Physical Education Curriculum Research Articles

Strategies of Integrating of Physical Education and Academics

The new goal and approach to physical education teaching in vocational colleges is to promote the development of students’ moral, intellectual, physical, artistic, and practical skills. To achieve this, physical education should be integrated with academics. Therefore, we analyzed the existing problems and their causes in our college’s physical education teaching and developed basic reform ideas that incorporated physical education into academic education, interspersed physical education with academic education, and co-constructed the physical and academic education based on actual teaching experiences. Besides, each school should be given adequate physical education resources, and the management methods and regulations for physical education courses should be optimized. The integrated physical education curriculum system and content should also be improved and various extracurricular activities should be carried out. In addition, a new course evaluation index should be established, which will be used to determine new teaching goals and methods.

A study on the integrated teaching model of core literacy in college physical education and health courses using multiple data fusion

Abstract This paper introduces an experiential teaching model for physical education and health courses. Secondly, the parameters of the multiple linear regression model were estimated and tested for significance based on the least squares method, and the integration of multiple data was carried out by using rough set simplification. Finally, an empirical analysis of the core literacy of physical education and health curriculum was conducted through three aspects: physical activity ability, health behavior and physical morality. The results showed that the p-values of physical exercise awareness, physical exercise habit, and health knowledge mastery and application were 0.015, 0.024, and 0.021, respectively, thus indicating that the experiential teaching model can effectively improve students’ core literacy in physical education and health curriculum.

Implementation of the Independent Learning (Merdeka Belajar) Curriculum in Physical Education Sports and Health Subjects in Public Junior High Schools in Sleman District

The research objectives are to find out: (1) Implementation of Merdeka Belajar Curriculum in Physical Education, Sports and Health subjects at State Junior High Schools in Sleman Regency. (2) Obstacles in the implementation of Merdeka Belajar Curriculum in Physical Education, Sports and Health subjects at State Junior High Schools in Sleman Regency. (3) Solutions made to overcome the obstacles to the implementation of the Merdeka Belajar Curriculum in Physical Education, Sports and Health subjects. The method used mixed research. The subjects of this study were principals and Physical Education, Sports and Health teachers in public junior high schools in Sleman Regency which were taken based on random sampling. The instruments used were interviews and questionnaires. The data analysis techniques used were qualitative and quantitative. Research results: (1) Implementation of Merdeka Belajar Curriculum in Physical Education, Sports and Health subjects in State Junior High Schools in Sleman Regency is in the sufficient and good categories, namely 50.00%. State Junior High Schools in Sleman Regency have implemented the Merdeka Belajar Curriculum in stages, and have implemented Project-Based Learning which is one of the learning activities in the Merdeka Belajar Curriculum. (2) The obstacles in the implementation of the Merdeka Belajar Curriculum in the Physical Education, Sports and Health subject in State Junior High Schools in Sleman Regency are that teachers are still difficult to instill the 6 characters of the Pancasila Student Profile to students with the various characteristics that each student has. In addition, from the observations made by researchers, it can also be seen that teachers have not been able to get out of their comfort zone in teaching, as it can be seen that in teaching they are still comfortable with using the method and the teacher's lack of ability to use learning media, this can be seen when the teacher teaches mostly only explaining the material and then giving assignments to students. (3) The solution carried out in the implementation of the Merdeka Belajar Curriculum in Physical Education, Sports and Health subjects at State Junior High Schools in Sleman Regency is that teachers look for information or references about learning assessments and regularly attend training on the implementation of the Merdeka Belajar Curriculum held.

