Lithuanian Sports University MANUAL OF IDEAS FOR GOOD PRACTICES IN PHYSICAL EDUCATION Kaunas 2024 Approved by the LSU Publishing Committee 2024-05-13 (Prot. No LK-2) Reviewed by Prof. Dr. Arūnas Emeljanovas (Lithuanian Sports University, Lithuania) Editors: Renata Rutkauskaitė (Lithuanian Sports University, Lithuania) Rita Gruodytė-Račienė (Lithuanian Sports University, Lithuania) Irena Čikotienė (Lithuanian Sports University, Lithuania) Kristina Visagurskienė (Lithuanian Sports University, Lithuania) Contributors: Ingunn Fjørtoft (University of South-Eastern Norway, Norway) Thordis Gisladottir (University of Iceland, Iceland) Lise Kjønniksen (University of South-Eastern Norway, Norway) Irinja Lounassalo (University of Jyvaskyla, Finland) Terhi Huovinen (University of Jyvaskyla, Finland) Örn Ólafsson (University of Iceland, Iceland) Dalia Lapėnienė (Kaunas Jonas and Petras Vileišiai School, Lithuania) Iveta Ambrulaitienė (Šilutė Pamarys Progymnasium, Lithuania) Irma Kelpšienė (Šilutė Pamarys Progymnasium, Lithuania) Tuomas Pesonen (Halssila School, Finland) Veikko Tanni (Basic School of Tartu Kivilinna, Estonia) Erla Gunnarsdóttir (Hamraskóli, Iceland) Helene Gundersen (Sætre School, Norway) Andre Koka (University of Tartu, Estonia) Henri Tilga (University of Tartu, Estonia) The illustrations included in this publication were made by the authors The cover illustrations were created and edited by Renata Rutkauskaitė using Microsoft Copilot, Adobe Photoshop, and Topaz Photo AI Nordplus project “Schoolyard affordances for physically literate and active schoolchildren in era of digitalization (SAPLACED” (NPHZ-2021/10040) Bibliographic information is available on the Lithuanian Integral Library Information System (LIBIS) portal ibiblioteka.lt. ISBN 978-609-8200-55-3 © Lithuanian Sports University, 2024 COORDINATOR Lithuanian Sports University PARTNERS: University of Tartu (Estonia) Kaunas Jonas and Petras Vileišiai School (Lithuania) University of Iceland (Iceland) Šilutė Pamarys Progymnasium (Lithuania) Latvian Academy of Sports Education (Latvia) Lithuanian Association of Physical Education Teachers (Lithuania) University of South-Eastern Norway (Norway) Rigas Hanzas Secondary School (Latvia) University of Jyvaskyla (Finland) Basic School of Tartu Kivilinna (Estonia) Lithuanian Physical Activity and Health Association (Lithuania) CONTENTS INTRODUCTION ............................................................................................................................................................. 5 PHYSICAL LITERACY OF SCHOOLCHILDREN .................................................................................................... 6 SCHOOL AND SCHOOLYARD AFFORDANCES FOR PUPILS’ PHYSICAL ACTIVITY ................................... 7 DIGITALIZATION IN PHYSICAL EDUCATION ..................................................................................................... 9 A VARIETY OF TEACHING METHODS IN PHYSICAL EDUCATION .............................................................. 11 BEST PRACTICE EXAMPLES COLLECTED FROM DIFFERENT COUNTRIES ............................................... 13 OUTDOORS ........................................................................................................................................................... 14 INDOORS ............................................................................................................................................................... 21 BY USING TECHNOLOGIES ............................................................................................................................... 28 WHEN INTEGRATING PA IN DIFFERENT TEACHING SUBJECTS .............................................................. 33 REFERENCES ................................................................................................................................................................ 39 4 INTRODUCTION Physical, mental, social, and emotional education are some of the main principles of the modern education system. Education on the basis of these principles promotes the comprehensive development of students. In the modern education system, physical education lessons are aimed at educating students with the help of active movement. Based on this purpose of physical education, it has become an integral part of the modern education system. Post-millennials, or members of Generation Z, are growing up in a technology- saturated world of personal computers, smart phones, social media, artificial intelligence, and the internet, so the concern to raise awareness of physical literacy is increasing. The educators could not avoid the use of digital technologies that change the way everyone interacts with the environment, especially physically, in the educational process. Therefore, with the access to online resources and other digital tools, educators can greatly expand what constitutes pupils’ PA enhancement. Using various teaching and learning styles in the other school subjects, teachers could effectively supply the individual student-oriented needs. The necessity to change teaching and learning strategy according to students’ needs and their individuality is declared in the European Commission’s Education and Training Monitor 2020 (ET2020). The long-lasting Nordic-Baltic cooperation enabled the