Physical Education Professionals Research Articles

Research on the Cultivation of Core Literacy of Physical Education Professionals in Colleges and Universities Based on the Background of Data Mining

Abstract In the context of the data-driven era, it is essential to explore practical ways to cultivate the core literacy of sports professionals in colleges and universities. This study aims to analyze the core literacy of physical education majors in depth by using data mining technology to seek a more scientific and systematic cultivation strategy. The study used the decision tree CART algorithm and the improved Apriori algorithm to analyze the physical fitness data of the students in the School of Physical Education of S University. The CART algorithm clustered the biological fitness data of male and female students, and it was found that male students’ primary physical fitness deficiencies were concentrated in the upper body strength and standing long jump events. In contrast, female students showed deficiencies in endurance and lower body explosive strength. The improved Apriori algorithm reveals the association rules between different physical fitness items, for example, there is a strong association between boys’ 50-meter running performance and pull-up performance. There are apparent differences in the influencing factors of physical fitness between male and female students, which need to be targeted to design training programs. It was found through association rule mining that specific physical testing programs significantly affect students’ physical fitness quality. This study provides a new path for cultivating core quality of physical education professionals based on data mining, which offers scientific basis and practical guidance for physical education in colleges and universities.

Cultivation of Core Literacy of Physical Education Professionals in Private Colleges and Universities Based on the Background of Data Mining

Abstract The purpose of this paper is to analyze the main types of core literacy of sports professionals in colleges and universities using association rules and the XGBoost algorithm. Combined with the confidence rule in association analysis, it finds out the minimum support degree of all the core qualities that satisfy the core qualities of sports professionals in colleges and universities. The efficiency of modeling talent demand can be improved by using the Apriori algorithm. Adding new regression trees sequentially based on the original model using the XGBoost algorithm. The college sports talent demand model was constructed by combining association rules and the XGBoost algorithm. Based on the results, composite talents, professional talents, and application talents are the main types of sports professional talent cultivation positioning. The cultivation ratio of sports composite talents in University A is 0.7, and the cultivation ratio of application composite talents is 0.6. The school’s requirements for sports talent’s ability are the highest, resulting in a cultivation ratio of 0.75 for sports talent. This study promotes, to a certain extent, the cultivation of sports professionals in colleges and universities.

A Survey of New York State Physical Educators’ Use of Game-Based Approaches in K–12 Physical Education

Background/Purpose: The purpose of this study was to investigate physical educators’ self-reported use, understanding, and confidence with game-based approaches (GBAs) in their K–12 physical education programs. Method: A survey of New York State physical education professionals was conducted that yielded quantitative data on how they used game-based approaches. Data were analyzed using Observation Oriented Modeling (version 5.4.2022), a tool well suited for survey data, especially teachers’ reports of game-based lesson sequences. Results: Physical educators reported both awareness and confidence with various GBAs spending most physical education game-based lessons teaching invasion games with emphasis on the psychomotor domain. Respondents’ typical game lesson sequences did not match model GBA lesson sequences. Conclusions: Findings from this study indicate respondents do not use GBAs for their game-based lessons. Beyond teacher preparation, intentional professional development should address conceptual, pedagogical, cultural, and political obstacles, and may help practitioners become more pedagogically fluent with GBAs.

Voices from PE Professionals in Mindanao: Expectations Underlying Quality Physical Education Development

The Republic of the Philippines has been striving for quality physical education (PE). The country’s 2016 PE curriculum framework sought to optimise the promotion of active lifestyles, habitual behaviour in physical activities, and competency in physical development. This study explored the gap between PE professionals’ expectations and the reality of quality physical education (QPE) in Mindanao. The ‘Global Index of Quality Physical Education (GIQPE)’ survey was adopted to explore the practice of PE in schools from the perspectives of local PE teachers and professionals for PE curriculum development. Discussing whether their understanding of QPE is consistent with policies may help identify the barriers to local PE development. This research involved 558 participants from six cities of Mindanao to assess the eight dimensions of QPE development: skill development and bodily awareness, facilities and norms in PE, quality teaching of PE, social norms and cultural practice, governmental input for PE, cognitive skill development, and habituated behavior in physical activities. There was no statistically significant difference in QPE perceptions among the sexes, work experience, and positions. Differences appeared in all dimensions between the cities, with Marawi City achieving the lowest score. Sustainable peace against conflicts, sufficient national and local educational budget allocation, and efficient governance of local governments seem crucial to advancing QPE in Mindanao. A thorough investigation of PE in the country and a comparison of its development across the three major islands of the Philippines is recommended to help establish a culturally nuanced approach to QPE development.