METHODOLOGICAL CONTRIBUTIONS REGARDING THE DEVELOPMENT OF THE FOOTBALL GAME TECHNIQUE IN HIGH SCHOOL STUDENTS

The traditional practice of playing football in school, means going through the technical-tactical elements of the game according to the analytical method. Each process is practiced, in order to learn, isolated, broken by the conditions of the game. No matter how adequate the methods and means used are, the exercises will not succeed in ensuring the complete, multilateral employment of the student, so that through the immediate and subsequent effects the major objectives will be achieved, which motivated the introduction of football in school. The practice of the integral game, with some simplified rules, ensures a much greater contribution and a special contribution to the involvement of football in the tasks of physical education. In the game, students are engaged multilaterally in the bio-psycho-motor plane, and the phenomena of addiction, teacher-student is diminished. During the game, the teacher intervenes in correcting some fundamental mistakes in the technical-tactical executions, or in interpreting the game rules. Integral play, however, cannot be practiced without the students having acquired a minimum of specific motor knowledge and skills. The teacher's mastery consists in knowing how much of the physical education lesson is given to learning the technical procedures separately, how much in conditions analogous to the game and how much time is allocated to the whole game. In addition to this time planning in the lesson, the teacher must also schedule new technical-tactical actions subject to the learning process and the consolidation of the technical procedures underlying the development of the game of football. Starting from the optimal, technical-tactical model of the graduate, the content of the training must be in accordance with this model and staggered on the requirements of their periodization and staging. This need is imposed by the practice of the game of football both in school - as a means of physical education, but also by the participation of students in school competitions reserved for them and which includes the entire mass of students. So, in the physical education lesson, the isolated learning of the technical-tactical elements and procedures will be short, insisting on their repetition and consolidation within the technical-tactical actions of the game, by practicing the bilateral game. The system of physical education and sports has a dynamic character, being subjected over time to changes and adaptations dictated by the social order, respectively by the state of society and its members, by technological progress and cultural level, by their aspirations. In the spirit of this dynamic, the steps of elaboration and revision of the school curricula in a curricular vision are revealed. This vision presupposes “a design in their interaction of objectives, contents, learning activities and evaluation principles and methods. The curriculum for physical education in secondary education reflects a new conception regarding the formation and complex development of the autonomous and creative personality of the students ”. The curricular area underlying the new curricula is a first step in decentralizing education, offering increased opportunities for choice, increasing the chances of an individualized teaching / learning process and increasing school autonomy in developing one's own curriculum. The methodical steps imposed by the new orientation of the physical education and sports activities in the school represent a challenge for all those involved in this process, "but the teacher will always remain the main creator of his lesson".

Efficiency of an Alternative Physical Education Program for the Lower Grades of Elementary School Children.

(1) Introduction: This research was conducted with the aim of assessing whether an alternative physical education (PE) program could effectively substitute for the traditional PE curriculum and aid in accomplishing the essential goals and objectives of PE among younger elementary school children. (2) Materials and Methods: This longitudinal 6-month study included third-grade elementary school children of both genders, who were healthy, lived in urban areas, and were involved in an alternative PE program, as well as the regular PE classes. The sample of participants comprised 214 students, with 105 participants in the experimental group and 109 participants in the control group, who underwent pre- and post-intervention measurements. For the purposes of this study, 11 variables were applied to assess the parameters of growth and development, motor abilities, and physical and health education. MANCOVA and ANCOVA methods were used to determine the effects resulting from the alternative and regular PE programs, and differences between the groups, respectively. The data are reported as the mean and standard deviations, and were analyzed using the statistical package SPSS version 20.0 (SPSS Inc., Armonk, NY, USA). (3) Results: Based on the research results obtained for motor abilities and physical and health education, it was concluded that both the alternative and regular PE programs had positive effects in achieving the goals and objectives of PE, but without statistical significance at the multivariate and univariate levels. The differences between the two groups were found to be negligible (effect size, ES < 0.2). (4) Discussion: Sports and PE have distinct objectives and approaches. While sports emphasize competition and winning, PE aims to impart fundamental skills and knowledge, prioritizing inclusivity among younger students. Success in PE is measured by the number of students meeting these goals, potentially affecting both talented and struggling learners. (5) Conclusions: The results obtained from the conducted research indicate that both the alternative PE program and the regular PE program influence changes in motor abilities and physical and health education to a limited extent. The alternative PE program proposed in this study, with its modifications to the structure of existing, regular PE program, can fully replace the latter in schools that do not meet the required spatial and material standards.

