attitudes and stereotypes towards obesity of PE teachers with those of their colleagues who teach mathematics. In addition, we evaluated the association between the teachers’ anti-fat biases and the level of physical activity (PA) of their students. The sample consisted of 81 PE teachers and 75 mathematics teachers. The adolescent sample consisted of 1792 secondary school students. The assessment of attitudes and stereotypes was conducted with the Implicit Association Test and the Anti-Fat Attitudes questionnaire. The PA level of the adolescents was determined by a self-administered instrument. PE and mathematics teachers showed similar biases, except for the automatic obesity–laziness association, which was stronger for PE teachers than for mathematics teachers. These distinctive implicit stereotypes of PE teachers were also significant predictors of the lack of PA in adolescents. We recommend the use of interventions aimed at reducing non-traditional forms of prejudice in teachers.

Background: The COVID-19 pandemic has greatly exacerbated Jamaica’s high physical inactivity rates, which means the country could potentially see increases in lifestyle diseases and deaths. Given the fact that physical literacy is not prevalent among the Jamaican population, physical education (PE) teachers must play a greater role in the postCOVID era to promote physical activity and sports involvement through school, community, and national initiatives. Purpose: The purpose of this study was to assess the perceived role of PE teachers in the development of sports and physical activity (PA) lifestyles in the post-COVID era in Jamaica. Methods: The research took the form of a descriptive quantitative survey that analyzed the experiences and perceptions of 47 PE teachers in Jamaica. The sampling method utilized a combined approach using purposive and snowball sampling techniques. Results: The results of the study indicated that PE teachers play an important role in teaching and developing the fundamental skills of students in preparation for transition into amateur and national competitions. PE teachers in the post-COVID era need to contribute more to students living a healthy lifestyle and becoming active for life. Conclusion: The results of this study have great implications for Jamaica’s physical inactivity levels and the continued development and maintenance of Jamaica’s dominance in sports in the international arena. Keywords: chronic lifestyle diseases, physical activity lifestyle, sports development.