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1、The Global State of PlayReport and recommendations on quality physical educationPublished in 2024 by the United Nations Educational,Scientific and Cultural Organization(UNESCO),7,place de Fontenoy,75352 Paris 07 SP,France,and the UNESCO Chair in Sport,Physical Activity and Education for Development,

2、Loughborough University,Epinal Way,Loughborough,Leicestershire LE11 3TU,United Kingdom.UNESCO and Loughborough University,2024 ISBN:978-92-3-100603-6EAN:9789231006036This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO(CC-BY-SA 3.0 IGO)license(http:/creativecommons.o

3、rg/licenses/by-sa/3.0/igo/).By using the content of this publication,the users accept to be bound by the terms of use of the UNESCO Open Access Repository(https:/www.unesco.org/en/open-access/cc-sa).The designations employed and the presentation of material throughout this publication do not imply t

4、he expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country,territory,city or area or of its authorities,or concerning the delimitation of its frontiers or boundaries.The ideas and opinions expressed in this publication are those of the authors;they are n

5、ot necessarily those of UNESCO and do not commit the Organization.Co-written by Dr Rachel Sandford,Dr Oliver Hooper,Professor Lorraine Cale,Dr Julie Stirrup,Professor Paula Griffiths,Nancy McLennan,Dr Gerard Masdeu Ylamos,Sarah Ldecke,with quantitative analysis led by Anna Rita Manca,Damith Chandras

6、enage,and copy-editing support from Diana Carrillo Risi.Editor:Laurie SilverbergGraphic design:UNESCO/Aurlia Mazoyer,UNESCO/Katharine Mugridge,UNESCO/Claudia TortelloCover design:UNESCO/Aurlia Mazoyer,UNESCO/Claudia TortelloTypeset:UNESCO/Katharine MugridgeCover photo:Billy James DegaTo cite this re

7、port:UNESCO&Loughborough University(2024).The Global State of Play:Report and Recommendations on Quality Physical Education.Paris,UNESCO.S H O R T S U M M A R YInvest in quality physical education(PE)to boost rounded youth developmentActive lifestyles are key to ensuring both individual well-being a

8、nd sustainable,social development.Quality Physical Education(QPE)plays a key role in achieving this by fostering lifelong physical activity,improving young peoples mental and emotional well-being,and developing critical life skills.UNESCOs sport initiative,Fit for Life,advocates QPE as a cost-effect

9、ive investment.Despite its potential as a core curricula subject,UNESCO data reveal that PE is often under-prioritized and due to a lack of investment in certain areas,such as staff training and facilities,potential benefits are not fully realised for students around the world.This investment gap co

10、nnects directly to a delivery gap.Although 83%of countries worldwide report PE as compulsory in schools,there remain significant issues with the quality of delivery and the diversity of lesson planning within curricula:Only 1 in 3 secondary school students worldwide meet the minimum requirement of 1

11、80 minutes of PE minutes per week set out in UNESCOs Quality Physical Education Policy Guidelines.Only 61.7%of schools fully include students with disabilities alongside their peers without disabilities in PE classes.Only 7.1%of schools implement equal PE time for boys and girls,despite 54.5%of coun

12、tries having policies or plans for it.Policymakers,PE practitioners and academia are encouraged to take action to implement PE policies,increase investment in PE,upskill PE teachers,enhance PE curricula and promote more equitable and inclusive PE environment.“Since wars begin in the minds of men and

13、 women it is in theminds of men and women thatthe defences ofpeace mustbe constructed”63.8%of countries worldwide allocate less than 2%of their national education budgets to PEThe Global State of PlayReport and recommendations on quality physical educationCall to Action Active lifestyles are key to

14、ensuring both individual well-being and sustainable,social development.This is the mantra of UNESCOs Fit for Life sport initiative.Investing in and enhancing the quality of our PE is key to multiply its impact and drastically improve young peoples mental and emotional well-being,as well as to help t

15、hem develop life skills that will serve them throughout their lives.It has been shown time and again that engaging in regular values-based sport and PE decreases the chances of engaging in risky behaviours,contributes to enjoyment of education,promotes equality,and enhances employability.Every young

16、 person has the right to access education worldwide.Quality PE is an integral part of students education,as it helps them develop essential skills to lead healthy,active,and fulfilling lives.Consequently,ensuring access to quality physical education should be a priority in educational systems worldw

17、ide.With this call for action,we call upon policy and sport decision-makers to prioritize action and investments in the most pressing areas and the five points highlighted below.Research has also demonstrated that quality PE is a driver of inclusion,particularly for girls and students with disabilit

18、ies,and can foster intercultural exchange.Students who participate in quality PE programmes grow in confidence and in terms of their physical literacy.This,in turn,makes them more likely to lead active lives and participate in community sport outside of the school setting.As such,quality PE provides

19、 a springboard to wider patterns of lifelong activity,health,and inclusivity.This is why at UNESCO we have been working to define,promote,and expand the reach of Quality Physical Education in policy frameworks and schools around the world:investing in QPE is investing in the physical and mental well

20、-being of our future generations.Despite the established benefits of PE,and more precisely quality PE,significant challenges persist at policy and practice level.Indeed,data from UNESCOs Global Quality Physical Education survey detailed in this report identify some troubling realities and highlight

21、shortcomings in terms of:PE provision,with 68%of upper secondary schools failing to meet UNESCOs minimum recommended weekly guidelines,human capital,with 57%of primary school PE teachers lacking specialized training,and inclusivity,with 1 in 3 students with disabilities having no access to PE alongs

22、ide peers without disabilities.With a global majority of countries investing less than 2%of their education budgets in PE,we need to act quickly and decisively to ensure that this fundamental right to movement and play,encoded in UNESCOs International Charter of Physical Education,Physical Activity

23、and Sport,is accessible to all.Quality PE provision does not happen by itself:it requires systemic change that is underpinned by evidence-based policy.UNESCOs Global State of Play Report,and recommendations on QPE,present unique insights and concrete actions to support public policy makers address c

24、hallenges from policy to practice,and to maximize the return on investments in doing so.Informed by the evidence provided,now is the time to act,to ensure equality of access to QPE,to enhance teacher capacities,and to frame the value of QPE as a core curricula subject contributing to key learning do

25、mains.Lets get to work,lets get Fit for Life!Gabriela Ramos Assistant Director-General for Social and Human Sciences UNESCO1.Implement effective PE policiesDespite global commitment to compulsory PE,many schools struggle to implement effective national policies.To bridge gaps between policy and prac

26、tice,ensure that enhanced alignment and implementation strategies are in place,so that policies translate into meaningful action and positive outcomes in schools.2.Increase investment in PEMany countries have insufficient funds allocated to PE,leading to underfunded facilities,equipment,and resource

27、s.Provide the necessary infrastructure and resources to improve the quality of PE delivery,ensuring successful PE implementation and positive student experiences.3.Upskill PE teachersQualified,specialized PE teachers are vital for the effective delivery of QPE,but disparities in their availability a

28、nd inconsistent professional development weaken PE delivery across regions.To enhance PE quality,improving student engagement and educational outcomes,invest more in the professional development and equitable deployment of specialized PE teachers.4.Promote equitable and inclusive PETo promote more i

29、nclusive educational environments,ensure that PE implementation is gender equitable and accessible to students with disabilities,and embed these principles into curriculum development.This contributes to reduced dropout rates,lifelong engagement in physical activity,and overall educational equity.5.

30、Enhance PE curriculaEstablish clear guidelines and benchmarks for curriculum development to improve pedagogical practices and effective assessment strategies.Conduct regular curriculum reviews,based on research and feedback from teachers and students,to ensure relevance and responsiveness to changin

31、g educational needs.5 priorities for action 8AcknowledgementsThis report was co-written by Dr Rachel Sandford,Dr Oliver Hooper,Professor Lorraine Cale,DrJulie Stirrup,and Professor Paula Griffiths from the School of Sport,Exercise and Health Sciences at Loughborough University(LU)and Nancy McLennan,

32、Sarah Ldecke,and Dr Gerard Masdeu Ylamos,from UNESCOs Sport Section.The quantitative analysis was led by Anna Rita Manca,with early inputs from Damith Chandrasenage.This report would not have been possible without the valuable contributions of numerous people and institutions.Special thanks to Dr Ra

33、chel Sandford,who led the qualitative analysis and drafting process from Loughborough University.Special thanks to Nancy McLennan for her leadership at all stages of this publications development,as well as to Victoire Aim,Alexis Saillard,Shreyya Rajagopal,Diana Carrillo Risi and Taleen Karnieg from

34、 UNESCO for their contributions.The contributions of publication peer reviewers are acknowledged and appreciated:in academia Dr Walter Ho,Dr Rosa Lopez de DAmico,Dr Dilsad Ahmed and Yongfeng Liu at UNESCO.The inputs from members of UNESCOs Quality Physical Education(QPE)Steering Committee is also wa

35、rmly acknowledged,particularly for their contributions to the design of the surveys and the model indicators:the African Union,the Commonwealth Secretariat,the International Federation of Physical Education and Sport(FIEPS),the International Council of Sport Science and Physical Education(ICSSPE),th

36、e ILO,UNDESA,UNESCO,UNICEF,UN Women,the World Federation of Sporting Goods Industry(WFSGI),the European Council of Research in Physical Education and School Sport(CEREPS)and World Health Organization(WHO).The collection and processing of the QPE data benefitted from the support of the International

37、Federation of Physical Education and Sport(FIEPS),WFSGI and WHO.The editorial contributions of Laurie Silverberg,on an early version of the manuscript,and the graphic design which was done by Aurelia Mazoyer,Claudia Tortello and Katharine Mugridge is acknowledged and appreciated.Last but not least,s

38、pecial thanks are extended to the members of ministries and to the teachers who responded to the surveys.Contents Short Summary 3Call to Action 6Acknowledgements 8Section 1:Introduction 12Overview 13UNESCOs QPE surveys and indicator framework 17UNESCO QPE report:Purpose and themes 18Section 2:Findin

39、gs 19Theme 1:Status of PE 23Theme 2:Curriculum 30Theme 3:Facilities and resources 35Theme 4:Workforce 39Theme 5:Policy matters 48Theme 6:Culture,community and context 51Theme 7:Equity and inclusion 55Theme 8:Public health 64Theme 9:Climate and environment 67Section 3:Recommendations for policy and p

40、ractice 72Policy recommendations 73PE Delivery recommendations 76References 77Annexes 82Annex A:Methodology and analytical approach 83Annex B:Regional grouping of surveyed countries 86Annex C:Indicators data 87Annex D:Statistical modelling 9510List of TablesTable 1:Ministerial-vs school-level compar

41、ison of rationale for monitoring PE 50Table 2:UNESCOs QPE surveys 83Table 3:UNESCO QPE ministerial-level survey:Respondents per Region 84Table 4:UNESCO QPE school-level survey:Respondents per Region 84Table 5:UNESCO QPE COVID-19 survey:Respondents per Region 84List of FiguresFigure 1:Themes of UNESC