participants of this project to rediscover a new place—the schoolyard—as an active play and learning arena and prepare recommendations on how it could be used for schoolchildren’s physical activity enhancement (Rutkauskaite et al., 2021a; 2021b). The aim of this project was to develop and provide recommendations on how schools and schoolyard affordances can be used in an authentic and supportive environment for educating physically literate and active schoolchildren in the era of digitalization and to develop an open platform for primary school teachers and physical educators to share good practices and innovative ideas. Scientific research results demonstrated that schoolyard design and facilities are characterised by flat terrain covered mostly with asphalt and artificial cover and dominated by sports fields of international standards, which are of limited use apart from physical education lessons. It was also established that pupils prefer vegetation, comfort, and versatility in schoolyards. For pre-service and in-service physical education (PE) teachers, a manual of good practices with an innovative approach to the theoretical and practical skills as well as enhancing attractive, interdisciplinary education possibilities in schoolyards, respect for nature and surroundings, pupils’ PA, and well-being has been prepared. At present, outdoor activities in schoolyards and neighbourhoods have increased the high demand to do lessons outdoors. Blended learning has become one of the most accessible forms of education in the current situation. The intention is to support learning and well- being, as well as PA during the school day, by using not only technologies to make schoolchildren more physically active but also to expand the possibilities of schools and schoolyard affordances by making interdisciplinary teaching attractive and usable within the school curriculum. Project coordinator Assoc. Prof. Dr. Renata Rutkauskaitė 5 PHYSICAL LITERACY OF SCHOOLCHILDREN Physical literacy (PL) is increasingly recognised as essential to sustaining physical activity throughout one’s life. It encompasses the motivation, confidence, physical competence, knowledge, and understanding needed to maintain an active lifestyle (Whitehead, 2019). As such, PL is becoming a focal point of physical education programmes globally, which now incorporate elements that promote lifelong health and activity (Dudley, 2015; Robinson et al., 2018). Having a wide variety of skills enables a person to participate fully in sport and physical activity, and have enjoyable experiences while staying involved. This in turn helps people stay physically and mentally healthy, reach personal goals, enjoy a sense of achievement, and build strong social connections. Research underscores the significance of PL, linking it to various health indicators in children. For instance, a longitudinal study of 222 children, with an average age of 10.7 years, revealed significant correlations between PL and health metrics such as body composition, aerobic fitness, and quality of life. Notably, aerobic fitness showed a direct correlation with PL mediated through moderate-to-vigorous physical activity (MVPA), highlighting PL’s role in fostering higher levels of physical activity among children (Caldwell et al., 2020). The importance of PL extends beyond health improvement. A recent intervention in Germany aimed to systematically enhance PL among 8 to 11-year-olds through collaboration with primary schools. The programme, tailored to be holistic and age-appropriate, involved pilot studies to refine and assess its impact. The intervention focused on developing core physical skills such as agility and coordination, facilitated through both structured activities and unstructured play. This approach ensured an inclusive environment conducive to participation from all children, regardless of socioeconomic status or physical ability (Carl et al., 2023). These initiatives demonstrate PL’s critical role not only in improving physical health but also in supporting the overall well-being of school-aged children. By nurturing a positive relationship with physical activity from an early age, PL initiatives pave the way for lifelong health benefits and an enhanced quality of life. Physical education now covers various aspects of a healthy lifestyle, emphasising the influential role of teachers’ attitudes and behaviours in shaping students’ perspectives towards physical activity. Recognised as a cornerstone of quality physical education by major organisations like UNESCO and the World Health Organization, PL is associated with increased physical activity across the lifespan, ultimately leading to improved health outcomes (Nancy & Jannine, 2015; World Health Organization, 2018; Quennerstedt et al., 2021). A fundamental principle in educating modern students is ensuring that, alongside academic competencies, physical education is prioritised to develop physical literacy. This concept is about mastering fundamental skills through both structured and unstructured play, empowering children to participate confidently and competently in a variety of physical activities that support their holistic development. 