The Perception of Quality Physical Education in China

Promoting quality physical education (QPE), regarded as the best way to induce quality learning among children and adolescents, has received widespread attention. This study contributes to the discourse on QPE by conducting a study in mainland China that involved 437 physical education (PE) professionals from six administrative divisions of 30 provinces. The research adopted the questionnaire initially developed by the QPE research team from the International Society for Comparative Physical Education and Sport in 2018. Results indicated an overall mean of 7.39 in the QPE development. The highest mean score was 7.73 in the Skill Development and Bodily Awareness (SDBA) dimension, and the lowest was 7.14 in Plans for Feasibility and Accessibility of PE (PFAPE). PE professionals with less work experience scored higher on the overall development of QPE and the eight dimensions. The QPE scores of East China and Central South China in all eight dimensions were significantly higher than those of Northwest China. These findings indicate the importance of enhancing cognitive functioning strategies in developing QPE in mainland China. Recommendations include using a resource-input and intentional intervention model to investigate the differences in QPE development among the regions in China.

Quality Physical Education Perceptions Among PE Professionals: an Exploratory Factor Analysis

Physical Education (PE) as a school subject provides numerous health benefits. Thus, the United Nations Educational, Scientific, and Cultural Organization has made PE a mandatory subject in schools globally. However, PE has not yet been advocated adequately, leading to international concern among stakeholders. In particular, a decline in the advocation of PE programs has been reported in Iran. Therefore, this study identified the potential statements that could best describe the quality aspects of PE among professionals in Iran. Furthermore, the perceptions of gender and professionals working in various jobs were measured regarding the quality dimensions of PE. Except for two items, professionals identified all the items to be potential for signifying QPE. Items in each subfactor were separately measured via exploratory factor analysis (EFA). The perceptions of gender and professionals who worked at different job positions were gauged using t-tests and analysis of variance (ANOVA). Furthermore, a 2 (gender: male XXABSTRACT female) × 3 (job positions: primary school vs. high school vs. university) Multivariate analysis of variance (MANOVA) was employed, which identified a significant interaction effect (Wilks' l = .92) among the professionals; however, η2 (= .038) had provided a medium effect. Significant differences between male and female professionals were identified in all the subfactors. However, professionals at different job positions did not show any significant differences. The study thus provided a sound foundation for determining items for gauging the dimensions of QPE among professionals in Iran. Nevertheless, significant sex differences for all QPE subfactors warrant future research to understand the underlying issues.

Understanding Quality Physical Education from the Perspective of Asian PE Professionals

Physical Education (PE) is an essential compulsory school subject requiring focused and sustained development. This study examined the understanding of Quality Physical Education (QPE) from the perspective of PE professionals primarily entrusted with implementing initiatives to develop QPE. A total of 2,191 individuals from 25 Asian cities participated in this study. They completed a validated QPE questionnaire consisting of 49 items distributed into eight dimensions. The variables of gender, work position, and years of experience were investigated in accounting for the differences in perceptions. The overall mean value for QPE was 7.32, with excellent internal consistency (a= .986). The results indicated similar trends in the perceptions of the QPE and evaluation of the items by professionals. No significant differences between genders and across work positions were found. However, significant differences were found among perceptions depending on the years of experience in teaching PE. Moreover, findings revealed the need for governmental support for research in PE and collaborative work at the international and national levels. This study contributes to the groundwork of policy analyses and strategic development in improving QPE in Asia.

Quality Physical Education (QPE) Measurement Tool Development

The research on the measurement tool development for Quality Physical Education (QPE) started in 2010 with the collection of statements on QPE involving 436 professionals from 44 countries. These statements were sorted into 105 items, and a two-stage content-validity process narrowed the number down to 65 items under eight dimensions. The selection of 65 items served as the basis for developing the questionnaire survey in late 2014, with 1669 responses collected from physical education (PE) professionals across 24 countries. The data were analysed by continent, and exploratory factor analysis (EFA) was adopted to exclude items with low factor loadings. The Asian model comprises 48 items in eight dimensions and exhibits a good fit structure for research purposes. This pattern differs from the structure of Europe and Latin America, in which fewer dimensions were retained. The Asian model was independently accessed and matched expectations from works by UNESCO and other vital documents for QPE improvement. The discovery facilitates the establishment of a good tool for QPE study. This paper shares the different stages to inform initiatives for the quality development of PE in schools.