42、Os QPE survey analysis 18Figure 2:Ministerial-level:is PE a compulsory subject in school?24Figure 3:School-level:compulsory PE in school 24Figure 4:Comparison of compulsory PE provision at ministerial-and school-level 25Figure 5:Countries monitoring full/partial implementation of QPE 26Figure 6:Perc

43、entage of schools reporting full and/or partial implementation of QPE as defined by UNESCOs QPE Policy Guidelines compared to ministerial-level responses 27Figure 7:PE lessons delivered during COVID-19 26Figure 8:Duration of PE classes during COVID-19 29Figure 9:Implementation of minimum number of P

44、E minutes per region 31Figure 10:Ministerial-vs school-level comparison:implementation of minimum PE activities per week in primary education 31Figure 11:Ministerial-vs school-level comparison:implementation of minimum PE activities per week in lower secondary education 32Figure 12:Ministerial-vs sc

45、hool-level comparison:implementation of minimum PE activities per week in upper secondary education 32Figure 13:Countries reporting a prescribed PE curriculum in school per region 33Figure 14:Countries reporting budget allocation to PE 36Figure 15:PE teachers reporting space for PE 36Figure 16:PE pr

46、ovision by a specialist teacher,by educational level(ministerial-level)40Figure 17:Percentage of countries with accreditation requirements for PE teachers by level of education(ministerial-level)41Figure 18:If INSET or CPD is compulsory,does it include safeguarding of students and teachers?(minister

47、ial-level)44Figure 19:School dropout and teachers qualifications in upper secondary 45Figure 20:Youth NEET rate and teachers specialization 45Figure 21:Youth literacy rate and teachers educational background in primary education 4611Figure 22:Students self-reported life satisfaction and teachers spe

48、cialization in primary schools 47Figure 23:Countries reporting monitoring of PE by region 50Figure 24:School-level:Do you provide students with opportunities to choose the types of activities they study in their PE curriculum at your school?54Figure 25:Ministerial vs school-level comparison of repor

49、ted compulsory participation of girls in PE education 57Figure 26:Girls and boys are eligible to participate in the same activities during PE classes 57Figure 27:Reasons why boys and girls are separated in PE classes(school-level)58Figure 28:Gender equality in school PE programmes in terms of the am

50、ount of PE girls and boys receive?(ministerial-level vs school-level)58Figure 29:Are boys and girls provided with:separate changing rooms,separate bathrooms,gender-specific PE/sport uniforms by region?(school-level)59Figure 30:School dropout and compulsory PE programme for boys and girls in lower se

51、condary education 60Figure 31:Countries reporting a policy,guideline,strategy or plan requiring that students with disabilities be included in PE classes alongside peers without disabilities(ministerial-level)61Figure 32:Schools reporting that students with disabilities are included in PE classes al

52、ongside peers without disabilities(school-level)62Figure 33:School dropout in primary education PE classes with students with and without disabilities 62Figure 34:Youth literacy rate and opportunities for students with disabilities to access PE 6312The Global State of Play Report and Recommendations

53、 on Quality Physical EducationSection 1:Introduction13Section 1:IntroductionSection 1:IntroductionBox 1.Section Highlights Quality Physical Education(QPE)is distinct from traditional physical education(PE),focusing on factors such as frequency,variety,inclusivity,and content.UNESCO data show that PE

54、 is under-prioritized and faces implementation challenges.Key deficiencies include ineffective policy implementation,insufficient funding,lack of skilled PE teachers and issues with the diversity and inclusivity of PE classes.Fit for Life,UNESCOs sport flagship initiative,focuses on activating smart

55、 investments in sport and PE to support sustainable development agendas.Activities are specifically designed to bolster evidence-based policies and support the capacity-building of teachers and coaches to deliver inclusive and quality PE.OverviewPhysical Education(PE)has been a subject of extensive

56、discussion among health and education professionals worldwide due to its potential to support learning and contribute to the holistic development of students.UNESCO,the only United Nations agency mandated to take the lead in championing the transformative power of PE and sport,developed the concept

57、of Quality Physical Education(QPE)to distinguish it from traditional PE and highlight the importance of core factors such as frequency,variety,inclusivity,and value content.QPE includes the learning of a variety of motor skills that are designed to enhance the physical,mental,social and emotional de

58、velopment of every child(UNESCO,2015a).On the one hand,participation in PE should support the development of physical literacy and,on the other,contribute to global citizenship,through the promotion of life skills and values.The outcome of QPE is a physically literate young person,possessing both th

59、e skills and confidence to bridge the transition between adolescence and adulthood while maintaining an active lifestyle throughout their life.Consequently,acknowledging QPEs role in disrupting cycles of inequalities and increasing the impact of traditional PE curricula is crucial,as it forms the ba

60、sis for an inclusive continuum of civic participation over the full lifespan.QPE is the planned,progressive,inclusive learning experience that forms part of the curriculum in early years,primary and secondary education.In this respect,QPE acts as the foundation for a lifelong engagement in physical

61、activity and sport.The learning experience offered to children and young people through physical education lessons should be developmentally appropriate to help them acquire the psychomotor skills,cognitive understanding,and social and emotional skills they need to lead a physically active life.UNES

62、CO QPE Policy Guidelines(UNESCO,2015a)14The Global State of Play Report and Recommendations on Quality Physical EducationParticipation in regular physical activity is a cost-effective investment with significant benefits in health,education,and personal resilience.It can reduce obesity by 30%(Jakici

63、c,et al.,2019),improve test scores by 40%(Aspen Institute,2024)and decrease depression and anxiety,especially among girls and young women(UEFA,2017).QPE can not only increase regular physical activity for students but also promote peer-led learning and well-rounded skills development.These aspects c

64、ontribute to a students physical and psychosocial well-being,fostering resilience and a sense of self.Schools are natural gateways to develop the healthy habits of young people.QPE can be an effective investment to help address the rise of non-communicable diseases,the primary cause of premature mor

65、tality,while contributing to the generation of 8 billion euros in health cost savings at the global level(OECD/WHO,2023).This potential,along with student learning and well-being outcomes in the longer term,are compromised by the systematic under-funding of PE and the under-implementation of QPE.UNE

66、SCO data reveal that PE is often under-prioritized and inadequately implemented.This includes deficiencies in infrastructures,resources,inclusivity,allocated time,and a shortages of specialized and well-trained staff.In addition,teachers responsible for PE lack preparation time or resources to creat

67、e content and adequate curricula for their classes.They also receive limited administrative support and lack much-needed teaching assistance.These structural deficiencies have a significant impact,exacerbated by the fact that PE teachers are often dealing with large numbers of students with diverse

68、physical abilities,backgrounds,learning needs and behaviours.This diversity is not addressed in curricula,teaching materials or resources.Furthermore,this challenge is pronounced for new or younger teachers,many of whom may encounter unfamiliar working conditions,insufficient training and high press

69、ure due to unrealistic expectations and learning targets set at the school,regional or national level.Overcoming structural barriers to the access of good-quality physical education is vital for realizing education rights for all.Inclusive physical education differentiated to meet the full range of

70、needs across geographic location,gender,economic or ethnic background,or disability status is the primary mechanism to break the structural inequalities that impede sustainable development and prevent social cohesion.UNESCO QPE Policy Guidelines(UNESCO,2015a)15Section 1:IntroductionOpportunities for

71、 professional development are scarce due to budgetary constraints and/or insufficient time allocated in teacher schedules to attend training.For instance,only 33%of countries reported providing in-service training(INSET)and continuous professional development(CPD)to their PE workforce every five yea

72、rs,which significantly deviates from the recommended annual frequency.Significant advancements have been made in recent years to support the development and implementation of QPE,such as increases in the number of specialized teachers in secondary schools worldwide since the last UNESCO Status repor

73、t(UNESCO&NWCPEA,2013).However,certain noteworthy gaps remain to be addressed in national policies and guidelines.These include the low status of PE in schools,and outdated PE curricula,insufficient inclusion and equality measures,limited access to facilities and space,shortage of qualifications and

74、opportunities for teacher training.The marginalized position of PE within the education sector,coupled with the suboptimal integration of QPE in school curricula,can be connected to systemic underfunding.This leads to global inequalities in access to and the practice of PE:Box 2.Key findingsLACK OF

75、FUNDINGLACK OF INCLUSION63.8%of countries spend less than 2%of their education budget on physical education1 in 3 students with disabilities have no access to PELACK OF QPE TIMELACK OF TRAINING32.2%of upper secondary school and 34.7%of lower secondary school students meet the minimum criteria of 180

76、 minutes of PE per week;52.6%of primary school students meet the minimum requirement of 120 minutes of PE minutes per week1 Only 44.7%of PE teachers in primary schools are PE specialistsThese challenges pose a risk to public health,well-being and the overall rounded development of citizens and socie

77、ties.UNESCOs sport initiative,Fit for Life,aims to address funding shortfalls,structural deficiencies,and capacity gaps by offering resources,guidance and common metrics.By doing so,young peoples mental and emotional well-being will be enhanced.1.According to UNESCOs Quality Physical Education(QPE)g

78、uidelines,120 minutes per week in primary school and 180 minutes per week in secondary school.16The Global State of Play Report and Recommendations on Quality Physical EducationBox 3.Enhancing QPE through UNESCOs sport initiative,Fit for LifeEnhancing Quality Physical Education through UNESCOs sport

79、 initiative-Fit for LifeFit for Life is UNESCOs global sport initiative.It is designed to activate smart investments in sport and physical education to boost social and developmental outcomes,particularly in equality,education and employability,and well-being.Through its Global Alliance of public an

80、d private sector partners,Fit for Life acts as a framework for collective action,harnessing the power of sport to address contemporary social crises.Fit for Life prioritizes activities which:Increase grassroots participation in sport,QPE and physical activity;Build the capacity of key national stake

81、holder groups(policy makers,educators and civil society)to deliver high-impact activities and values-based curricula which enhance the physical and mental well-being of participants;Support Member States to develop inclusive sport and PE policies informed by data and knowledge of good practices.Fit

82、for Life recognizes the role of QPE in fostering lifelong participation in physical activity and promotes it as a core driver of well-rounded development.Through peer-led learning and values-based activities,QPE equips students with diverse physical and social skills,fostering teamwork,resilience an

83、d leadership and positively impacting academic performance,employability and emotional well-being.UNESCO supports the development and delivery of evidence-based policies in QPE through:1.Data Collection and Research:UNESCO administers a unique Global QPE Survey periodically to assess the state of PE

84、 worldwide,gathering data on policy,inclusivity,delivery,and training to update indicators and aid Member States in measuring and enhancing QPE.2.Capacity-Building and Advocacy:UNESCOs QPE Resource Package equips decision-makers with the tools needed to design and implement effective and inclusive p

85、hysical education policies.These include a QPE methodology,guidelines,advocacy toolkit,policy brief,and other resources.3.In-Country Pilot Projects:UNESCOs QPE Policy Project supports countries in revising their national physical education policies,implementing and testing QPE tools and documented g

86、ood practices through new policy instruments and multistakeholder cooperation.17Section 1:IntroductionUNESCOs QPE Surveys and Indicator FrameworkTo map existing policies and practice,UNESCO designed and disseminated three QPE surveys,in collaboration with members of the QPE Steering Committee2:a min

