Moving for Health applied to the school setting

To promote Physical Literacy (PL) and Health Literacy (HL) in schools, comprehensive design principles that encompass the entire school environment should be considered. These principles ensure that health and physical activity are integral parts of the educational experience, contributing to the holistic development of students.

By the end of this stop, you will:

  1. understand the definition of a school setting,
  2. identify key elements of the MfH model relevant to schools,
  3. analyse a case study of successful implementation,
  4. and access resources for further learning.

Let's embark on this journey to promote health and physical literacy of pupils, students but also teachers, principals, etc, through movement and physical activity in schools!

[Step 1] What we mean by school setting

In the context of the MfH project, the school setting refers to the environments within educational institutions where students interact, learn, and engage in various activities.

This includes classrooms, libraries, playgrounds and sport facilities, cafeterias, and any other spaces where educational activities occur. The school setting also encompasses the social and cultural aspects of the school, such as relationships between students and teachers, school policies, and the overall school climate.

In Europe, the school setting varies from country to country, but there are some commonalities. Here are some key aspects:

  • Structure and educational tracks: In Europe, school settings can generally be divided into three levels:
    1. Primary Education: Focuses on basic literacy, numeracy, and foundational health behaviours. This period offers opportunities to embed health and physical literacy early;
    2. Lower Secondary Education: Introduces more structured academic and extracurricular activities. Emphasis on sport participation, social-emotional skills, and health education can align with this stage;
    3. Upper Secondary Education: Diversifies into academic and vocational tracks. Programmes can target health habits for transitioning into adulthood.
  • Classroom size: European schools tend to have an average of 15-20 students per class. In 2022, there were, on average, 13.3 pupils per teacher in primary education across the EU, ranging from an average of 7.9 in Greece to 18.5 in Romania. While class sizes vary, the smaller ratios in Europe (averaging 13.3 pupils per teacher) provide an opportunity for personalized interventions. Countries with lower pupil-to-teacher ratios (like Greece and Finland) may have more capacity for implementing detailed health education modules.
  • Curriculum: European curricula often focus more on theoretical knowledge and critical thinking than practical skills and standardiszed testing.
  • Language of instruction: In many European countries, students may learn multiple languages, including their native language, English, and one or more additional languages (e.g., French, German, Spanish).
  • School days and hours: School days typically range from 8:30 am to 3:00 pm or 4:00 pm, with some countries having longer or shorter days.
  • Extra-curricular activities: While sports teams are not typically affiliated with schools, students may participate in local teams or clubs. Arts and music programmes are often well-developed, and many schools offer extracurricular activities like debate, robotics, or volunteer work.

[Step 2] Critical elements of the MfH model to focus on in the school setting

A systemic, whole-school approach is crucial for embedding PL and HL into the fabric of the school culture. This involves integrating physical activity and health education into all aspects of the school day, from active recesses and classroom activity breaks to physically active lessons that tie into the broader curriculum. This approach ensures that every student, regardless of their physical abilities, has access to opportunities that promote movement and health literacy.

Let’s explore which key components of a whole school approach shall be involved if we are to develop a MfH initiative in a school setting.

Below, we introduce these principles in order of importance. While it may not be feasible to implement all of them, the first four are essential for your initiative to align with the MfH model.

[Step 3] A case study of good practice in this setting

Presentation of the good practice:

  • Title: Schools in Motion
  • Lead organisation and country: University of Tartu’s Move Lab, ESTONIA
  • Context: The Schools in Motion programme was implemented from 2020 to 2023 within the project “Increasing physical activity of school children”, funded by the European Economic Area and Norway grants 2014–2021 programme “Local development and reduction of poverty”.
  • Brief description: Schools in Motion is a science-driven education innovation programme in Estonia based on international research, the research and development conducted at the University of Tartu Move Lab, and the experience of the participating schools. In collaboration with participating schools, the program aims to develop and implement practices that support physical activity of students and teachers in Estonia.
  • Key deliverables and components:
  • Achievement and impact: In November 2023, 209 Estonian schools, i.e. 40% of all general education schools, had joined the Schools in Motion programme.
  • More about the Schools in Motion programme

Analysis: Elements of the Moving for Health framework that were activated

Generic principles School specific principles
Tailored Approaches:
ensuring that interventions are relevant and effective by addressing specific needs and motivations - enhancing engagement and long term impact. 		Inclusivity and Accessibility:
Ensuring all students; Inclusivity fosters equity, enabling participation and engagement from every student.
Inclusion:
removing barriers, fostering equity, creates a sense of belonging, encouraging greater participation 		Integrated Curriculum:
Embed physical and health literacy into core subjects, ensuring lifelong habits , developed from an early age.
Professionals as Drivers of Change:
Competent professionals are crucial for guiding individuals and communities - making them key agents of change. 		Active learning opportunities:
prioritize hands-on, experiential learning. Active participation reinforces learning and develops practical, social, emotional and cognitive skills.

Key learnings: tips and tricks to facilitate the transfer:

[Step 4] Resources to go further & Homework

  • Resource to go further:
  • Reflective exercise: Analyse how you could transfer in your own context the good practice presented (you can also pick one from the extra resources) in your practice, why, how? List the resources you will need, the elements you could keep and the ones you would need to add or adapt/delete as well as the stakeholders you need to convince.
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"Project is funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them."