Issues on Professional Sports

The article states that in our republic there is still no single, standard system of social guarantees and social protection of former sports workers. It has been known that many diseases discovered in professional physical education and sports workers after retirement from professional sports were laid at a younger age. During professional training in various sports, the risk of injury increases and accidents are more likely to occur in those places. Therefore, it is appropriate to mention labor protection issues in the relevant labor legislation. Maternal and child health issues require special attention in occupational medicine, as well as the participation of more women and young people in elite sports issues of maternal and child health. In connection with the above, it is advisable to contact the MMST for the joint development of a draft industry standard for occupational health and safety in professional sports activities.

Examination of Pre-Service Physical Education Teachers' Beliefs on Physical Education Profession

This research examines pre-service physical education teachers' (PPETs’) beliefs on the physical education profession (BPEP). A convergent mixed-method research design was administered. The descriptive information form, PPET-BPEP, and open-ended questions were used to collect the data. 218 PPETs’ studying in PETE program and pedagogical formation certificate program participated in this research. Non-parametric tests were used for quantitative data, and content analysis was used for qualitative data. While gender did not differ significantly between the programs, there was a significant difference in the "value of PE profession" sub-domain. There is a substantial difference between those whose first career choice is PE teacher and those who don't, and those who want to become a PE teacher after graduation and those who don't. Those whose first career choice is PE teaching tend to this profession for reasons such as having an athlete identity, dream job, role model effect, and a desire to make children love and teach sports. Those who want to be a PE teacher after graduation stated the following reasons for their preference: want to endear sports to children, love and want to take care of children, dream job, want to explain the importance of the profession, want to be involved in sports and some features of the work. In conclusion, it is recommended that more research should be done on PPETs’ beliefs on the PE profession.

Stakeholder perceptions of the feasibility of e-portfolio-based assessment of physical literacy in primary health and physical education

ABSTRACTBackgroundPhysical literacy (PL) is widely acknowledged as an integral component of high-quality physical education programmes. However, what constitutes appropriate assessment of PL remains a contested issue. This study drew on Whitehead’s conceptualisation of PL as a lifelong journey and investigated how primary school teachers can support students’ PL learning through innovative and engaging assessment methods. The study specifically examined the feasibility of using e-portfolios to facilitate quality PL learning and quality assessment in Physical Education (PE), from different stakeholder perspectives.MethodsThis interpretive study employed a qualitative design and methods to investigate aspects of feasibility with three purposive participant samples, each bringing different perspectives to the inquiry: established leaders in the field with expertise in PL (n = 11), primary PE professionals with experience in PL and/or assessment (n = 5), and professionals with specialist knowledge in use of e-portfolios and digital technologies (n = 4). Semi-structured interviews with participants were audio-recorded and transcribed. Data was analysed using an inductive thematic approach to identify emergent themes.ResultsAll participants identified e-portfolios as a powerful tool for engaging students in their PL journey and facilitating opportunities for self-reflection and progress evaluation. Findings revealed insights into three overarching themes. These included: philosophical, pedagogical, and pragmatic considerations needing to be addressed for the successful implementation of e-portfolio assessment to support students’ PL journey. Philosophical alignment highlighted the need for teachers to identify the conceptualisation of PL that underpins and guides assessment practices. Pedagogical alignment necessitates student-centred approaches that foster self-reflection on PL development. Pragmatic alignment requires whole-school approaches to resourcing to facilitate e-portfolio assessment and PL development.ConclusionDespite the inherent challenges and tensions associated with assessing PL, e-portfolios are identified as a potent tool for engaging primary aged students in their PL journey. Findings provide direction for primary educators looking to leverage e-portfolios as a means of promoting and supporting PL.