Retracted: Research on the Blended Teaching Mode Reform of University Physical Education Curriculum Based on the Integration of 5G Cloud Computing and Multimedia

Retracted: Research on the Blended Teaching Mode Reform of University Physical Education Curriculum Based on the Integration of 5G Cloud Computing and Multimedia

An improved GRA algorithm for teaching quality evaluation of college physical education based on the probabilistic simplified neutrosophic sets

With the emergence of various new teaching concepts and teaching models in colleges and universities, the original evaluation system can no longer fully meet the requirements of the current development of physical education curriculum teaching in colleges and universities. Thus, reducing the judgment and guidance of evaluation on physical education curriculum teaching shall result in the development of physical education curriculum teaching quality evaluation lagging behind the development of teaching and being in a passive position. Therefore, it is particularly important to establish a new evaluation standard system for the teaching quality of physical education courses. The teaching quality evaluation of college physical education (PE) is viewed as multiple attribute decision-making (MADM). In this paper, an enhanced probabilistic simplified neutrosophic grey relational analysis (PSN-GRA) method is designed for MADM. Then, in the environment of probabilistic simplified neutrophil set (PSNSs), the PSN-GRA method and CRITIC method are combined to rank the alternative schemes, and a numerical example of college physical education teaching quality evaluation proves the practicability of the new method and compares it with other methods. The results show that this method is simple, effective and simple in calculation.

The Effect of the Use of Digital Technologies in Physical Education Lessons on Students' Physical Education Cultures and Attitudes towards the Lesson

Among the main objectives of the 'Primary School Physical Education Curriculum' is to raise individuals with knowledge, skills and behaviors integrated with values and competencies. In addition, one of the important goals of the Kazakh education system is to provide students with 21st century and related digital skills in all lessons. For this purpose, the current study examined the effect of digital technology and face-to-face teaching practices on students' lesson achievement, skills, attitudes, cultural awareness and value perceptions in primary school physical education lessons compared to traditional teaching. The study was conducted with a control group pre-test post-test design. A total of 60 students attending the 4th grade of primary school took part in the study. In the experimental group of the study, digital technologies supported face-to-face education and in the control group, traditional teaching practices were carried out. The research data were collected with 'Physical Education Lesson Acquisition Test', 'Physical Education Psychomotor Skills Test', 'Attitude Towards Physical Education Scale' and 'Cultural Awareness and Value Perception Scale in Physical Education' measurement tools. The experimental applications of the research lasted 8 weeks simultaneously in the control and experimental groups. According to the findings of the study, significant differences were found in favor of the experimental group in physical education lesson outcomes and attitudes. However, no significant difference was found between the groups in psychomotor skills and value perception.

Integration of Mental Health Promotion Strategies Within Physical Education Curricula

The present study investigated the incorporation of mental health promotion techniques within physical education curricula, as well as the influence of school policies in addressing the mental health needs of students. The sample predominantly comprised male physical education instructors between the ages of 31 and 40, who possessed 11 to 20 years of teaching experience. The results of the study indicated a uniform degree of integration among physical education instructors across various age and experience cohorts. This finding implies the significance of incorporating continuous mental health education within physical education curricula, however there were observed discrepancies across distinct domains. Significantly, the domain of social and emotional learning had comparatively lower scores, hence highlighting the necessity for focused enhancements in these specific aspects. Educators played a pivotal part in modifying their instructional approaches to cater to the mental health requirements of their students. The proponents placed significant emphasis on the principles of individualization, emotional management, and value-oriented pedagogy. The emergence of school policies also played a crucial role. The policies should prioritize the implementation of strategies, comprehensive staff training, the utilization of diverse educational techniques, active collaboration with parents, the provision of extracurricular activities, the availability of psychological counseling services, the integration of ideological perspectives, and the adoption of a student-centered approach.