6 In conclusion, integrating physical literacy into school curricula not only boosts children’s immediate physical health but also establishes a foundation for ongoing wellness and activity. Future initiatives could further explore diverse and inclusive ways to embed PL into various educational settings, ensuring that all children, irrespective of their backgrounds, could benefit from physically literate education. SCHOOL AND SCHOOLYARD AFFORDANCES FOR PUPILS’ PHYSICAL ACTIVITY Environmental settings influence children’s and adolescents’ physical activity (PA) in neighbourhoods and schoolyards. Students spend at least 3,000 hours during their 10-year stay at school and on school premises. The learning environment is defined as the effect of the system on the formation of personality in specific conditions and its development in the social and spatial material environment. The learning environment should be seen as a place where students can acquire not only academic knowledge, but also develop their health and physical condition, which helps to achieve higher learning outcomes. We tend to think of the physical learning environment as just a building. But it is more than that. It is the result of interactions between physical resources, including buildings, technology, and outdoor spaces, learners, educators, content, society, and policy. Indeed, learning itself is complex. Individuals’ health and well-being, emotional, social, cognitive, and behavioural characteristics can hinder or enhance learning. Participation in physical activity (PA) provides pupils with significant physical and social health benefits, including improved well-being and physical fitness (Robinson et al., 2015; World Health Organization, 2020). However, globally, 80% of 13–15-year-old adolescents do not fulfil the recommended minimum level of 60 minutes of moderate to vigorous intensity PA per day (Hallal et al., 2012; Guinhouya et al., 2013). As the majority of children and adolescents spend a large part of the day at school, promoting PA, well-being, and health in the education sector is named as one of the World Health Organization priorities (World Health Organization, 2020; OECD Future of Education 2030, 2024). Organisation of a school day by providing possibilities to develop motor skills is important, as these skills have been found to be positively associated with student academic achievement (Jaakkola et al., 2015; Cameron et al., 2016; Macdonald et al., 2018; Ghasemian & Dulabi, 2020) and well-being (Robinson et al., 2015; World Health Organization, 2020). In addition, motor competence may predict children’s higher PA level in the future (Barnett et al., 2016; Barnett et al., 2009). School days can offer a variety of opportunities to be active, such as PE lessons, active breaks during lessons, active commuting to school, and physical activities during recess (Haug et al., 2010; Haug et al., 2008). Research shows that students engage more easily in active play if areas are clearly defined with special markings (Baquet et al., 2018). To draw attention to the active areas on the school premises, it is recommended to mark them with bright drawings. It can also be a project created and implemented by students. Brittin et al. (2017), who analysed the needs of users and created a school interior improvement project, recommend considering possible areas of activity in corridors, halls, etc. where you can place active video and other games, 7 exercise equipment, balance boards and stability balls, and Swedish ladders that do not take up much space and do not obstruct pedestrian traffic. A fun, active game that can be played both outside and inside the school is hopscotch. The playing field can be painted or marked on the floor with colourful tape. The furniture selected for sitting also ensures micro-movements that support muscle tone. Research emphasises that children must be taught to use the newly created environment. It is necessary to encourage the use of opportunities for physical activity in everyday life, until physical activity becomes a daily routine, e.g., walking, climbing stairs, going to the gym, etc. Children find outdoor environments stimulating for physical activities (Haug et al., 2010; Haug et al., 2008; Ward, 2018). The schoolyard may play a crucial role in motivating pupils to be physically active. The schoolyard can be defined as an open space of the total school ground identified as the plot area excluding school buildings, parking places, and other occupied areas. The schoolyard covers the open space with sport areas that are available for the pupils to play, socialise, and be physically active during recess and lessons (Haug et al., 2010; Haug et al., 2008; Thorèn et al., 2019; Andersen et al., 2019). Studies stress the importance of schoolyard structure and variety in used materials to activate pupils physically and develop their motor skills (Anthamatten et al., 2014; Hamer et al., 2017; Dudley, 2015). Schoolyards that include space, topography, and vegetation have a positive effect on pupils’ PA during recess (Andersen et al., 2019; Pagels et al., 2014; Bell & Dyment, 2006; Fjørtoft et al., 2009), stimulate physically active play more than inbuilt environment (Bates et al., 2018) and increase the variety of games played by both genders at different ages (Dyment et al., 2009). Furthermore, versatile schoolyards seem to promote creativity and reduce stress symptoms among pupils (Chawla et al., 2014). Results from a review