87、isterial-level survey,a school-level survey3 and a COVID-19 top-up survey.These surveys were designed to collect data on physical education policies and practices across nations and regions.Data were collected from 117 countries and 2,545 teachers.The resulting global dataset will be used to support

88、 governments enhance policy quality and delivery.UNESCOs Global QPE surveys are unique at the international level and provide an unparalleled opportunity to collect comparable national-level datasets,both policy and practice,for aggregate analysis and to benchmark practice.To analyse data,regional g

89、roupings following UNESCO Institute for Statistics were used,similar to those used in UNESCOs Global Education Monitoring report(UNESCO,2023).Annex B can be consulted for more information on regional clusters.The Global QPE indicators(Box 4)were designed for universal application and to ensure align

90、ment between surveys.These indicators are included in the Sport and SDG indicator bank developed in follow up to UNESCOs 6th International Conference of Ministers and Senior Officials Responsible for Physical Education and Sport(MINEPS VI).The QPE indicators cover 8 thematic areas:PE delivery and pa

91、rticipation;inclusion;teacher specialisation;facilities,equipment and resources;teacher education;curriculum quality;monitoring;and budget.Box 4.QPE indicatorsIndicator 1.Percentage of countries reporting compulsory PE provisionIndicator 2.Percentage of countries reporting implementation of minimum

92、number of PE minutesIndicator 3.Percentage of countries reporting compulsory participation of girls in PEIndicator 4.Percentage of countries reporting participation of persons with and without disabilities in the same PE classesIndicator 5.Percentage of countries reporting PE specialist teachersIndi

93、cator 6.Percentage of schools reporting adequate,functioning and safe equipment to support quality and inclusive PEIndicator 7.Percentage of countries that have an accreditation system for PE teachersIndicator 8.Percentage of countries monitoring the implementation of PE policy instrumentsIndicator

94、9.Percentage of schools reporting full and/or partial implementation of QPE as defined by UNESCOs QPE Policy GuidelinesIndicator 10.Proportion of national education budget invested in PE2.The QPE Steering Committee comprised experts from organizations such as the African Union,the Commonwealth Secre

95、tariat,International Federation of Physical Education and Sport(FIEPS),International Council of Sport Science and Physical Education(ICSSPE),ILO,UNDESA,UNESCO,UNICEF,UN Women,UNESCO Chair Munster Technological University,World Federation of Sporting Goods Industry(WFSGI),WHO and the Global Observato

96、ry on Women and Sport.3.The International Federation of Physical Education and Sport(FIEPS)supported data collection at the school level through their networks in 146 countries.18The Global State of Play Report and Recommendations on Quality Physical EducationUNESCO QPE Report:Purpose&ThemesThis Glo

97、bal Status report is divided into four sections:Introduction,Findings,Conclusions,and Recommendations.Findings are presented according to the themes identified during the analysis,with concluding policy recommendations for the attention of governments and other stakeholders within the PE and sport e

98、cosystems.The qualitative analysis resulted in the identification of eight core themes that were common to both the ministerial-and school-level surveys.In addition,a further theme was identified as being specific to the Global QPE school-level survey data:Climate and Environment.The main findings a

99、re highlighted in these nine core themes(see Figure 1).Figure 1.Themes of UNESCOs QPE survey analysisStatus of PECurriculumFacilities and resourcesWorkforcePolicy mattersCulture,community and contextEquity and inclusionPublic healthClimate and environmentThis report aims to serve as a resource for p

100、olicymakers and PE/sports practitioners seeking to enhance their understanding of QPE and make informed decisions in their respective domains.The insights provided herein aim to promote a shared understanding of the key issues relating to global PE delivery,inform policy formulation,and inspire the

101、implementation of good practices.As the field of PE continues to evolve,this report stands as a guiding reference to promote the vision of a healthier,fitter,and more physically active society.Section 2:FindingsThe Global State of Play Report and Recommendations on Quality Physical Education20Sectio

102、n 2:FindingsIn this section,the findings from an analysis of the data collected by UNESCOs QPE surveys are presented.Findings are structured across nine core themes,supported by relevant data,graphs and tables.The insights provided are drawn from the data collected and aim to enhance the quality,inc

103、lusivity and targeted nature of investments in PE.Regarding the inclusion of girls and students with disabilities in PE,58%of countries worldwide report their participation in mainstream settings,yet significant disparities still exist between regions.A concerning issue is the discrepancy between po

104、licy and practice.For instance,while 54.5%of countries report policies,strategies,guidelines or plans to provide equal amounts of PE time for boys and girls,in practice,only 7.1%of schools report that equal PE time is actually implemented for boys and girls.This equates to a 47.4%difference between

105、policy and practice,a result that is observable across all regions.Similarly,1 in 3 students with disabilities still have no access to PE.The deployment of PE specialist teachers is at a record high especially in lower and upper secondary schools,with percentages reaching 94.6%and 96.4%,respectively

106、.However,the figure drops to only 44.7%in primary schools,whereas in 2013 53%of ministries reported specialist teachers(UNESCO&NWCPEA,2013).In relation to their qualifications,graduate(bachelors level)and post-graduate qualifications(masters level)were most frequently reported.Finally,87.6%of countr

107、ies monitor the implementation of PE,including quality assurance(97.9%)and student health(75.9%).Yet at school-level,only 68.5%of countries track full and/or partial implementation of QPE.Annex C contains detailed data for each of the 10 indicators.Box 5:QPE Indicators1.Percentage of countries/schoo

108、ls reporting compulsory PE provisionGlobally,83%of countries report compulsory PE provision in school across all levelsPrimary schools(120 minutes per week)87.9%Lower secondary schools(180 minutes per week)86.8%Upper secondary schools(180 minutes per week)74.5%2.Percentage of countries reporting imp

109、lementation of minimum number of PE minutesGlobally,39.8%of countries implement the minimum number of PE minutes per week Primary schools(120 minutes per week)52.5%Lower secondary schools(180 minutes per week)34.8%Upper secondary schools(180 minutes per week)32.2%3.Percentage of countries reporting

110、compulsory participation of girls in PEGlobally,82.7%countries report compulsory participation of girls in PECentral and Southern Asia50%Eastern and South-eastern Asia81.8%Europe and Northern America100%Latin America and the Caribbean86.4%Northern Africa and Western Asia100%Oceania33.3%Sub-Saharan A

111、frica60%LegendGoodModeratePoorSection 2:Findings214.Percentage of countries/schools reporting participation of persons with and without disabilities in the same PE classes:Globally,58.3%of countries report that persons with disabilities attend the same PE classes as persons without disabilitiesCentr

112、al and Southern Asia41 N/AEastern and South-eastern Asia50%Europe and Northern America71%Latin America and the Caribbean63.6%Northern Africa and Western Asia64.3%Oceania50%Sub-Saharan Africa45.5%5.Percentage of countries/schools reporting PE specialist teachersPrimary schools44.7%Lower secondary Sch

113、ools94.6%Upper secondary Schools96.4%6.Percentage of schools reporting adequate,functioning and safe equipment to support quality and inclusive PE52 School-level data breakdown of space-equivalence available for PEClassroom size9.8%Tennis/basketball court42.5%Full gymnasium18.9%Football field13.7%Mo

114、re than a football field15.1%7.Percentage of countries that have an accreditation system for PE teachersGraduate(bachelors level)and post-graduate qualifications(masters level)were most frequently reported.PE teachers with post-graduate level qualifications were noted for:Primary schools(120 minutes

115、 per week)42.6%Lower secondary schools(180 minutes per week)48.2%Upper secondary schools(180 minutes per week)52.6%8.Percentage of countries monitoring the implementation of PE policy instruments Globally 87.6%monitor the implementation of PE policy instruments.Most specifically,PE monitoring includ

116、es the following:Quantity of provision80.9%Quality assurance97.9%Advisory and guidance90.7%Teacher performance89.5%Student health75.9%Academic achievement78.8%Child protection/safeguarding80.7%4.Only three countries responded to the questions pertaining to this indicator,which explains the negative

117、result.5.No specific questions pertaining to this indicator were included,resulting in a lack of clear data.Nonetheless,questions addressing related issues were present and generated relevant data.22The Global State of Play Report and Recommendations on Quality Physical Education9.Percentage of scho

118、ols reporting full and/or partial implementation of QPE as defined by UNESCOs QPE Policy GuidelinesGlobally 68.5%countries track full and/or partial implementation of QPECentral and Southern Asia75%Eastern and South-eastern Asia100%Europe and Northern America76.7%Latin America and the Caribbean50%No

119、rthern Africa and Western Asia73.3%Oceania60%Sub-Saharan Africa61.9%10.Percentage of national education budget invested in PELess than 2%63.8%Between 2%-5%19.1%Between 5%-7%6.7%Greater than 7%10.5%23Section 2:FindingsTheme 1:Status of PEBox 6.Theme 1-Status of PE highlights UNESCOs QPE surveys indic

120、ate a high global rate of compulsory PE.The majority of countries report national policies that mandate PE as a compulsory subject in primary schools(87.9%),lower secondary schools(86.8%),and upper secondary schools(74.5%)Despite the widespread adoption of compulsory PE policies,discrepancies exist

121、between policy directives and their implementation on the ground.While ministries often report high levels of compulsory PE provision(87.9%),school provision may not fully reflect these rates(71%),highlighting the need for measures to align policy with practice.Implementation of quality PE was perce

122、ived to be easier where there was sufficient resourcing,a well-defined curriculum and a specialized workforce.80.6%of respondents globally reported that the COVID-19 pandemic had a negative impact on PE provision,due to the shift to remote delivery and the lack of technologies necessary for deliveri

123、ng quality sessions effectively.Compulsory PE provisionIndicator 1.Percentage of countries reporting compulsory PE provisionThe increasing evidence and recognition of the potential of PE to support holistic development has led to many countries making it a compulsory subject in school curricula.Sinc

124、e the last world-wide survey of school PE in 2013(UNESCO&NWCPEA,2013),there has been an increase in the percentage of prescribed national physical education curriculum:from 79%in 2013 to 83%in 2024.Academics and advocates argue that its inclusion in educational curricula ensures more students benefi

125、t from PEs physical,cognitive,and social aspects(Hooper et al.,2020;Luguetti&Oliver,2020;Lamb et al.,2021).However,despite these efforts,the status of PE relative to other subjects in the curriculum remains a concern(Harris,2018;afPE,2021).As outlined below,findings from UNESCOs QPE surveys reinforc

126、e the need for concerted efforts to promote the value and status of PE at policy-level and in all schools.UNESCOs insights indicate that there is globally a high rate of compulsory PE.Almost 83%of countries reported national policies which require PE to be a compulsory subject in primary,lower secon

127、dary and upper secondary schools,with respective rates of 87.9%,86.8%and 74.5%.The trend remained consistent across all seven regions,as defined by UNESCOs Institute of Statistics.For example,the majority of ministries in Europe and Northern America reported high levels of compulsory PE,across all e

