Evaluating the extent of implementation and variation of typical school provision of physical education, physical activity and sports in the Republic of Ireland is a public health priority. Therefore, a national audit into the different levels of typical school provision of physical education, physical activity and sports was conducted. To date, this has not been evaluated. A cross-sectional, nationally representative sample of 112 secondary schools were included. A school provision of physical education, physical activity and sports evaluation index, validated via a concept mapping methodology, was utilized to measure variation of provision in the context of school personnel, curriculum, facilities and equipment, budget, partnerships, ethos and prioritization. A proposed grade for each indicator of provision was established using an internationally standardized grading system. Overall, physical education was the indicator with the highest national average grade (B−); physical activity was the indicator with the lowest national average grade (D+); while the indicator for sports received a C− grade. An overview of the national averages in terms of provision, paralleled with national and international comparisons and recommendations to support provision, is illuminated for each indicator. Future country comparison and benchmarking on key components of provision is envisaged.

Objective Physical education, physical activity and sports provision are important factors in whole school health promotion, however, a standardised evaluation framework to evaluate the contribution of these components is lacking. A framework that accounts for the distinct structures and associated factors, that impact upon provision would facilitate a more coherent evaluation. Methods A concept mapping methodology, involving the generation of factors relevant to school physical education, physical activity and sports provision and their subsequent thematic and numeric rating and sorting was utilised. Concept mapping effectively gathers, integrates, and visually and numerically represents the composite thinking of a group of relevant and expert stakeholders around a complex social phenomenon. Following a review of the extant literature and synthesis among 20 expert stakeholders, a list of 95 factor statements relevant to school physical education, physical activity and sports provision were developed. Results Each factor statement was rated and sorted by 197 multi-disciplinary participants. An eight-cluster framework that demonstrated good validity (stress value: 0.266), was derived from the data based on: 1. Partnerships and Pupil Centered Physical Education; 2. Physical Activity and Sports; 3. School Demographics; 4. Equipment, Facilities and Budget; 5. Extra Costs; 6. Curriculum and Policy; 7. School Management and 8. Timetable. Statements within the cluster on school management received the highest mean importance and modifiability ratings while statements within the cluster on school demographics received the lowest mean importance and modifiability ratings. Conclusions Eight overarching structures which account for school physical education, physical activity and sports provision have been identified. Within each of these, structures and overall factors of greatest importance and modifiability have been illuminated. Findings stemming from this rigorous methodology, provide the foundation for the development of a national provision evaluation index to inform both school-level and national policy and actions. It is recommended the current methodology is replicated in other nations to gain corresponding insights.

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Background Regular engagement in physical activity (PA) is cited as a powerful predicter of future health among adolescents. International guidelines recommend sixty-minutes of moderate-to-vigorous-intensity PA daily for adolescents. Prevalence of physical inactivity is high among adolescents and is regarded as a leading risk factor for death worldwide, contributing to the onset of non-communicable diseases with just 20% of adolescents meeting the recommended PA guidelines. Physical inactivity cost $67.5 billion worldwide in 2013 and is estimated to reach over? 110 billion in 2030. Physical Education (PE) is recognized as playing an integral role in the promotion of PA and health. Despite the worldwide adoption of school PE, PA and sport policies to promote PA and health, paralleled with significant investment, a gap in the literature exists that synthesises the impact of school PE, PA and sport on adolescent PA behaviours Methods Web of Science, SPORTDiscus, PsychINFO, ERIC and MEDLINE were searched for articles that examined the impact of regular school PE, PA and sport provision on adolescent (12-18 years) published between 2000-2020. Results Preliminary results indicate n = 39 articles have met the inclusion criteria. Gender differences are observed on the impact of PE on daily Moderate to Vigorous Physical Activity (MVPA) and overall daily PA. Studies that examined the impact of PE, PA and sport on adolescent PA behaviours outside of school are less frequent indicating a paucity of evidence in this research area. Conclusion Such research is essential to synthesise a deeper understanding on whether current provision is impactful and/or requiring modification and thus will provide comprehensive evidence for 1) sustained financial investment; 2) modification of existing provision to potentiate positive impact and 3) reducing the international cost of physical inactivity. The central premise of this systematic literature review is that current provision is impactful and of enormous benefit.