by Morton et al. (2016) showed that lack of equipment was considered a barrier, and enough space was considered important for promoting PA. Intervention studies have also provided some evidence that allocating space, play equipment, playground markings, and physical structures for team games may improve PA behaviour in schoolyards among pupils (Broekhuizen et al., 2014). Gibson’s theory of affordances (Gibson, 1986) explains how the physical environment can provide a context for human behaviour and learning. Physical environments may afford possibilities that are linked to the specific environment. The affordances of an environment can be potential and/or actualized (Gibson, 1986; Kyttä, 2004). Potential affordances refer to all the possibilities that the environment offers (e.g., rocks can afford climbing, an open field may afford running, jumping, etc.). The actualized affordances are the possibilities that are used by the children, as exemplified by children playing soccer on a soccer field, where the field affords the appropriate environments for playing soccer (paragraph based on Rutkauskaite et al., 2021a, p. 2). 8 As educators, we should (Broberg et al., 2013, p. 111): • provide opportunities for children to develop an attitude of care for places that children love and respect; • promote a meaningful exchange between child and place through affordance actualization in places; • offer opportunities for environmental learning and developing environmental competence through direct experience in places; • allow children to create and control territories and protect these territories from harm; • provide privacy experiences, nurture childhood secrets; and • allow children to express themselves freely in a place. DIGITALIZATION IN PHYSICAL EDUCATION Note: This section is adapted from Rutkauskaite et al., 2022, p. 1–2 The contemporary world is inseparable from information and communication technologies (ICT). The latter are rapidly invading various areas of human life; e.g., everyday routines, businesses, and even education. ICT in education opens new educational opportunities, integrating diverse topics and abundant and up-to-date information resources, as well as providing a lot of space to express creativity, utilise existing skills, and develop critical thinking (Bilyalova et al., 2019; Kerres, 2022). At the same time, the educational process itself is changing (Kerres, 2022). ICT creates opportunities for changes in teaching and learning methods and teaching content, and is a primary driving force behind education reforms. The introduction of new technology-assisted learning tools, such as mobile devices, smartboards, MOOCs, tablets, laptops, simulations, dynamic visualisation, apps, AI, and virtual laboratories, has altered education in schools and institutions. ICT applications in education started with the use of the desktop PC in 1996~, followed by e- learning in 2003~ using the internet PC, afterwards m-learning in 2005~ using the Notebook and PDA (Personal Digital Assistant), and later upcoming u-learning in 2010 using smartphones. The year 2012 was the start of the era of smart education, with the use of several devices in education (Klichowski et al., 2015). Smart education always involves the application of ICT in a way that makes learning more interesting and easier, and it is a method that allows teachers to develop their students’ competencies that are indispensable for effective functioning in the reality of the 21st century (Kim & Kim, 2013; Venkatraman et al., 2022). Smart education is based on the five elements arising from the SMART acronym: (1) self-directed, (2) motivated, (3) adapted, (4) resource-enriched, and (5) technology-embedded (Kim & Oh, 2014). Despite the new opportunities opened by information and communication technologies in education, the integration of ICT into the existing education system is a slow and complex process that requires a complex approach (Suárez- Rodríguez et al., 2018), especially in physical education. At the start of the digital era, ICT was mostly used 9 only for video analysis, and PE digital technology has mostly been connected to topics such as lack of exercise (Jastrow et al., 2022), but the COVID-19 period forced educators to shift the entire education process online and to additionally use all the existing ICT resources and, even more, to open up completely new possibilities that are the result of new technologies, such as virtual or augmented reality (Jastrow et al., 2022). In the scientific literature, several main obstacles to the successful integration of ICT into the education system have been distinguished; e.g., a lack of ICT resources in schools, a lack of teachers’ confidence in their ICT abilities, a lack of competence in using ICT, and a negative attitude towards ICT (Bingimlas, 2009; Cha et al., 2020). In order to ensure the smooth integration of information and communication technologies into the educational process, it is important to act systematically and to consider all technological-, teacher-, and institutional-level factors and barriers (Lawrence & Tar, 2018). This means that it is necessary to invest in ICT equipment at the national level, to update educational content, to prepare computer-based methodological materials, and to invest in teachers’ abilities and knowledge in this area (Buabeng-Andoh, 2017; Gil-Flores et al., 2017). It is worth noting separately that when creating effective educational models of ICT development, it is important to consider not only technological, teacher, and institutional factors but also student-level factors and barriers. The presented Lawrence and Tar model does not include student-level factors, so it should be supplemented by including the latter. In a review article, Fu et al. (2013) note that student motivation, ICT acceptance, ease of use, and usefulness are the main factors that influence the use of ICT among students. Many didactic processes that have been described and implemented in experiments with the use of technological devices did not clearly provide for teachers, explaining how to use such devices with the optimal training necessary to carry out the process (Lohmann et al., 2021; Amhag et al., 2019). Therefore, only insignificant modifications in the way of teaching and learning have occurred, since in many cases, both teachers and students are accustomed to traditional methods of teaching (Guillén-Gámez et al., 2018; Ní Chróinín et al., 2017). Unfortunately, this topic has not been studied much in scientific literature and requires additional attention from researchers (Saruji et al., 2017). The integration of information and communication technologies into physical education lessons, and especially conducting physical education lessons in a virtual space, has been poorly researched in the global scientific community (Goad et al., 2020; Martínez-Rico et al., 2022). Most of the research on this topic is related to the use of ICT in the process of physical education at school. Pedometers or coordination-testing machines (Koryahin et al., 2019), active video games (Quintas et al., 2020), and phone apps for analysing and illustrating sports activities (Rodríguez-González et al., 2022; Cummiskey, 2011) or dance movements (Li et al., 2018) have been used in physical education lessons. The use of ICT in physical education lessons poses challenges; students may feel uncomfortable being filmed, especially those who do not have a positive attitude towards their body image, and issues of ensuring the protection of individuals’ data also arise (Steinberg et al., 2019). 10 A VARIETY OF TEACHING METHODS IN PHYSICAL EDUCATION Correctly choosing and applying teaching methods during education should be one of the most important things for both the teacher and the student. Therefore, it is important to understand the advantages and disadvantages of these methods, the possibilities, and the benefits of their selection to be able to apply them to achieve an efficient and effective educational process. If the learning is organised in such a way that the student immerses himself and experiences fun and enjoyment, it is much more likely that the quality of learning will improve. However, the main problem faced by physical education teachers is that there is a difference between what is intended to be taught in physical education classes and what is being taught. To reduce the gap between intention and action in physical education classes, the goal of physical education is emphasised: to promote lifelong physical activity and nurture the physical, psychological, and social development of school-aged persons. To achieve this goal, it becomes important to strengthen internal motivation for physical activity and foster independence, promoting learning based on personal responsibility and communication skills (Mosston & Ashworth, 2008). The Spectrum covers teaching styles ranging from instructional methods characterised by minimal learner decisions to instructional methods characterised by maximal learner decisions (Goldberger et al., 2012). One of the main ideas of the Spectrum is the desire to gradually move from the teacher-student approach to the decision-making process and personal responsibility (Mosston & Ashworth, 2008). In other words, learners can reproduce (mirror or replicate) and produce (discover or create) movements and knowledge. All activities presented in physical education have components that can be taught using either the reproductive teaching styles (A–E) or the productive teaching styles (F–K) (see Table 1). Therefore, the first five teaching methods presented in the scale include the development of memory, and the rest include the development of students’ discoveries and creativity. According to the author, the teaching methods presented on the A-E scale aim to provide students with specific knowledge and skills, and students are expected to reproduce knowledge. From the discovery-led learning approach presented in the scale, both teacher and student move to a discovery process in education. To cross the threshold of creativity, it is necessary to change the behaviour of both the teacher and the student (Mosston & Ashworth, 2008). A comparison of physical education teaching methods from different classifications is presented in Table 1. It can be noted that the sequence of the listed teaching methods corresponds to Mosston’s Teaching Methods Spectrum criterion; i.e., the focus of teaching methods in various stages of lessons gradually changes from teacher-centred teaching activities to student-centred teaching activities. As a practice, despite the diversity of the teaching methods and the showing understanding