Contributions of Tasks With Different Cognitive Load to High School Students’ In-Class Physical Activity

Purpose: Cognitive load theory focuses on providing appropriate cognitive engagement to facilitate knowledge learning. The purpose of this study was to determine the contributions of cognitive load on high school students’ in-class physical activity. Method: A stratified random sample of high school students (N = 150) who participated in a large curriculum intervention study provided the data. A path analysis and Hayes’ PROCESS analysis were used to test a correlation model and moderation effect from gender and race. Results: The results showed that the reasoning learning tasks directly contributed to their in-class physical activity (path coefficient = .54, p &lt; .01) and the gender and race factors were not significant moderators (p &gt; .05). Conclusion: The findings imply that high cognitive load tasks can facilitate in-class physical activity. The findings suggest the power of the concept-based physical education curriculum in providing productive learning opportunities to all students.

소규모 중학교 체육 공동교육과정 운영 사례 및 개선 방안 탐색

Purpose: The purpose of this study was to conduct an in-depth analysis of the operation cases ofa small middle school joint Physical Education curriculum, and to explore improvement methods basedon the analyzed cases.&#x0D; Methods: Four teachers and four students from two schools located in the J region and operatinga small middle school joint Physical Education curriculum were selected as the study subjects, and data such as operation-related data, observation log data based on participant and non-participant observations, in-depth group interview data and unofficial story data were collected, categorized,analyzed and interpreted.&#x0D; Results: As far as the small middle school joint Physical Education curricula are concerned, tennis competition activities and group activities per level were performed using facilities near the two schools to ensure all students’ participation and interest and to overcome the disadvantages of small middle schools. Individualized instruction and interactive instruction were performed through team teaching activities per group led by professional instructors to better improve the advantages of small middle schools. The improvement methods are as follows: First, joint curricula must be planned through avoluntary sense of community along with teachers’ dedication and philosophies shared by the members. Second, it is necessary to derive a process of expanding and elaborating the scope of joint curriculato share and improve the concerns regarding events and joint curriculums among small middle schools. Third, for joint curricula to have a smooth implementation, it is necessary to construct a detailed instruction plan taking into consideration the autonomy of curricula, efficient system securement, andstudents’ individual characteristics and differences.&#x0D; Conclusion: The results of this study suggest the need for legitimacy and substantial operation ofthe small middle school joint Physical Education curriculum.

Exploration of Physical Education Teaching Design and Student Ability and Character Cultivation Based on Positive Psychological Influence

Physical education is an educational process that cultivates people. In happy, lively, and rich physical education classroom, students can achieve significant development in moral character, intelligence, physical fitness, skills, interpersonal communication, and other aspects. Design of physical education curriculum teaching based on positive psychological influence applies positive psychological influence in the process of physical education teaching and constructs a correlation model between teaching content of physical education curriculum and the cultivation of students' quality, ability, and personality quality. Embed positive psychological influencing factors into the content of the physical education teaching section, use scientific process control theory for sports training to monitor and personalize student health data (optimal heart rate), and design innovative physical education curriculum teaching plans. Organic integration of physical education teaching content with the cultivation of students' abilities and personality qualities, followed by the design, process organization, and implementation of physical education teaching, is an innovative path for the future development of physical education teaching.

Opinions of the Top Managers of the Ministry of National Education on the Implementation of Physical Education Policies in Schools

"World Physical Education Summit" was held in Berlin in 1999. In the summit, participants from more than 80 countries have determined the policies and reforms for the common solution of all problems related to physical education teaching. At the end of the Berlin Summit, the policies and reforms related to physical education have reconsidered and regulated in many countries. As it is well known, the firstly responsible agency in teaching physical education policies in Turkey is the Ministry of National Education (MEB). Therefore, in this study, it is aimed to reveal the views of the top level managers of the MEB. In this study, phenomenology design which is one of the qualitative research methods has been used. The study group of the research consists of 11 senior managers working in the Ministry of National Education. The data have been analyzed using the semi-structured interview technique and content analysis method. According to the findings of the research, MEB senior managers have listed the components of a quality physical education program as teachers, school administrators, equipment and physical conditions (facility, hall, etc.). They have stated that the biggest obstacles for the physical education curriculum to reach the desired goals are the inadequacy of tools and equipment in schools, the unsuitability of physical conditions, and the fact that the same types of schools do not have the physical conditions at similar standard. They considered the goals and strategies in the development and implementation of physical education curriculum as physical and academic collaborations.