Deportigualízate: enacting critical intersectional feminist pedagogy in Spanish PESTE

ABSTRACT Background Physical education is seen as a subject that can both entrench but also challenge inequities. Within Spain, there is legislation requiring educators to teach about gender equity in schools across all subjects. Given this, topics around gender (and equity more broadly) are being taught in some Spanish Physical Education-Sport Tertiary Education (PESTE) programmes. Purpose The purpose of this paper is to explore university students’ experiences of engaging with a critical intersectional feminist pedagogy unit in a Spanish PESTE programme. Methods This paper represents one participatory action research study that is part of a larger research project exploring equity in physical education. The authors use qualitative data generation methods (including interviews, evaluations, field notes, and others) as well as data analysis (narrative analysis, descriptive coding, concept coding) to develop the findings. Findings The findings examine two teaching moments from the unit that students resonated with the most. In so doing, the authors examine the specific factors that the students discussed the most as affecting the way they think about equity in health, physical activity, and education. Conclusions The authors conclude by arguing that critical approaches to physical education that draw on embodied pedagogies and emplaced criticality have the ability to make ripples of change that can help raise issues of equity amongst future physical education professionals.

Follow-Up of Eight-Weeks Detraining Period after Exercise Program on Health Profiles of Older Women

Background: The multicomponent training program (MTP) is a physical exercise strategy used to combat the sedentary lifestyle in older women (OW). However, periods of interruption in training are common in this population. The aim of our study was to analyze the 8-week MTP effects followed by two, four, and eight weeks of interruption on the lipid profile (LP) and functional capacity (FC) of OW. Methods: Twenty-one OW (experimental group [EG], 67.6 ± 3.1 years; 1.55 ± 0.35 m) were subjected to an 8-week MTP followed by a detraining period, and 14 OW (control group [CG], 69.4 ± 4.7 years; 1.61 ± 0.26 m) maintained their daily routine. FC (i.e., 30-s chair stand [30-CS], 8-foot up and go [8-FUG], 6-min walk [6-MWT], handgrip strength [HGS], and heart-rate peak during 6-WMT [HRPeak]), total cholesterol (TC) and triglycerides (TG) were assessed before and after MTP and two, four, and eight weeks after MTP. Results: 8-week MTP resulted in higher FC and decreased LP values in EG (p < 0.05); two and four weeks of detraining did not promote changes. After eight weeks of detraining TC (ES: 2.74; p = 0.00), TG (ES: 1.93; p = 0.00), HGS (ES: 0.49, p = 0.00), HRPeak (ES: 1.01, p = 0.00), 6-MWT (ES: 0.54, p = 0.04), and 8-FUG (ES: 1.20, p = 0.01) declined significantly. Conclusions: Periods of more than four weeks of detraining should be avoided to promote a good quality of life and health in OW. If older people interrupt training for a period longer than four weeks, physical-education professionals must outline specific training strategies to maintain the adaptations acquired with MTP. Future studies should establish these criteria based on ideal training volume, intensity, and frequency.

History of Physical Culture and Sports» as a factor of patriotic education of higher education students

In this article, the focus is on the deliberate and organized pedagogical process of instilling patriotism in future professionals of physical education and sports, with the aim of preserving and passing on national values and traditions. Specifically, this pertains to the field of physical education and sports, fostering loyalty and love for one's homeland, readiness to defend it, and the promotion of patriotic education among Ukrainian youth.
 The author has developed a theoretical model for a system of patriotic education among students through the study of the history of physical education and sports. The primary goal of this model is to nurture patriotism, encompassing knowledge of the domestic history of physical education and sports within the context of global events, reverence for Ukrainian traditions in physical education and sports, pride in the achievements of Ukrainian athletes, a sense of the need to honor one's ancestors, the desire to pass on Ukrainian traditions to the younger generation, and a readiness to defend the homeland.
 The possibilities of the educational component "History of Physical Education and Sports" as a means of patriotic education for students are explored. The proposed content of this component intertwines topics from both global and domestic history, providing a comprehensive understanding of events in Ukraine as an integral part of global and European processes.
 The article also highlights the pedagogical conditions for the effectiveness of the system of patriotic education through the "History of Physical Education and Sports," which include the demonstration of patriotism and pedagogical skill by the instructor, the examination of the history of physical education and sports in Ukraine within the context of world history, the inheritance of the cultural heritage of the Ukrainian people, and the observance of academic integrity.