128、ducational levels(primary 100%;lower secondary 97.5%;upper secondary 100%).Moreover,rates of compulsory PE trended relatively high in the remaining regions(Figure 2).24The Global State of Play Report and Recommendations on Quality Physical EducationFigure 2:Ministerial-level:is PE a compulsory subje

129、ct in school?87.9%50%100%100%80%93.3%66.7%81%86.8%50%100%97%79.2%100%50%81%74.6%100%100%52%93.3%16.7%66.7%0%20%40%60%80%100%Global level Total=116C&SA Total=4E&SA Total=11E&NA Total=34LAC Total=25NA&WA Total=15Oceania Total=6SSA Total=21Global level Total=114C&SA Total=4E&SA Total=11E&NA Total=33LAC

130、 Total=24NA&WA Total=15Oceania Total=6SSA Total=21Global level Total=114C&SA Total=4E&SA Total=11E&NA Total=32LAC Total=25NA&WA Total=15Oceania Total=6SSA Total=21Primary educationLower secondary educationUpper secondary educationYesNoUnder developmentCentral and Southern Asia(C&SA);Eastern and Sout

131、h-eastern Asia(E&SA);Europe&Northern America(E&NA);Latin America and the Caribbean(LAC);Northern Africa&Western Asia(NA&WA);Oceania;Sub-Saharan Africa(SSA)School responses mirrored ministry responses:the majority of schools(87.9%)reported that PE is compulsory(Figure 3).While most regions show a hig

132、h percentage of compulsory PE,it is worth noting that only 60.5%of schools in Central and Southern Asia reported PE as compulsory.When the ministerial data was cross analysed with the school-level data,discrepancies related to the principle of compulsory provision and its implementation became appar

133、ent.Figure 3:School-level:compulsory PE in school 87%60.4%92%91%83.8%85.6%100%96.2%13%39.6%8%9%16.3%14.5%3.9%0%20%40%60%80%100%Global levelTotal=1704C&SATotal=182E&SATotal=237E&NATotal=842LACTotal=80NA&WATotal=263OceaniaTotal=22SSATotal=78YesNoCentral and Southern Asia(C&SA);Eastern and South-easter

134、n Asia(E&SA);Europe&Northern America(E&NA);Latin America and the Caribbean(LAC);Northern Africa&Western Asia(NA&WA);Oceania;Sub-Saharan Africa(SSA)25Section 2:FindingsOn average,ministerial responses indicated higher levels of compulsory provision than responses at the school-level(Figure 4).In prim

135、ary education,71.3%of school-level respondents reported compulsory PE.This represents a 16.9%implementation gap with ministerial-level respondents(87.9%).In lower secondary school 73.2%of respondents reported compulsory provision,which represents a 13.6%implementation gap with ministerial-level data

136、(86.8%).This pattern is inverted at the upper secondary level,where 74.6%of ministerial-level respondents reported compulsory PE,lower than school-level respondents(82.4%).These differences may be due to challenges in policy implementation at primary and lower secondary schools,whereas in upper seco

137、ndary schools,teachers may be prioritizing other subjects of the curriculum over PE.These results highlight the challenges faced in translating PE policy into practice.Consequently,there is a need to apply measures,such as monitoring mechanisms,to facilitate the implementation of policy directives t

138、o enhance the significance and impact of QPE.Figure 4:Comparison of compulsory PE provision at ministerial-and school-level.87.9%86.8%74.6%71.3%73.2%82.4%0%10%20%30%40%50%60%70%80%90%100%Primary educationLower secondaryUpper secondaryMinisterial levelSchool levelUNESCO data from both the ministerial

139、 and school surveys across all regions indicated that PE was considered less important,particularly at higher levels of secondary education,where more traditionally academic subjects are favoured.This shows there is still work to be done in evidencing and advocating the benefits of PE as a subject w

140、hich supports physical literacy and rounded development.The strengthening of monitoring and evaluation frameworks that measure the impact of QPE at policy and practice levels is a crucial aspect.Despite it being a compulsory national curriculum subject,PE is regarded as a fringe subject in many scho

141、ols.It is common for students to have fewer than ten PE lessons in the entire year as teachers,with the approval of their principals,routinely ignore the requirement to teach it Ministerial respondent,Latin America and the Caribbean26The Global State of Play Report and Recommendations on Quality Phy

142、sical EducationReflecting calls in academia for PE to be considered not only a compulsory,but a core subject(i.e.as a protected,central element of the curriculum offer),a number of school-level respondents underscored the value of PE for students rounded development,making it an integral part of com

143、pulsory school curricula.For instance,a PE teacher stressed the value of having PE positioned on a par with other school subjects.The designation of PE as a core subject in this example was seen to enhance its status within the school and afford better opportunities regarding timetabling.Physical ed

144、ucation is considered in my school as a core subject,and we have the choice of the best timetable for the lessons.-PE teacher,Northern Africa and Western AsiaImplementation of Quality Physical Education(QPE)Indicator 9.Percentage of schools reporting full and/or partial implementation of QPE as defi

145、ned by UNESCOs QPE Policy GuidelinesResearch shows that it is not only the quantity of PE within curricula that is of importance,but also the quality of provision(Dyson,2014;UNESCO,2015a;Bailey,2018;Harris,2018;to WHO,2018).This is why UNESCO first established its QPE concept in 2015,to better suppo

146、rt governments develop and implement PE policies and programmes which maximize the engagement,skills acquisition and enjoyment of all students.Since then,there has been an improvement in the quality of PE provision.For example,in 86.7%of countries where PE is mandatory,there are overseeing authoriti

147、es responsible for monitoring compliance with regulations.This indicates concerted efforts towards effective policy implementation and the monitoring of PE classes.However,UNESCO data reveal that just 68.5%of countries report that compulsory provision includes active monitoring of quality components

148、,including,but not limited to,frequency(Figure 5).Moreover,the integration and monitoring of QPE in national PE strategies varies across regions.Eastern and South-eastern Asian countries demonstrate the highest adoption rates,with 100%actively tracking QPE implementation.In contrast,only 1 in 2 coun

149、tries in Latin America and the Caribbean report monitoring QPE.Figure 5:Countries monitoring full/partial implementation of QPE68.5%75%100%76.7%50%73.3%60%61.9%31.5%25%23.3%50%26.7%40%38.1%0%20%40%60%80%100%Global levelTotal=108C&SATotal=4E&SATotal=9E&NATotal=30LACTotal=24NA&WATotal=15OceaniaTotal=5

150、SSATotal=21YesNoCentral and Southern Asia(C&SA);Eastern and South-eastern Asia(E&SA);Europe&Northern America(E&NA);Latin America and the Caribbean(LAC);Northern Africa&Western Asia(NA&WA);Oceania;Sub-Saharan Africa(SSA)27Section 2:FindingsConsistent with earlier findings on compulsory PE provision,U

151、NESCO insights reveal discrepancies between policy and practice.68.5%of ministerial respondents declared full or partial implementation of QPE,while only 60.4%of schools did so,indicating an implementation gap of 8.15%(Figure 6).School respondents recognized that implementation of QPE was perceived

152、to be easier where there was sufficient resourcing,a well-defined curriculum,and a specialized workforce(see also Themes 2,3 and 4).Conversely,challenges reportedly arose where such elements were not in place.Issues such as the absence of a dedicated PE curriculum,competing agendas(e.g.sports perfor

153、mance,health promotion,citizenship),and limited curriculum time exacerbated the challenges of QPE implementation.Moreover,some respondents highlighted additional hurdles such as insufficient specialist training,large class sizes,and high student-teacher ratios(Theme 4).Studies indicate that PE is mo

154、re impactful when provision is inclusive,well resourced,delivered by trained practitioners,and tailored to the needs of learners(Ho et al.,2021;OConnor,et al.,2022;Gray et al.,2022).Consequently,further actions to identify implementation challenges,such as strengthening data collection and evaluatin

155、g procedures,are required to bridge the gap between policy and practice.Figure 6:Percentage of schools reporting full and/or partial implementation of QPE as defined by UNESCOs QPE Policy Guidelines compared to ministerial-level responses68.5%60.4%31.5%39.6%020406080100Ministerial levelSchool levelY

156、esNoIt is not universal,it is not compulsory,there are very few minutes per week,we work in poor facilities,with little material,in primary school with very large groups,we have many pending issues with Physical Education.Ministerial respondent,Latin America and the CaribbeanDespite these obstacles,

157、instances of effective implementation showcase the positive impacts of ministerial support and investments in PE,particularly in teacher training and professional development,which significantly enhance schools capacity to deliver QPE.28The Global State of Play Report and Recommendations on Quality

158、Physical EducationImpact of COVID-19 on PE provisionGlobally,80.6%of respondents in UNESCOs QPE COVID-19 top up survey reported that the pandemic negatively impacted PE provision.Responses attributed the negative impacts to the remote mode of delivery,as 66.9%of classes were delivered online,15.7%in

159、 hybrid formats,and just 1.1%in person.As a result,there was a notable decline in student participation.On many occasions PE teachers did not have the skills or technologies needed to effectively deliver quality PE classes.Additionally,16.4%of PE classes were cancelled for a variety of reasons,inclu

160、ding lack of internet,lack of equipment or lack of practical guidance.Moreover,of the PE classes that did continue,52.8%were reduced in length.COVID-19 limited the delivery of PE with 52.8%of respondents reporting that lessons were reduced in length due to the pandemicThe examination of the modaliti

161、es of PE delivery during COVID-19 reveal significant differences across regions.As shown in Figure 7,respondents from Sub-Saharan Africa reported the highest rate of class cancellation(71.4%),followed by Central and Southern America(33.3%).On the other hand,participants from Europe and Northern Amer

162、ica(9.1%)and from Eastern and South-eastern Asia(10.7%)reported the lowest rate of cancelled classes.All regions,except Sub-Saharan Africa,delivered most PE classes online,ranging from 52.4%in Central and Southern Asia to 76%in Eastern and South-east Asia.Hybrid PE lessons were also delivered during

163、 this time period at the expense of purely in person lessons.Figure 7:PE lessons delivered during COVID-1916.5%33.3%10.7%9.1%13.2%17.7%23.1%71.4%15.6%14.3%12%16.6%22.4%11.8%15.4%3.6%7.1%66.9%52.4%76%73.7%64.5%70.6%61.5%17.9%0%20%40%60%80%100%Global levelTotal=405C&SATotal=21E&SATotal=75E&NATotal=175

164、LACTotal=76NA&WATotal=17OceaniaTotal=13SSATotal=28Central and Southern Asia(C&SA);Eastern and South-eastern Asia(E&SA);Europe&Northern America(E&NA);Latin America and the Caribbean(LAC);Northern Africa&Western Asia(NA&WA);Oceania;Sub-Saharan Africa(SSA)29Section 2:FindingsNot only was the number of

165、PE classes affected,but also the duration of classes was negatively affected in 53%of case,as illustrated in Figure 8.Latin American and Caribbean respondents reported that 73.7%of PE classes were reduced in length,which,together with Oceania(69.2%),is much higher than the reductions reported in oth