Physical Education and Gender Differences in Physical Activity, Sedentary Behavior Related to Academic Success of Science-Related Courses for Children in the State of Qatar

Background: This cross-sectional study examined gender differences in physical activity (PA), body mass index, sedentary behavior (SB), and academic performance (AP) in school-aged children in Qatar. Methods: Fifty-two schoolchildren (age: 11.9 ± 0.6 years) were assigned to gender-adjusted groups (female; n = 29). AP was calculated using the grade point averages (GPA) in Mathematics, Science, and Arabic. Additionally, the Short Form of the International Physical Activity Questionnaire (IPAQ) was utilized. Results: Four parameters (peak height velocity [PHV], science, Arabic, vigorous PA) showed relevant gender effects (p &lt; 0.05 and ηp2 &gt; 0.10). The largest gender effect was calculated for PHV (p &lt; 0.001, ηp2 = 0.45). PHV was markedly higher for males (1.65 ± 0.90) than for females (0.36 ± 0.37). Females showed a higher performance level in science (82.9 ± 8.61 vs. 77.0 ± 8.76) and Arabic (80.9 ± 8.25 vs. 73.0 ± 8.22). A significant gender difference (p = 0.002, ηp2 = 0.18) was evident for vigorous MET-minutes/week (males: 1318 ± 932 vs. females: 646 ± 525). In conclusion, males exhibited the greatest amount of moderate and vigorous PA. Females spent the greatest time sitting. Arabic was different by gender, and science AP was dependent upon gender. Conclusions: These data suggest subjects in middle school are sensitive to gender, but not necessarily influenced by PA or SB at this age. Encouraging a school-based program and an after-school health club characterized by gender sensitive strategies consisting of a health class and physical education curriculum support the unique needs, interests of academic performance, and motor skills to improving health related fitness for girls compared to boys.

The Development of Physical Education Curriculum Martial Arts Sports for the Nine Years Compulsory Education Stage of Guangdong Province

Background and Aim: Based on the lack of existing teaching materials. The objective of this research was to construct the Wushu physical education curriculum in the nine-year compulsory education stage. Materials and Methods: This study is a survey study. The population samples of this study are five nine-year compulsory education schools in Guangdong Province, namely Bayi Experimental School in Guangzhou, Xiaode School in Baoan District, Shenzhen, Zhongte Wenwu School in Zhuhai, Affiliated School of Foshan No. 4 Middle School, and Shantou Jinhua Overseas Chinese Pilot School. There are 369 students, 21 teachers, and 23 experts in the field of martial arts. Results: 1) The selection of martial arts teaching content in the teacher's book of the Cantonese Education Edition is better than that of the People's Education Edition, but there are still lack of martial arts etiquette content, lack of boxing characteristics, too single theoretical content, insufficient evaluation content and content system issues still need to be improved; 2) During the implementation of teaching, there are problems such as the teaching content in the teacher's book cannot meet the needs of the class hours, the difficulty of the teaching content is not appropriate, and the sequence of the teaching content is not properly arranged, which leads to certain influences on the selection of the actual teaching content by teachers; 3) In the actual teaching implementation, teachers should make full use of lesson preparation resources in the setting of teaching content, deeply understand the new curriculum standards; they should fully analyze the academic situation, and consider the sensitive period of students' physical fitness and students' psychology. The characteristics and learning basis; should fully reflect the integrity of the content, rationally set the theoretical content, and appropriately increase the traditional boxing types, to make the teaching content system more complete. Conclusion: In the first stage of the level, the study of theoretical knowledge such as martial arts is added. The second stage of the level emphasizes the connection between the past and the next. For the consolidation and improvement of the content of the previous stage, the practice of prescribed routines is added to strengthen the basic skills exercises. Level three adds to the learning of martial arts equipment. The fourth stage of the level enriches the theoretical knowledge and increases the practice of characteristic boxing and equipment at the level of movement technology.

