NON QUANTITATIVE INDICATORS of elements to be stated in a QPE policy: Compulsory and equal provision of PE lessons for all
- PE stated as a stand-alone subject in the curriculum
- Minimum standard of PE teachers per student/school
- Existence of a clear national strategy on PE at early years, primary/elementary and secondary levels closely related to the school health strategy
- Inclusive, safe and adapted facilities and equipment
- Compulsory delivery of continuing professional development for PE teachers
- Compulsory participation of and consultation with young people for the elaboration/improvement of PE
- Partnerships with community-based recreation clubs and organizations
- Compulsory monitoring and quality assurance reporting procedures on QPE provision stated in the PE policy
- Regular revision of the curriculum to take new visions and circumstances into consideration stated in the policy
- Existence of a national information plan to inform head teachers, parents, and other related stakeholders of the benefits of physical education
QUANTITATIVE INDICATORS:
- Percentage of schools which committed to deliver compulsory PE lessons
- Number of minutes of PE lessons per week in early years, primary/elementary and secondary levels
- Number of compulsory PE teachers per student at early years, primary/elementary and secondary levels
- Budget allocated to the global health strategy within schools
- Percentage of students/girls/ students with disabilities/ students from minority groups following the compulsory minutes of PE lessons
- Percentage of girls / students with disabilities/ students from minority groups having an equal access in terms of amount, quality and content to PE lessons
- Percentage of schools equipped with, or having access to, inclusive/adapted facilities and equipment
- Percentage of schools with dress codes that embrace religious requirements and social/cultural diversity
- Percentage of PE teachers trained to promote and deliver inclusive practices
- Frequency of continuing professional development (CPD) or In-Service Training (INSET) programmes for PE and generalist teachers
- Budget allocated to continuing professional development (CPD) or In-Service Training (INSET) programmes for PE and generalist teachers
- Percentage of PE/generalist teachers involved in teacher-mentoring programmes/networks
- Percentage of schools equipped with their own sport facilities
- Budget allocated to the provision/maintenance of school sport facilities
- Percentage of schools equipped with separate changing rooms
- Frequency of safety inspection of existing sport facilities
- Frequency of consultations with young people for the elaboration/improvement of the PE curriculum
- Total number of young people consulted for the elaboration/ improvement of the PE curriculum
- Percentage of students/schools under a particular curriculum setting to suit cultural requirements
- Number of (or budget allocated to) Special -Needs/Care assistants to support the adaption of curricula to meet the needs of specific pupils
- Frequency of the revision of the curriculum to take new visions of pupils into consideration
- Number of existing/ planned partnerships for advocating physical activity beyond the school day
- Budget allocated to partnerships between schools, wider community sports organizations, or community-based recreation clubs
- Frequency of monitoring and reporting procedures
- Frequency of compulsory revisions
- Budget allocated for a communication strategy that promotes physical education at national level
- Number of research networks that exist at local and/or national levels
- Budget allocated for the development of research and knowledge-sharing networks
- Percentage of teaching hours allocated to values-based learning using physical activity in cross-curricular subject
- Percentage of physical values based learning activities delivered in formal and informal education settings