166、er regions.Eastern and South-eastern Asia and Sub-Saharan Africa were the only two regions where the duration of PE classes remained the same overall.Figure 8:Duration of PE classes during COVID-1912.3%25%24%9.5%9.2%7.7%4.2%52.8%40%28%55.1%73.7%60%69.2%45.8%34.9%35%48%35.4%17.1%40%23.1%50%0%20%40%60

167、%80%100%Global levelTotal=381C&SATotal=20E&SATotal=75E&NATotal=158LACTotal=76NA&WATotal=15OceaniaTotal=13SSATotal=24IncreasedReducedStayed the sameCentral and Southern Asia(C&SA);Eastern and South-eastern Asia(E&SA);Europe&Northern America(E&NA);Latin America and the Caribbean(LAC);Northern Africa&W

168、estern Asia(NA&WA);Oceania;Sub-Saharan Africa(SSA)These findings highlight how crises can negatively affect global PE provision,demonstrating the vulnerability of PE to external disruptions.Insights from the COVID-19 survey align with broader research findings and reinforce the need to learn from th

169、e experience of the pandemic to ensure that QPE is better placed to face potential future challenges(e.g.Hambali et al.,2020;Centeio et al.,2021,Parris et al.,2020).Facilities,infrastructures,and resources available in the respective regions appear to be impacted by contextual factors,as demonstrate

170、d by Sub-Saharan African countries,which experienced more challenges during the pandemic than other regions.The detrimental effects of a future crisis,such as another global pandemic,must be minimized by proposing,testing,validating,and implementing solutions.30The Global State of Play Report and Re

171、commendations on Quality Physical EducationTheme 2:CurriculumBox 7.Theme 2-Curriculum highlights 1 in 2 primary schools(52.6%)meet the UNESCO recommended levels of PE of at least 120 minutes per week.In secondary school,1 in 3 schools meet the 180 minutes of recommended PE time weekly(34.8%in lower

172、secondary and 32.2%in upper secondary).A significant gap is evident between the reported implementation of minimum PE minutes by ministries and schools,with schools consistently reporting higher amounts than those reported by ministries.This highlights the need for enhanced monitoring of PE minutes

173、and improved communication channels between ministries and schools regarding PE curriculum expectations.Despite most countries implementing a PE curriculum(82.8%),challenges such as overcrowded or outdated content persist.These highlight the importance of considering other implementation factors.Cha

174、llenges regarding PE curricula were a recurrent topic in both the ministerial and school survey data across all regions.PE curricula serve as an overarching framework that inform the planning and implementation of pedagogical practice,while emphasizing the knowledge,skills and understanding valued i

175、n the subject(Penney et al.,2009;Lund&Tannehill,2015;Gray et al.,2022).Therefore,a PE curriculum is far from neutral and is more than outlining the content to be taught,it is a key organiser of student learning experiences(Penney,2013;Bartlett&Burton,2016).There is a need for subjects like PE to con

176、sider future orientations and curriculum developments to ensure continued relevance and effectiveness in relation to meeting student needs and learning outcomes.A teachers delivery of a PE curriculum is a central aspect to be considered to ensure practice is meaningful,inclusive and meets the needs

177、of a diverse range of learners.This clearly relies on a well-educated workforce(see also Theme 4)with access to continuous professional development opportunities(Alfrey&OConnor,2022;Gray et al.,2024).In terms of UNESCO data related to this theme,ministerial responses often focused on the development

178、(or lack)of specific PE curriculum and the need for effective monitoring and evaluation mechanisms to assess practice.Recognized challenges included the limited time allocated to PE for curriculum delivery and the lack of specialist provision in some contexts,particularly within primary schools.Scho

179、ol responses echoed some of these points,but also identified more specific challenges associated with implementing curricula and delivering PE in practice.Given that curriculum development emerges from a complex array of decisions and negotiations that are influenced by both the broader political co

180、ntext and practical considerations(Adams,2014),the challenges outlined in this section should be considered when reviewing PE curriculum to improve QPE provision.Achieving recommended levels of PE per weekIndicator 2.Percentage of countries reporting implementation of minimum number of PE minutesUNE

181、SCO global data reveal a concerning situation:only 52.5%of primary schools worldwide meet the UNESCO recommended levels of 120 minutes of PE per week(Figure 9).This issue is even more pronounced in certain regions,with Sub-Saharan Africa at 45.5%,Latin America and the Caribbean at 40%,and Northern A

182、frica and Western Asia at 20%.At the secondary level,where the UNESCO recommended weekly PE time increases to 180 minutes,this issue is heightened:only 34.8%of lower secondary school and 32.2%of upper secondary meet this worldwide.UNESCOs ministerial data underscore the severity of this issue across

183、 regions.In Central and Southern Asia,and in Oceania,75%and 57.1%of schools respectively meet the recommendation.However,in contrast,in Eastern and South-eastern Asia minimum requirements are met only by 27.3%of countries in lower secondary 31Section 2:Findingsand 9.1%in upper secondary;in Europe an

184、d Northern America,38.2%of countries meet minimum PE requirements for lower secondary,dropping to 32.4%at the upper secondary level;in Northern Africa and Western Asia,only 20%of countries meet the minimum PE requirements in lower secondary and no country meet the minimum recommended number of minut

185、es in upper secondary;while in Sub-Saharan Africa,minimum requirements are met by 45.5%of countries for all three levels of education.Figure 9:Implementation of minimum number of PE minutes per region52.5%50%63.6%70.6%40%20%85.7%45.5%34.8%75%27.3%38.2%20%20%57.1%45.5%32.2%75%9.1%32.4%36%0%57.1%45.5%

186、0%20%40%60%80%100%Global level Total=118C&SA Total=4E&SA Total=11E&NA Total=34LAC Total=25NA&WA Total=15Oceania Total=7SSA Total=22Countries reporting implementation of minimum number of PE minutes(120 minutes per week in primary school,180 minutes per week in secondary school)Primary educationLower

187、 secondary schoolUpper secondary schoolCentral and Southern Asia(C&SA);Eastern and South-eastern Asia(E&SA);Europe&Northern America(E&NA);Latin America and the Caribbean(LAC);Northern Africa&Western Asia(NA&WA);Oceania;Sub-Saharan Africa(SSA)A notable inconsistency emerges in the reported implementa

188、tion of minimum PE minutes between ministries and schools,as illustrated in Figures 10,11 and 12.UNESCO data unveil a consistent pattern wherein ministries underestimate the implementation of minimum PE minutes compared to schools.To illustrate this,in primary education,75%of schools reported meetin

189、g the target time for PE compared to only 52.5%of ministries.Similarly,in lower secondary education,54.4%of schools reported meeting targets compared to 34.8%of ministries,and in upper secondary education,53.7%of schools and 32.2%of ministries reported meeting targets respectively.At the regional le

190、vel,some variations are observed.For instance,in primary education,ministerial respondents from Latin America and the Caribbean reported less than half the PE time(40%)than that reported by school respondents(85.2%).This trend continues to increase as we progress into lower secondary and upper secon

191、dary.On the contrary,in Oceania ministries claimed more than double the PE time(85.7%)to be offered than schools did(40%)at primary and lower secondary level,and at a lower level in secondary education.Figure 10:Ministerial-vs school-level comparison:implementation of minimum PE activities per week

192、in primary education52.5%50%63.6%70.6%40%20%85.7%45.5%75%84%63.2%44.4%85.2%44.8%40%63.6%0%20%40%60%80%100%Global level Central andSouthernAsiaEastern andSouth-easternAsiaEurope&NorthernAmericaLatin Americaand theCaribbeanNorthernAfrica&Western AsiaOceaniaSub-SaharanAfricaMeeting the UNESCO minimum c

193、riteria of 120 minutes of PE per weekMinisterialSchool32The Global State of Play Report and Recommendations on Quality Physical EducationFigure 11:Ministerial-vs school-level comparison:implementation of minimum PE activities per week in lower secondary education.34.8%75%27.3%38.2%20%20%57.1%45.5%54

194、.4%84%63.2%44.4%85.2%44.8%40%63.6%0%20%40%60%80%100%Meeting the UNESCO minimum criteria of 180 minutes of PE per weekMinisterialSchoolGlobal level Central andSouthernAsiaEastern andSouth-easternAsiaEurope&NorthernAmericaLatin Americaand theCaribbeanNorthernAfrica&Western AsiaOceaniaSub-SaharanAfrica

195、Figure 12:Ministerial-vs school-level comparison:implementation of minimum PE activities per week in upper secondary education32.2%75%9.1%32.4%36%0%57.1%45.5%53.7%91.2%59.1%44.4%77.8%50.9%55.6%63.2%0%20%40%60%80%100%Meeting the UNESCO minimum criteria of 180 minutes of PE per weekMinisterialSchoolGl

196、obal level Central andSouthernAsiaEastern andSouth-easternAsiaEurope&NorthernAmericaLatin Americaand theCaribbeanNorthernAfrica&Western AsiaOceaniaSub-SaharanAfricaThese discrepancies could perhaps be attributed to a disconnect between ministries at policy-level and actual practice in schools.It cou

197、ld also be due to school respondents looking to present their PE delivery in a more positive light(i.e.social desirability influence).Overall,these findings underscore the need for a closer examination of implementation processes,monitoring of PE minutes and improved communication channels between m

198、inistries and schools regarding PE curriculum standards.Adherence to a prescribed curriculum UNESCO data show that there is a high level of adherence to PE curricula worldwide.At the ministerial-level,82.8%of respondents reported implementing a subject-specific PE curriculum,a percentage mirrored at

199、 the school-level(84%).This correlation is expected,considering that most schools are required to adhere to curricula determined by the government,thus necessitating compliance with statutory measures.However,notable regional differences emerge,particularly in Central and Southern Asia,and Oceania,w

200、here the reported rates of implementation of a mandated PE curriculum are lower at 50%and 66.7%,respectively(Figure 13).33Section 2:FindingsFigure 13:Countries reporting a prescribed PE curriculum in school per region82.8%50%90%88.2%80%93.3%66.7%77.3%6.9%25%5.9%8%16.7%9.1%10.3%25%10%5.9%12%6.7%16.7%

201、13.6%0%20%40%60%80%100%Global levelTotal=116Central andSouthern AsiaTotal=4Eastern&South-eastern AsiaTotal=10Europe&NorthernAmericaTotal=34Latin Americaand theCaribbeanTotal=25Northern Africa&Western AsiaTotal=15Oceania Total=6Sub-SaharanAfrica Total=22Ministerial levelCountries reporting a prescrib

202、ed PE curriculum in schools(by region)YesNoUnder developmentCurriculum contentThe presence of a prescribed PE curriculum does not guarantee an effective delivery of QPE.Even in cases where a PE curriculum was mandated,school-level respondents identified specific challenges such as crowded,narrow or

203、dated curricula,along with unsuitable curriculum documents.This highlights the importance of not only noting the presence of a curriculum,but also considering factors influencing its implementation in practice,such as sufficient funding,a specialized workforce or a well-defined,flexible and varied c