Construction of an Evaluation Index System for The Implementation of The New Curriculum Standards (2022 Edition) Of Physical Education and Health Curriculum for Middle Schools in Guangdong Province

Background and Aim: As a trailblazer in China's reform and development, Guangdong Province conducted research on the quality evaluation index system for implementing PE and health curriculum during the early stages of new curriculum standards implementation, which holds significant practical implications for advancing curriculum reform and development. The aim of this study is twofold: (1) To establish a comprehensive quality evaluation index system for the implementation of the new curriculum standard (2022 edition) for PE and health in middle schools in Guangdong Province; (2) To develop a high-quality implementation and development strategy for the new curriculum standard of PE and health. Materials and Methods: The primary research tool employed in this study is an expert questionnaire survey. The subjects of the study were selected using a stratified sampling method, which included experts in school PE curriculum and teaching theory, teaching and research personnel, as well as school PE team leaders. Drawing upon qualitative interview results, CIPP model theory, and relevant literature policies, a preliminary evaluation index system was established. This evaluation index system was constructed using the Delphi method and encompasses summarized content along with development suggestions. Results: The study presents the construction of a quality evaluation system for the implementation of PE and health curriculum in middle schools in Guangdong Province, consisting of four primary indicators, twelve secondary indicators, and forty-seven tertiary indicators. Additionally, it reveals that under the new curriculum standards for the 2022 edition, the macro-level evaluation system for assessing the implementation quality encompasses four aspects: curriculum background, resources, implementation process, and outcomes. Conclusion: The quality evaluation index system for the implementation of PE and health curriculum in middle schools in Guangdong Province is both reasonable and feasible, making it an effective tool for managing and evaluating such curricula. Furthermore, this system can serve as a valuable reference point for future curriculum reform and development.

The role of the cultural environment in the development of physical literacy and physical activity of Iranian children

BackgroundThe investigation of physical literacy (PL) and physical activity (PA) should be done in an ecological context because the socio-cultural situation can encourage or inhibit children’s activity. The present study aimed to study the role of the cultural environment in the development of PL and PA in Iranian children.MethodsThe statistical population consisted of Iranian children aged 8 to 12, of whom 270 students were recruited by cluster sampling from six provinces. They complete the Canadian Assessment of Physical Literacy 2 (CAPL-2) and the International Physical Activity Survey. To examine the cultural environment, the components of geographic location (west, south, central, east, and northwest), place of residence (downtown, suburban, and village), and gender (boys and girls) were used. A multivariate ANOVA analysis was used to analyze the data.ResultsFrom the geographic location, the findings showed that students inhabit in the west and east of Iran have significantly higher scores than their counterparts living in the central, south, and northwest at PA and PL (P < 0.001). From the place of residence, we observed a higher level of PA and PL in children living in the village than in those living in the suburbs and downtown (P < 0.001). In terms of gender, boys have higher PL and PA scores (P < 0.001).ConclusionThe findings demonstrate that socio-cultural factors, geographic location, place of residence, and gender have different impacts on children’s PL and physical activity. Therefore, we suggest using ecologically appropriate decentralized planning in a physical education curriculum.

O.4.6-7 The role of external providers for Physical Education and extracurricular physical activity in Irish primary schools