of their global teaching method and the advantages and disadvantages of applying culture in a physical way, physical education is still more dominated by teacher-centred teaching methods (Morgan et al., 2005). In a study by Hein et al. (2012), involving 176 physical education teachers from five European countries, they reported a more frequent use of reproductive 11 styles than productive ones. The results of this study confirmed the hypotheses that teachers’ autonomous motivation is related to student-centred or productive teaching styles, while non-autonomously motivated teachers adopt more teacher-centred or reproductive teaching styles. In addition, intrinsic and introjected motivation were significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion of physical activity among students. Table 1. A Variety of Physical Education Teaching Methods Mosston’s Spectrum of Teaching Methods Teaching Methods Classification of Threshold (Mosston & Ashworth, 2002; According to Teaching Methods of Kulinna & Cothran, 2003) Himberg et al. According to Rink Creativity (2003) (2006) A Command Teaching Style Direct Teaching Interactive Teaching B Practice Teaching Style Teacher Feedback Station Teaching C Reciprocal Teaching Style Partner Feedback Peer Teaching D Self-Check Teaching Style Self-Feedback E Inclusion Teaching Style Cooperative Learning F Guided Discovery Teaching Style Cognitive Strategies G Convergent Discovery Teaching Convergent Style Discovery H Divergent Production Teaching Divergent Discovery Style I Learner-Designed Individual Programme Style Self-Instructional J Learner Initiated Teaching Style Strategies K Self-Teaching Style Team Teaching 12 Student-centred activities Teacher-centred activities Productive teaching methods Reproductive teaching methods How do you choose the most suitable methodology for your lessons from such an abundance of different teaching methods? Teachers should be able to use a full range of teaching methods in different lessons or even in different parts of their lessons. Usually, teachers do not choose a teaching method and then plan learning situations but define the goals and objectives of the lesson and then choose which teaching method will best serve those goals and solve the tasks. Many factors determine which teaching method a physical education teacher should choose; e.g., the content of the teaching, the characteristics of the students, the goals of the lesson, or the teacher’s preference for one of the teaching methods. The totality of these factors determines which teaching method the teacher will choose to implement according to the learning situations in his specific lesson. BEST PRACTICE EXAMPLES COLLECTED FROM DIFFERENT COUNTRIES In the next section, best practice examples from different Nordic and Baltic countries will be presented, along with active games and activities in the context of education and leisure physical activity. These are examples suitable for outdoor and indoor environments, some of which can integrate different learning subjects and incorporate digital technologies. This is a collection of creative ideas for educators to encourage the development of physical literacy in students in all four subsequent areas: • knowledge and understanding (cognitive domain); • motivation and confidence (psychological domain); • daily behaviour (physical activity); • physical competence (physical fitness/skills). 13 Some Ideas for Good PA Practices OUTDOORS 14 ESTONIA OUTDOORS Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Capture the To improve At least 7– Markers Divide the Marking the The objective is to capture the Change the 1–4 Flag speed and 10 min or 10 for playing area into playing area opponent’s flag way the other until the years playing two equal-sized players can running game is old area areas Marking the When tagged by the opponent, the move skills over “prison” player is sent to “prison” Two Place a flag in areas flags each team’s area The player can be freed by a Placing the member of their own team Mark the “prison” flag area for both teams’ territory Grades Four To gain At least 11– Sidewalk Create a playing Marking the One player in each square, the other Rules are the 5–8 Squares object (e.g., 10 min 17 chalk area as shown in 4 squares on players wait outside in a line same, but & ball) years the visualisation the ground the ball can 9–10 control old Ball The objective is to hit the ball with only be hit skills Number the your hand into an opposing player’s using the squares from 1 to square after it has bounced only feet. No 4 once in his/her square hands allowed! If the ball is missed, the player is out Once out, the player goes back in line and starts at the 1st square The remaining players move up a rank and advance to the next higher number square. To win the game, the player needs to stay in the 4th square as long as he/she can 15 ICELAND OUTDOORS Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Flag Robbery The aim of this 30–60 min 7–12 2 flags Play in two Decide the The teams hide their Can be 1–6 healthy years groups area of the flag in their own area played in a physical old activity and sports hall activity is to prepare it The teams try to work as a accordingly find, steal and carry Same rules group in the flags of other but there can different roles teams into their own