204、urriculum.PE is not given due importance the programmes are not updated,and there is no proper updating for the schools teachers.PE teacher,Latin America&the CaribbeanSchool respondents highlighted a need for appropriate teaching materials that are up to date to help them deliver QPE in practice.Thi

205、s call for updated and research-informed teaching materials was particularly pronounced in contexts where there is no specific PE curriculum,and notably so in primary PE settings.In these circumstances,QPE is a consolidated initiative that can be leveraged to build the capacity of major national sta

206、keholder groups to provide high-impact activities that enhance the physical and mental well-being of students.34The Global State of Play Report and Recommendations on Quality Physical EducationThere are no official texts to dictate sport and physical education programmes;there is no roadmap to dicta

207、te what SPE teachers should do in each lesson at each grade level.PE teacher,Sub-Saharan AfricaA key insight to spotlight is that when there was a well-defined PE curriculum for different school stages(i.e.primary and secondary levels),respondents were more likely to speak positively about PE delive

208、ry in their context.In some contexts(e.g.Latin America and the Caribbean and Sub-Saharan Africa),there were suggestions that more digital resources(e.g.laptops,tablets and recording equipment)might be beneficial to aid the design and delivery of a broader range of experiences.In other instances,shar

209、ing knowledge,materials and equipment between schools was often cited as a means of enhancing practice in schools with limited resources.Physical education curricula need to be well prepared and updated.We need modern educational materials for the success of school PE.PE teacher,Northen Africa and W

210、estern AsiaBox 8 Spotlight-Trinidad and TobagoContextPhysical Education and Sport became an examinable subject at the Caribbean Secondary Education Certificate(CSEC)Ordinary Level(O Level)for the first time in 2005 and at the Caribbean Advanced Proficiency Education(CAPE)-A Level in 2015.This provid

211、ed an opportunity for schools to implement syllabi developed by the Caribbean Examination Council(CXC).Within each syllabus,candidates are required to conduct a School Based Assessment(SBA)class project.This class project requires candidates to collaborate to plan and implement an intra-mural sporti

212、ng event(Form 45)or an extra-mural sporting event(Form 6)based on concepts associated with the Sport Education Model.ImpactThe implementation of the class project has transformed PE at the upper school-level.Candidates assume roles and engage in authentic activities which allow them to display and d

213、evelop life skills which equip them for transition to work.In addition,there are opportunities for the general school population,staff,community groups,business entities and members of the local community to be part of the project.In 2019,the Rapid Assessment for Physical Activity Survey was conduct

214、ed among 85%of secondary schools.The teachers who participated reported an increase in student interest in physical activity/physical education,behaviour,overall attitude as well as support from teachers and administrators due to the student participation in the class project.Additionally,students s

215、ense of personal/social responsibility and leadership qualities improved significantly.This may have contributed to steady increase in the number of candidates sitting the Physical Education and Sport CSEC examination as seen from 1115 in 2010 to 2741 in 2020.This class project,while not unique to T

216、rinidad and Tobago,appears to have the desirous effect of facilitating students holistic development utilizing a real world context.TakeawayThis example shows the benefits that have been accrued from the introduction of PE examinations at the secondary level.In addition to enhancing the status of PE

217、 within the school curriculum,the inclusion of a class project encouraged the development of key life skills and supported holistic,cross-school and cross-community impact.Supporting the development of examination PE in this way could also help to encourage the development of a new generation of PE

218、specialists.35Section 2:FindingsTheme 3:Facilities and resourcesBox 9.Theme 3-Facilities and resources highlights 63.8%of countries worldwide invest less than 2%of their national education budget on PE,evidencing the urgent need to prioritize and increase funding for PE programmes.Having good facili

219、ties,appropriate equipment,and adequate resources,facilitates a positive experience of QPE for students and teachers alike.While ministerial responses emphasize logistics,funding,and resource distribution,schools prioritize appropriate facilities and resources to address student safety,well-being,an

220、d hygiene concerns.High student-teacher ratios pose challenges for effective teaching and learning.Some regions average 15 to 25 students per class while others exceed 35 students per class.This Theme was one of the most frequently cited in UNESCOs Global QPE surveys.Having adequate facilities,speci

221、alized equipment and trained staff were all identified as key requirements for delivering QPE.The lack of such resources was perceived to pose significant challenges.Research points to the need for schools to be adequately financed and resourced to deliver QPE,including with appropriate practical sp

222、aces and equipment,sufficient guidance materials,and trained practitioners(Alfrey&OConnor,2022;Quarmby et al.,2022).However,as outlined in Theme 1 of this report,it is also noted that core academic subjects(e.g.,English,Mathematics and Science)are typically afforded more curriculum time,status and e

223、nhanced initial teacher training and professional development opportunities,as well as financial resourcing(Harris,2018;Hooper et al.,2023).Research has highlighted how broader financial pressures can result in the squeezing of school budgets.This suggests that inadequate resourcing of PE can advers

224、ely affect key aspects of PE provision,including instructional time,equipment availability,class sizes,and assessment practices(e.g.,Turner et al.,2017;Lindsay et al.,2021).Such issues are also reflected in the findings from UNESCOs QPE surveys outlined below,which are a reminder of the need for inc

225、reased investment in PE budgets,to enable schools to deliver the subject effectively and inclusively.PE budgetUNESCOs data reveal a persistent underinvestment of national education budgets in PE,underscoring the urgent need to prioritize and increase funding for PE programmes.Indicator 10.Percentage

226、 of national education budget invested in PE Data from the ministerial survey reveal that 63.8%of countries worldwide invest less than 2%of their national education budget in PE(Figure 14).At the regional level,all countries in Central and Southern Asia,82.6%in Latin American and the Caribbean,69.2%

227、in Northern Africa and Western Asia,and 71.4%in Sub-Saharan Africa invest less than 2%of their education budget in PE.19.1%of countries invest between 2%and 5%of their education budget in PE,with great regional disparities:45.5%of countries in Eastern and South-eastern Asia,22.2%in Europe and Northe

228、rn America and 19.1%in Sub-Saharan Africa.Only 6.7%of countries invest between 5%and 7%of their education budget in PE.Finally,10.5%of countries invest over than 7%,with most of these countries being in Europe and Northern America(18.5%)and Oceania(16.7%).These findings highlight the necessity for i

229、ncreased investment in PE on a global scale,particularly in the most underfunded regions.This is of paramount importance to ensure equitable access to QPE and to enhance overall educational and health outcomes for all students.36The Global State of Play Report and Recommendations on Quality Physical

230、 EducationFigure 14:Countries reporting budget allocation to PE63.8%100%45.5%40.7%82.6%69.2%66.7%71.4%19.1%45.5%22.2%8.7%15.4%16.7%19.1%6.7%18.5%4.4%7.7%10.5%9.1%18.5%4.4%7.7%16.7%9.5%0%20%40%60%80%100%Global levelTotal=105C&SATotal=4E&SATotal=11E&NATotal=27LACTotal=23NA&WATotal=13OceaniaTotal=6SSAT

231、otal=217%Central and Southern Asia(C&SA);Eastern and South-eastern Asia(E&SA);Europe&Northern America(E&NA);Latin America and the Caribbean(LAC);Northern Africa&Western Asia(NA&WA);Oceania;Sub-Saharan Africa(SSA)Equipment and infrastructureUNESCO data reveal a strong focus from both the ministerial

232、and school surveys on facilities,resources and equipment.This is not unexpected considering that these factors are crucial to the execution of practices and substantially affect the capacity of schools to deliver QPE.Indicator 6.Percentage of schools reporting adequate,functioning and safe equipment

233、 to support quality and inclusive PESpace allocated for PE instruction varied considerably across regions,though it is worth noting that the survey did not distinguish between indoor and outdoor spaces,which can vary widely by country and location(Figure 15).Most PE teachers reported delivering PE c

234、lasses in spaces similar to a basketball/tennis court(42.5%),followed by a space double this size,similar to a gymnasium(18.9%).Figure 15:PE teachers reporting space for PE9.8%17.6%2.5%8.7%25.6%9.2%31.8%6.4%42.5%14.9%14.4%56%50%49.5%13.6%21.8%18.9%10.1%12.8%25.1%7.3%17%13.6%9%13.7%32.5%18.9%4.7%11%1

235、7%18.2%43.6%15.1%25%51.4%5.5%6.1%7.4%22.7%19.2%0%20%40%60%80%100%School levelTotal=1756C&SATotal=188E&SATotal=243E&NATotal=875LACTotal=83NA&WATotal=271OceaniaTotal=22SSATotal=78Classroom sizeTennis/basketball courtFull Gymnasium:twice tennis/Basketball courtFootball fledMore than a football feldCent

236、ral and Southern Asia(C&SA);Eastern and South-eastern Asia(E&SA);Europe&Northern America(E&NA);Latin America and the Caribbean(LAC);Northern Africa&Western Asia(NA&WA);Oceania;Sub-Saharan Africa(SSA)37Section 2:FindingsContextual factors influencing the delivery of PE classes were mentioned by many

237、participants.For example,challenges related to logistics and transportation were repeatedly reported,as were having insufficient facilities and spaces in which to deliver lessons.These two contextual aspects were the case in all regions but more so in Sub-Saharan Africa,Northern Africa and Western A

238、sia,and Latin America and the Caribbean,and particularly for more rural schools.This emphasizes the need to plan and distribute resources for the delivery of PE based on contextual factors to enable equality of opportunity for all students.We note the absence of practice space in many schools,the la

239、ck of infrastructure and teaching materials.Ministerial respondent,Sub-Saharan AfricaSchool responses echoed ministerial replies but focused more on aspects related to the practical delivery of PE.They highlighted the need for appropriate facilities and resources to address issues of student safety,

240、well-being,and hygiene,all of which are linked to healthy lifestyles.In some cases,having adequate changing spaces and running water were stressed as paramount to the delivery of good PE experiences for students.We need a hall to teach PE at school especially when it is raining.Our field has holes a

241、nd so this is a concern as the students,or anyone playing on the field,will get injured.PE teacher,OceaniaWhile the data perhaps emphasize the challenges of having a lack of facilities and resources for delivering QPE,it is important to note that several respondents,particularly in Europe and Northe

242、rn America,acknowledged that having good facilities,relevant equipment,and adequate resources,facilitated a positive delivery experience.Some emphasized the importance of investing not only in facilities but also in personnel(see also Theme 4).Our school has a very good sports base.The school is equ

243、ipped with all required inventory and has created all conditions for compliance with personal hygiene after PE lessons.PE teacher,Europe and Northern America38The Global State of Play Report and Recommendations on Quality Physical EducationBox 10.Spotlight-Europe and Northern AmericaPE Teacher Testi

244、monial“Students choose either single-sex or co-ed PE classes(and)they have access to a variety of facilities and equipment here.PE staff are consistently engaging in professional development activities and applying research-based best practices to their PE classes.PE staff take on action-research pr

245、ojects as their annual professional growth plans to further drive and improve practices.”TakeawayThe testimonial of this PE teacher demonstrates the value of having a well-organised PE structure,including opportunities for inclusion and student choice/voice.Moreover,the conscious effort to ensure a