Video-based Analysis for Teacher Development in Physical Education

The world in the 21st century is a world of technology and revolution in different aspects of life. The increasing desire of young people to use technology (van Laarhoven & van Laarhoven-Myers, 2006) at home, at work, and during leisure time has made industry come up with a variety of tools to be used. In such a scenario, the video recording analysis method has become a helpful tool in researchers’ and educators’ hands, allowing them to observe and assess a class, conduct pedagogy research, and so forth.  For some time, video has been used to record and analyze human movement for health issues. Physical education professionals and coaches took advantage of technology to improve their athletes’ performance using video capture. The video gave them the opportunity to analyze and inform their athletes for better performance during competition. Video-based observation has been used in several studies conducted in schools, for different disciplines and for different reasons, such as to compare different teaching styles, to compare teaching behaviors of teachers, to compare student   participation in class, or teaching effectiveness (Constantinides et al., 2013). In physical education, there is a growing interest among physical educators to incorporate digital technology in their teaching (Pyle & Esslinger, 2014; Thomas & Stratton, 2006). In this paper, however, the focus of the discussion is on how this technology may help the teacher develop and provide more effective lessons to the students. Therefore, the process of video recording is analyzed, the value-based observation is thoroughly discussed, as well as the value for the teacher who wants to develop his teaching. Furthermore, suggestions are made for physical education teachers who may use this method in the future for their own development in teaching physical education.  

Research on Curriculum Reform of Physical Education Specialty in Colleges and Universities Based on OBE Concept

Physical Education Major in Colleges and universities is the main force to cultivate excellent physical education reserve talents in China. In order to improve the training quality of compound talents in physical education, this study takes the curriculum of physical education major in colleges and universities as the research object, and studies the curriculum structure, curriculum teaching mode, curriculum practice and curriculum evaluation of the curriculum of physical education major. The research shows that optimizing physical education curriculum based on OBE concept can meet the needs of physical education curriculum construction, deepen the curriculum reform of physical education, and help achieve the goal of training physical education professionals. However, based on the current research results, it is found that there are corresponding deficiencies in the implementation of each part. Therefore, this study puts forward the corresponding reform strategies according to the five contents emphasized by the OBE concept: everyone can succeed, personalized evaluation, proficiency, performance responsibility and ability standard. For the course structure, we should increase the types of elective courses and improve the proportion of technical courses; For the classroom teaching mode, adopt the flexible organization form of the course, update the design structure of the course and enrich the teaching methods of the course; For curriculum practice, we should pay attention to curriculum teaching practice and strengthen educational practice; For curriculum evaluation, comprehensive evaluation content and diversified evaluation methods are adopted.

Источниковедческий аспект изучения биографии первого российского олимпийского медалиста, заведующего кафедрой физической культуры Военно-медицинской академии А. П. Петрова

Alexander Petrovich Petrov made a huge contribution to the development of wrestling and the Olympic movement, he became the first Russian to win an Olympic medal. In 1908 A. P. Petrov became a silver medalist at the IV Olympic Games (London) in French wrestling competitions. A. P. Petrov was at the origin of the creation of the concept of domestic physical education of students. He did a lot as a theorist and practitioner in the field of professional physical culture and sports education, working at the leading universities of the country – the State Pedagogical Institute named after A. I. Herzen and the Institute of Physical Education named after P. F. Lesgaft. He was engaged in the development of student sports, headed the Department of Physical Education of the Military Medical Academy. At the same time, the personality of A. P. Petrov and his contribution to the declared directions of physical education and sports are poorly studied and underestimated. Studying the biography of A. P. Petrov is important from the historical, pedagogical and local history sides, his name needs to be perpetuated and promoted. The new and available in scientific circulation information sources about the life of A. P. Petrov are analyzed, further directions of research of his personality are outlined. Research methods are analysis of scientific publications, periodicals, memoirs, archival materials, photographic documents, epistolary activity with experts, search method. Publications and other sources devoted to the facets of the personality of A. P. Petrov – sports, scientific, pedagogical, medical, forensic, stage, managerial, etc – were found and analyzed. It was proved that A. P. Petrov was the first Russian Olympic medalist. Previously unused sources have been introduced into scientific circulation, the burial place of A. P. Petrov was found. It is shown that A. P. Petrov was a very hardworking person, devoted to his chosen path, respected among his colleagues. The directions of further research of the personality of A. P. Petrov are outlined.