Abstract Purpose In Irish primary schools, Physical Education (PE) is taught by generalist teachers. While PE is critical in developing essential skills for lifelong physical activity (PA) participation, studies show teacher confidence and competence to teach PE is low due to negative personal experiences and insufficient training. Many schools utilise external providers to supplement PE provision and provide extracurricular PA. However, this provision is largely unregulated, without clear distinction between the two. This study aims to examine the role of external providers for PE and PA in Irish primary schools. Methods An online survey for principals and teachers was developed and validated using a modified Delphi technique. It included 57 questions examining current practices for PE provision schools. A link to the survey was emailed to all Irish primary schools and shared on social media. SPSS version 27 was used for data analysis. Results Of the 513 respondents, 81.7% were female, 17.9% male and 0.4% didn’t say. A majority (82%) regularly use external providers for extracurricular PA, which takes place mostly during the school day (89%). Although intended as activity not related to PE provision, it is used by teachers as the only PE provided either sometimes (45.5%) or all of the time (21.6%). External providers teach specific strands of the PE curriculum in 52.9% of schools, with Games being the strand most provided. While this provision is taking place, most teachers stay with their class and assist (61.9%). Conclusion Results show external providers are extensively used in Irish primary schools to supplement PE provision rather than solely providing extracurricular PA. Games being the most commonly delivered strand by external providers is reflective of the number of sports coaches providing this service to schools. Teachers using extracurricular PA as their PE can be problematic as external providers often lack suitable qualifications and provision may not align with PE curriculum guidelines. Support is needed for schools to provide good quality PE and approaches such as regulating the use of external providers or engaging specialist PE teachers to support delivery should be examined in order to improve PE in Irish primary schools.

Effects of School Physical Education on the Exercise Habits of Children and Adolescents: An Empirical Analysis Using China Health and Nutrition Survey Data.

Since 2002, the Chinese Ministry of Education has conducted reform in the physical education (PE) curriculums of schools in China, with a focus on shifting from sports skills to regular participation in physical activity (PA) and promoting health. The aim of the study, therefore, is to examine the effects of school PE on the exercise habits of children and adolescents in China over time. Data based on 5941 observations of 3708 individuals aged 6 to 17 were collected from the China Health and Nutrition Survey (CHNS) for the period 2004 to 2015. The data were analyzed using the fixed-effect Logit model and the random-effect Tobit model. The likelihood of exercising outside of school is 20.2% higher for students who have school PE than those who do not. Our study found that increasing the duration of PE at school by 100%, increases the duration of out-of-school PA by 22.3%. The variety of the types of sports schools offer encourages students to participate in out-of-school physical activity. The likelihood of students exercising outside of school increases by 5.6% when 1 more exercise type is provided in school PE. In addition, soccer, basketball, badminton, and volleyball education increases students' participation in after-school exercises. Soccer and basketball education, in particular, improves the duration of after-school PA. To form exercise habits in children and adolescents, we encourage the promotion of a variety of physical activities in schools, especially team sports such as soccer and basketball.

O.4.6-10 Move! – A national monitoring system for health-related fitness and motor competence of Finnish school-aged children and adolescents

Abstract Purpose The Move! system was launched in 2016 and it aims to provide systematic feedback to students on their physical performance, and to collect annual nationwide data on physical performance from 5th and 8th grade students (11–15 years old). The physical performance in the Move! system has been operationalized to include components of health-related fitness and motor competence, which are ideally needed during adolescence and later in life. Project description The Move! is included in the national core curriculum for physical education (PE) and is therefore targeted for all students. Move! measurements include 20m shuttle run (endurance), 5-leaps (strength of the lower body, locomotor skills, stability skills), throwing-catching combination (object control skills), curl-up (endurance of abdominal muscles), push-up (endurance of upper body muscles), and flexibility tests. The Move! results are used extensively. In schools, PE teachers give immediate feedback to students during and after test sessions. In addition, teachers can utilize Move! data when designing PE programs and lessons. Students’ results are sent home, and parents are encouraged to discuss the results and their implications with their children. Students and their parents are directed to the Move! web pages, where they are provided with more information about the tests along with guidance on how to develop different elements of physical performance. The results are also utilized in healthcare as school nurses and doctors consider students’ physical performance information along with other health data. Through a database, it is possible to follow students’ physical performance development. The data can also be used in informed decision-making at national and local levels. Conclusions The Move! system annually reaches a vast majority of Finnish grade 5 and 8 students (&amp;gt;100 000), schools (&amp;gt;2000), and municipalities (&amp;gt;95 %). The system ties together school PE, health care, and data-informed decision-making, and can be seen as a pedagogical innovation enhancing Finnish students’ health-related fitness, physical activity, and overall well-being.