246、translation of research knowledge into practice helps to ensure that teachers remain up-to-date and can improve and enhance their physical education delivery.Undertaking action research projects as part of professional development helps to focus on contextual impact.Class sizeResponses from schools

247、reported practical concerns related to class size.It was noted by respondents that the presence of high student-teacher ratios hinders the provision of inclusive and quality PE classes.Northern Africa and Western Asia,and Europe and Northern America have an average of 15 to 25 students per class.How

248、ever,in other regions,class size exceeds 35 students,presenting further challenges for effective teaching and learning.The provision of adequate resources should account for optimal student-teacher ratios,thereby facilitating more opportunities for dialogue,instruction and learning.Educators(PE)are

249、not highly qualified,and a career path does not exist.However,compared to private schools,the educator/student ratio is 1:350,whereas in the state school it is 1:600.-Ministerial respondent,Sub-Saharan Africa39Section 2:FindingsTheme 4:WorkforceBox 11.Theme 4:Workforce highlights Having qualified,sp

250、ecialist PE teachers across educational levels is perceived to be of paramount importance for the effective delivery of QPE.This underscores the value of initial and ongoing teacher education and development.Significant differences exist in the recruitment and deployment of PE teachers across educat

251、ion levels,notably revealing a higher prevalence of specialist teachers within secondary schools(96%)compared to primary schools(44.7%),with variations evident across regions.70.5%of countries report having in-service training and continuous professional development for PE teachers.However,only 35.6

252、%of countries report annual training,while 33%report training to occur every five years.UNESCO findings indicate that a higher specialization of PE teachers is linked to lower school dropout rates,higher youth literacy rates and decreased rates of youth not in education,employment,or training(NEET)a

253、t both lower and upper secondary levels.This suggests that specialized PE teachers can play a critical role in keeping students engaged and improving their long-term educational and employment outcomes.UNESCO findings indicate a consensus among both ministerial-level and school-level respondents on

254、the critical importance of having qualified,specialist teachers for delivering QPE across educational levels.This aligns with research,which consistently identifies the practitioner workforce as playing a central role in the delivery of meaningful and relevant PE experiences(Scanlon et al.,2021).Del

255、ivering QPE can be challenging and requires teachers to be adequately prepared to read and implement PE curricula in a way that allows them to provide meaningful experiences(Lambert&Penney,2019;Alfrey&OConnor,2022).In-service training(INSET)and continuous professional development(CPD)within PE is a

256、key strategy for improving the quality of teaching practices and the learning of students(Armour et al.,2017;Makopoulou,2018).Despite that,UNESCO data show that only 35.6%of countries report annual training for PE teachers.This insight highlights the need to offer more learning opportunities for tea

257、chers to better support the learning outcomes of students(Feiman-Nemser,2001).Recruitment and deployment of specialist PE teachersIndicator 5.Percentage of countries reporting PE specialist teachersThe findings from UNESCOs ministerial survey highlights a marked difference in the recruitment and dep

258、loyment of specialist PE teachers across education levels,notably revealing a higher prevalence within secondary schools compared to primary schools(see Figure 16).For example,94.6%of lower secondary schools and 96.4%of upper secondary schools reported having specialist PE teachers,while only 44.7%o

259、f primary schools did.Notably,Sub-Saharan Africa reported the fewest specialized PE teachers at secondary level(79%on average).By examining data across regions,significant differences can be noted.Regions such as Northern Africa and Western Asia(60%),Europe and Northern America(52.9%),and Latin Amer

260、ica and the Caribbean(62.5%)reportedly have the highest presence of specialist PE teachers in primary schools.Whereas Oceania reports a complete absence of specialist PE teachers in primary schools.40The Global State of Play Report and Recommendations on Quality Physical EducationFigure 16:PE provis

261、ion by a specialist teacher,by educational level(ministerial-level)44.7%33.3%36.4%52.9%62.5%60.0%19.1%94.6%100%90.9%100%100%100%100%83.3%80.0%96.4%100%100%100%100%100%79.0%0%20%40%60%80%100%Global levelC&SAE&SAE&NALACNA&WAOceaniaSSAPrimary educationLower secondaryUpper secondaryCentral and Southern

262、Asia(C&SA);Eastern and South-eastern Asia(E&SA);Europe&Northern America(E&NA);Latin America and the Caribbean(LAC);Northern Africa&Western Asia(NA&WA);Oceania;Sub-Saharan Africa(SSA)The lack of specialist teachers to deliver PE is a significant challenge to the effective implementation of QPE.This i

263、ssue needs to be addressed through both initial and ongoing teacher education and development.In order to develop the practice of quality physical education in society and especially at school-level,we need to improve some basic aspects.In addition to improving the basic training for teachers and en

264、suring that they are better empowered to respond to the aims and objectives of QPE,the pre-school phase of basic teacher training must be given importance.-Ministerial respondent,Northern Africa&Western AsiaIssues related to the PE workforce were identified in both UNESCOs ministerial and school sur

265、veys across all regions,albeit with some variations.For example,ministerial-level respondents reported challenges with the recruitment and training of specialist staff,as well as with the provision of ongoing training and development opportunities.School-level respondents echoed these concerns.Some

266、regions(e.g.Sub-Saharan Africa and Northern African and Western Asia)noted specific issues regarding the recruitment and training of female teachers,which impacted the provision of girls PE.Respondents in some regions also highlighted the challenges posed by an aging workforce and the difficulties i

267、n recruiting and retaining young teachers.41Section 2:FindingsBox 12.Spotlight-Europe and Northern AmericaPE Teacher Testimonial“PE teacher supports and offers CPD to class teachers on the teaching of PE.Class teachers are given lesson plans which support the learning that is being covered by PE tea

268、chers so that the learning is reinforced.”TakeawayThis example from a teacher in a primary school shows the value of CPD opportunities delivered by PE specialists for generalist teachers.These are further supported by the creation of lesson plans to help reinforce learning and provide a positive str

269、ucture for the delivery of PE within primary schools.These findings underscore the need for targeted efforts to address the recruitment,training,and retention of specialist teachers,especially in regions where specific challenges such as gender disparities or an aging workforce are prevalent.Due to

270、the central role that PE teachers play in the provision of QPE,failure to address these issues could impact students access to QPE,denying their rights to education and to all potential benefits associated with it,as stated in UNESCOs International Charter of Physical Education,Physical Activity and

271、 Sport.Accreditation of PE teachersAn accreditation system for PE teachers refers to a formal process by which specialist PE teachers are certified or recognized as meeting certain standards or qualifications set by relevant educational authorities or professional bodies.UNESCO findings demonstrate

272、that most countries have formal accreditation or certification requirements for PE,with most participants reporting having a graduate(bachelors level)and post-graduate(masters level)qualifications.Specifically,42.6%of primary PE school teachers,48.2%of lower secondary PE school teachers,and 52.6%of

273、upper secondary PE school teachers have a post-graduate level qualification.Figure 17:Percentage of countries with accreditation requirements for PE teachers by level of education(ministerial-level)3.5%7.8%11.3%34.8%42.6%0.9%5.4%7.1%38.4%48.2%6.1%5.3%36%52.6%0%20%40%60%80%100%No qualifcation neededH

274、igh school diplomaVocational qualifcationBachelor DegreePost graduate degree or higherPrimary education Global level Total=115Lower secondary Global level Total=112Upper secondary Global level Total=11442The Global State of Play Report and Recommendations on Quality Physical EducationUNESCOs ministe

275、rial-level data show that there are very few regions where no qualifications are required to teach PE(3.5%globally for primary education teachers).Generally,the higher the education level,the higher the qualification required for PE teachers in any given region.The only exception is Central and Sout

276、h-eastern Asia,where 33%of countries do not have qualifications requirements for PE teachers in primary schools.There is a lack of PE teachers and institutes that train PE teachers.Ministerial respondent,Central&Southern AsiaRegarding the experience of PE teachers,the findings of UNESCOs school surv

277、ey show that,across all regions,specialist PE teachers have on average more than 10 years of experience(59%).The average age of PE teachers is 40 years old,ranging from 20 years old in Northern Africa and Western Asia to 45 years old in Latin America and the Caribbean.These insights should serve to

278、better understand potential challenges related to workforce development,recruitment and retention.Similarly,they should serve to ensure a diverse workforce to deliver QPE.In-service training and continuous professional development of PE teachersGlobal progress is being made regarding teacher profess

279、ional development for PE.For instance,UNESCO findings show that policies mandating PE teachers(either specialists or generalist class teachers)to participate in INSET or CPD are in place in 70.5%of countries and are in the process of being developed in 7.1%of countries.This requirement applies to 10

280、0%of countries in regions such as Africa and Western Asia,Oceania,Europe and Northern America and in Eastern and South-eastern Asia.Exceptions to these insights are observed in Latin America and the Caribbean,and in Central and Southern Asia,with participation rates of 40%and 50%,respectively.Our PE

281、 teachers are the most valuable asset.Therefore,our Ministry needs to provide more opportunities to them for further education and specialisation.Ministerial respondent,Europe and Northern AmericaRespondents recognized the value of professional development for facilitating the delivery of QPE.For ex

282、ample,it was noted that professional development allowed teachers to keep up to date with advances in knowledge,meet other practitioners in their region,reflect on issues or challenges within their own context,and share good practice.Some respondents also linked professional development with support

283、ing creativity and innovation in PE practice,as well as informing processes of monitoring and evaluation.43Section 2:FindingsBox 13.Spotlight-Europe and Northern AmericaContextOne response from the ministerial-level survey highlights good practice relating to a joined-up policy and practice approach

284、(also related to Theme 5).It documents two best practices at a local level,each one showing a focus on enhancing PE practice via supporting schools and practitioners.One example specifically focuses on providing professional development opportunities for staff via a coordinated offer informed by dif

285、ferent levels of policy and school structure.Another showcases how good working conditions are supported by a specialist PE department at local level.Testimonial“In one city,there is a good example of close cooperation between schools,the school board,physical education department,after school activ

286、ities and the local government.Besides practising physical education lessons there is room and guidance for professional improvement,workshops,study and budget for innovation.Furthermore,all the physical education teachers have the same work/labour agreement(In another city)there are excellent worki

287、ng conditions,everything is coordinated from a specific department for physical education,coordinated and supervised by the schoolboard and the local government(municipality).”TakeawayThis example shows the importance of coordinated policy and practice efforts,exemplified by professional development

288、 opportunities and specialized PE departments,which foster collaboration and ensure excellent working conditions for physical education teachers.According to UNESCO findings,35.6%of countries have teachers who participate in PE INSET or CPD training annually,which aligns with UNESCO recommendations

289、of training.However,33%of countries reported training occurs every five years.This highlights the need for more frequent INSET/CPD training provision for PE teachers to ensure that PE delivery remains at its highest quality and in line with emerging pedagogies and approaches.When examining differenc

290、es at a regional level,most regions were reported to have PE INSET or CPD,except for Central and Southern Asia,where 59%of teachers reported that they participate in training every six months.It is worth highlighting the emphasis on safeguarding,of both students and teachers,within compulsory INSET