A national survey of gendered grouping practices in secondary school physical education in England

ABSTRACT Background Gendered grouping practices and curriculum provision are matters of long-standing contention and debate in physical education (PE) policy, research, and practice internationally. In England, there is a long tradition of single-sex grouping in PE in secondary schools, with accompanying gendered patterns of staffing and many boys and girls taught different activities in the curriculum. Research on the incidence of single- and mixed-sex grouping in PE is however scarce, dated, and limited in scale. At a time when education, sport, and society are challenged to move beyond binary discourses and critically review structures and practices that uphold stereotypical and established gendered power relations, this study sought to provide an evidence base and stimulus for researchers, policy-makers, and PE professionals to (re-) engage with grouping practices in PE. Specifically, the study was designed to provide a national picture of current single- and mixed-sex grouping arrangements in PE in secondary schools in England. Method Data were collected by a web-based survey of all 2873 mainstream state-funded co-educational secondary schools in England. The survey was addressed to Subject Leaders of PE and was open between September and October 2021. A total of 818 surveys were completed giving an overall response rate of 28.5%. Results The responses indicated that single-sex grouping is the most common arrangement in core (compulsory, non-examination) PE in Key Stage 3 (Years 7–9) and Key Stage 4 (Years 10–11), whilst mixed-sex grouping is dominant in General Certificate of Secondary Education (GCSE) and/or Business and Technology Education Council (BTEC) PE in Key Stage 4. It was noticeable, however, that very few schools were using the same arrangement for all PE lessons in Key Stages 3 and 4, and some were using single-sex grouping within mixed-sex PE lessons, particularly in physical contact activities such as rugby and football. The responses highlighted that single- and mixed-sex grouping decisions in PE are complex and contingent on several interrelated factors, including curriculum content and structures, school timetabling, staffing arrangements and preferences, the nature of the student cohort, and specific considerations relating to safety in some sport contexts. Data indicated that in many instances grouping arrangements in secondary school PE in England serve to reproduce and legitimate restrictive binary gender discourses. There was some but limited evidence of grouping approaches positively supporting gender diversity within PE, with a small number of schools organising PE in mixed-sex classes to be more inclusive of transgender and non-binary students. Discussion and conclusion This study highlights the role that grouping approaches play in either impeding or advancing work to strengthen gender equity and inclusion in PE and identifies teachers’ knowledge, skills, and understandings relating to grouping approaches and gender diversity as an important focus for initial teacher education and professional learning. The paper also calls for engagement from research and professional communities internationally to inform future policies and practices regarding the use of grouping approaches in PE.

Health promotion and pedagogical practice in physical education in the context of a public gym

The objective of the study was to understand the cultural dynamics related to health promotion in the context of the pedagogical practice of Physical Education professionals working in a public gym in a municipality of Baixada Santista, State of São Paulo – Brazil. In the method, an ethnography was proposed, which used participant observation over a semester, as well as conducting semi-structured interviews with two Physical Education professionals and five local residents and gym users, in addition to daily notes in the field notebook. Data analysis was done through triangulation and the use of non-aprioristic categories. Thus, the use of such strategies allowed us to immerse ourselves in the field of research and revealed the customs, practices, values and diversity of work inherent to the concepts, meanings and meanings attributed to that pedagogical practice. Finally, what can be stated is that in the daily rites of that cultural dynamic, the treatment given to the promotion of health is understood in a non-directive format about the steps that make up the pedagogical practice in Physical Education.

Physical Education: At the Centre of Physical Activity Promotion in Schools.

Whilst recognising and advocating for the role and importance of schools and whole school approaches to the promotion of physical activity in schools, this paper argues that physical education (PE) should be at the centre of and driving schools' efforts to promote physical activity. Various reasons are given for this, with these broadly centring on the unique goal, nature, and responsibilities of the subject with respect to promoting physically active lifestyles and health-related learning. Furthermore, there have been positive strides in recent years to support this endeavour and that serve to highlight, strengthen, and reinforce the focus and responsibility of PE in the promotion of physical activity. In light of these, it is suggested that it is a pivotal time for PE. Equally, it is accepted that PE faces some longstanding challenges that are hindering and raise questions concerning the subject's physical activity promotion efforts. Despite this, it is contended that these should not be unsurmountable, and more recent developments should also help the subject to realise its physical activity promoting potential moving forwards. In particular, the critical importance of high-quality PE that has young people at the core is highlighted. It is concluded that it is both time and timely for the PE profession to be bold, have confidence, and grasp these opportunities and ensure that high-quality PE is central to the explicit planning and co-ordination of meaningful, coherent, relevant, and sustainable physical activity opportunities for young people in schools.