291、and CPD.76.7%of countries reported incorporating safeguarding into their training programmes(Figure 18).Nonetheless,safeguarding training is not uniformly provided across regions.For example,in Europe and Northern America,27.8%of countries do not include any safeguarding training as part of their IN

292、SET/CPD provision.This is also the case in 30%of countries in Latin America and the Caribbean(30%)and in Oceania(40%).This important omission clearly requires attention,as safeguarding is essential for creating supportive environments that uphold the rights of both students and teachers within the e

293、ducation community.44The Global State of Play Report and Recommendations on Quality Physical EducationFigure 18:If INSET or CPD is compulsory,does it include safeguarding of students and teachers?(ministerial-level)76.7%100%100%72.2%70%78.6%60%73.3%16.4%27.8%30%14.3%20%6.7%6.9%7.1%20%20%0%20%40%60%8

294、0%100%Global level Total=73C&SA Total=2E&SA Total=9E&NA Total=18LAC Total=10NA&WA Total=14Oceania Total=5SSA Total=15Central and Southern Asia(C&SA);Eastern and South-eastern Asia(E&SA);Europe&Northern America(E&NA);Latin America and the Caribbean(LAC);Northern Africa&Western Asia(NA&WA);Oceania;Sub

295、-Saharan Africa(SSA)Teachers specialization and social outcomesTeacher education background plays a crucial role in QPE,as highlighted by UNESCO findings and other research evidence(Nilsen&Gustafsson,2016).Pedagogical interventions and teacher-student interaction can impact both student health and a

296、cademic achievement.Moreover,Bouchard,et al.(2012)emphasize the well-documented benefits of physical activities in promoting physical,mental,and psychosocial health in students.Therefore,the quality of teachers training and professional development is essential for effective QPE delivery.UNESCO find

297、ings show a significant negative association between school student dropout rates and teachers educational background and specialization:the higher the specialization,the lower the school dropout rates.This relationship is valid for both lower and upper secondary levels(see Figure 19).This suggests

298、that specialized PE teachers play a critical role in keeping students engaged and improving their long-term educational and employment outcomes.45Section 2:FindingsFigure 19.School dropout and teachers qualifications in upper secondaryHigh school diplomaSchool dropout rateBachelor DegreeN=760%25%38.

299、9%34.6%17.3%18.7%50%75%100%Vocational qualifcationPost graduate degree or higherSimilarly,teachers specialization has the potential to positively influence the prospects of youth who are not in employment,education,or training(NEET).UNESCO findings reveal a significant and inverse correlation betwee

300、n the percentage of youth who are NEET and the degree of specialization of teachers in lower and upper secondary education.In other words,the more specialized PE teachers are,the lower the percentage of youth who are NEET(see Figure 20).Research provides encouraging evidence regarding the efficacy o

301、f comprehensive interventions that encompass both classroom-based and work-based components in enhancing employment prospects for youth who are NEET(Mawn et al.,2017).In this regard,QPE stands out as a highly effective approach to bolstering the overall educational attainment of young people,thereby

302、 helping to mitigate the risk of them becoming NEET.Figure 20.Youth NEET rate and teachers specializationGeneralistSpecialistYouth NEET rateN=320%25%39.7%14.2%50%75%100%46The Global State of Play Report and Recommendations on Quality Physical EducationIn addition,UNESCO findings show that educationa

303、l background and teachers specialization are positively associated with youth literacy rates in both primary,lower,and upper secondary education.However,gender differences between girls and boys are not significant(Figure 21).Figure 21.Youth literacy rate and teachers educational background in prima

304、ry educationHigh school diplomaBachelor degreeVocational qualifcationPost graduate degree or higherYouth literacy rateN=550%25%75.5%86.7%97.6%96.9%50%75%100%Finally,UNESCO findings indicate a positive and significant correlation between students reported satisfaction with life and the presence of sp

305、ecialized teachers in Physical Education(PE)(see Figure 22).PE fosters the development of five fundamental human freedoms:expression,exploration,discovery,invention,and creation.Moreover,physical activity can be enjoyable and personally meaningful,all of which contribute to overall life satisfaction

306、(Kretchmar,2006).The impact of specialized PE teachers extends beyond physical well-being,influencing students mental and emotional health.If PE teachers are equipped with the expertise to create engaging and inclusive PE classes that cater to diverse student needs,this can result in enhanced levels

307、 of achievement and belonging.Consequently,the benefits of specialized PE instruction are reflected in higher self-reported life satisfaction among students,underscoring the importance of investing in specialized training for teachers.47Section 2:FindingsFigure 22.Students self-reported life satisfa

308、ction teachers specialization in primary schools GeneralistSpecialistLite satisfaction reported by childrenN=320%25%24.8%34.5%50%75%100%PE contextual challenges during COVID-19Respondents of the UNESCO Global QPE COVID-19 survey reported adapting the content of PE lessons(44.2%)as the most prominent

309、 challenge experienced during COVID-19.This was followed by connectivity issues(18.1%),engagement of students(13.6%)and deterioration of physical and mental health(6.9%and 4.2%,respectively).These findings should inform the development of training opportunities for PE specialist teachers with a view

310、 to providing resources that enhance their delivery of QPE regardless of contextual circumstances.During the pandemic,29.3%of schools globally also reported reliance on external partners to deliver or complement PE classes.Europe and Northern America(44.4%),and Eastern and South-eastern Asia(26.3%)d

311、isplayed the highest dependence on external partners.Latin America and the Caribbean(14.4%),Central and Southern Asia as well as Sub-Saharan Africa(6%)and Oceania(0.9%)relied less on external partners to deliver PE classes.This practice during the COVID-19 pandemic shows disparities in the availabil

312、ity of external resources for PE delivery among different regions.However,when examining the data within each region,it is apparent that the reliance on external partners for PE delivery is relatively consistent across regions(Eastern and South-eastern Asia,41.3%;Central and Southern Asia,33.3%;Nort

313、hern Africa and Western Asia,31.3%;Europe and Northern America,28.6%;Sub-Saharan Africa,25%;Latin America and the Caribbean,22.7%;and Oceania,7.7%).Moreover,when examining the Global QPE COVID-19 data with respect to the schools locations,it appears that urban schools(45.5%)relied on external partne

314、rs more heavily than rural schools(40%)with peri-urban schools relying least(14.6%).However,a more comprehensive and granular analysis and examination of the data,including making regional,within-region and local comparisons is needed,to provide a fuller picture and enable any firm and contextually

315、relevant conclusions to be drawn.48The Global State of Play Report and Recommendations on Quality Physical EducationTheme 5:Policy mattersBox 14.Theme 5:Policy matters highlights Policy is essential in shaping the landscape of PE by establishing guidelines,standards,and frameworks that facilitate de

316、livery.However,UNESCO findings and research indicate that policy is not always informed by those tasked with delivering it.There is a robust global commitment to monitoring PE classes,with 87.6%of countries reporting active monitoring and evaluating of their PE programmes.Nonetheless,UNESCO findings

317、 reveal that there is an implementation gap between policy and practice.Across regions,cross-ministerial and cross-curricular collaboration was ranked as a priority to be addressed.Despite a commitment to monitoring and evaluation,gaps between policy and practice remain.UNESCO data reveal that these

318、 gaps are due to a lack of participatory processes,disconnections between policy content and school-based needs,and inadequate Monitoring&Evaluation(M&E)processes and mechanisms.Ministerial and school respondents acknowledged that monitoring and evaluation could help raise standards,encourage accoun

319、tability,and support ongoing policy and curriculum development.Over half of countries(51.9%)monitor PE programmes annually,17%do so twice a year,whereas 12.5%of countries only monitor PE programmes every 5 years or more.UNESCOs data identified some significant challenges with respect to policy coher

320、ence and policy implementation.The findings related to these challenges are presented under Theme 5(Policy matters)and are closely related to both Theme 2(Curriculum)and Theme 4(Workforce)in this report.Policy plays a crucial role in shaping the landscape of PE by providing guidelines,standards and

321、frameworks that serve to facilitate the subjects enactment in practice(Penney,2008;Alfrey&OConnor,2024).Policies are essential not only for establishing clear objectives and standards for the subject for example,by outlining what should be covered within a curriculum but also in ensuring that PE is

322、equitable and inclusive and meets the needs of diverse learners,as recommended by UNESCO and academics alike(UNESCO,2015;Gray et al.,2022).Policies can also be influential in shaping requirements around the subject such as curriculum time,monitoring and evaluation and teacher accreditation.However,a

323、s evidenced by UNESCO findings and research,policy is not always informed by those tasked with delivering it and,moreover,the translation of policy into practice is not always straightforward(Penney,2008;Thorburn&Horrell,2011).Bridging the gap between policy and practice In Theme 2,it was shown that

324、 policies outlining a mandated physical education curriculum are available in most regions.However,UNESCO findings reveal that there is a gap between policy and practice.This was evidenced by respondents in both UNESCOs ministerial and school surveys.Physical education and sport being under the resp

325、onsibility of the Ministry of Youth and Sport encounters many difficulties in its implementation policy.The Ministry of National Education often resists the application of acts,decisions and recommendations emanating from the Ministry of Youth and Sport.Ministerial respondent,Sub-Saharan Africa49Sec

326、tion 2:FindingsIn the ministerial data,this policy-practice gap was generally referenced in comments about ministries or departments working in isolation or,in some cases,at cross purposes.Some respondents suggested that this is due to the low status of PE within the educational landscape(see Theme

327、1).On the other hand,some respondents noted that the placing of PE within the policy structure(i.e.,within education,health or sport)could influence how it was perceived,while others commented that the interchangeability of terms(particularly sport and PE)often marginalized the subject,reinforcing t

328、he perception that it is less relevant in academic settings.Similar concerns were evidenced in the school survey data.Respondents highlighted issues with the development of policies and inconsistencies in their implementation.One of the recommendations identified to bridge the policy practice gap wa

329、s collaboration.Across regions,cross-ministerial and cross-curricular collaboration was ranked as a priority to be addressed.In this regard,some respondents suggested the absence of collaboration to be reflective of the low status of PE when compared with other subjects(see also Theme 1).However,in

330、cases where cross-sectoral work was evident and where policy was informed by multiple stakeholder voices,it was frequently cited as an example of good practice.There is no government organisation for physical education,and no public consultation on curriculum and policy making for physical education

331、.PE teacher,Eastern and South-eastern AsiaMonitoring and evaluation of the implementation of PELinked with policy development was monitoring and evaluation,with both ministerial and school respondents noting that this could help to raise standards,encourage accountability and support ongoing policy

332、and curriculum development.However,there were some notable differences in how ministries and schools viewed monitoring and evaluation,with the former more likely to focus on delivering policies/meeting indicators,and the latter more concerned with delivering PE in practice.There is no monitoring and

333、 evaluation of physical education programme by National,Provincial and School-levels to encourage the importance of physical education programme.Ministerial respondent,OceaniaIndicator 8.Percentage of countries monitoring the implementation of PE policy instrumentsUNESCO findings highlight a robust global commitment to the monitoring of PE classes,with 87.6%of countries reporting active monitoring