also be a area “city bombing” at Those who get the same time caught shall be put in “jail” City bombing: Someone can release teams build them their own stronghold; players begin to bomb (throw soft balls) the opposite side 16 LITHUANIA OUTDOORS/INDOORS Age Place of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Small High Recess 6–9 Football and Play in No specific Kids meet their need Area for 1–4 artificial intensity 10–60 min years balls in all groups or preparation for exercise by kids to use grass pitch games to old sizes individually required playing in a safe their (fenced in improve: on your own environment imagination football Fitness terms Part of the and field) Ball skills track schoolyard improve always their skills Modified Coordination available and fitness fitness track and balance during recess for young and after kids Physical school fitness Grades Basketball High Recess or 10–13 Basketball and Play in No specific Games for dribbling, Train 5–8 court intensity after school years basketball groups or preparation shooting, and basketball games to 10–60 min old hoops individually required passing skills in improve on your own dribbling, ball skills terms Part of the shooting and schoolyard etc. coordination always alone or available with a during recess partner and after school Grades Fitness Healthy Recess or 14–15 Fitness track Play in No specific Increase strength, Train 9–10 track physical after school years groups or preparation endurance, courage and activity to 10–60 min old individually required coordination, and boldness practice on your own balance building terms Part of the strength and schoolyard endurance always available during recess and after school 17 Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity 11–13 Sports To 5 min All age Cards Divide all Space for Some students get pictures, and (1) students years old Cards improve groups class into 2 moving is some students get corresponding have to talk the groups required words vocabulary (2) students of different The students have to find the cannot talk types of pair of their card/word sports If the word and the card do not fit together, the student has to change their card When a pair is made, the students have to show it to the teacher Primary Clock To At least 8–11 Hula Divide the Preparing Students learn to read the Reading classes familiarise 10–15 min years hoop, a kids into 3 the game mechanical clock by different students or until the old tape and groups area by recognising where the minute times and Grades with the game is printed making the and hour hands should be placed exchanging 5–8 clock over 11–14 numbers Kids should mechanical the roles years or work in clock with within the To old crayons groups as a materials group improve to draw team understand the ing of the clock, a 1st student is clock rope for minute hand, the hour 2nd student is and hour hand, and minute the 3rd student hands of stands in the the clock middle on the rope Additional variations and tips: • Use the clock game to teach and learn cardinal directions. • The games could take place outdoors and indoors. • The games could be integrated into different subjects; e.g., math, geography, language, etc. The competitive element of the activity is not appreciated, especially in the beginning. 18 NORWAY OUTDOORS Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Orienteering Orienteering 10–15 5–13 Cones or Students can Prepare score The students run Variation can include https://www.youtube.com/w 1–7 involves min for years markers, play sheets and individually to more persons per atch?v=Fo-MG5-frIM finding your one round old maps and individually, in place markers each marker group, relays and way along a control cards groups of two, around the which has a answering to course, using or in bigger schoolyard letter that they questions instead of a map and/or groups need to finding letters a compass Set a starting remember and point where the run back to the For more ideas, please students can starting point to follow the link: run from and write it down on https://media.yoursch come back to their score sheet oolgames.com/docum fill out their ents/development_sch score sheet Once they have oolgames_secondary_ collected all the pitchorienteering.pdf letters, they need to find a word using most of the letters 19 NORWAY OUTDOORS Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Map Get to know the 15– 6–8 Maps, Alone or in groups of 2–3 Create maps, The teacher It depends 1–7 orienteering map 30 min years paper students answer slips places the posts on the area combined old (answer and and the map and on the with reading Practice reading slips), assignment shows every group and spelling and writing pencils, items/stations post assignment There is also (Kind of items/ Students learn variation School stations about the with running Nature Trail) different map or walking to colours and the posts signs Grades Mirroring Communicating, 10– All Use of the Pairs and With or 1–7 movement, and 15 min school landscape/ groups without Copy Cat creativity outdoors music Snakes Talking Together 20 Some Ideas for Good PA Practices INDOORS 21 ESTONIA INDOORS Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Balloon To gain At least 7–10 1 balloon, Open area is needed Blow up some Two teams Change how 1–4 Volleyball object (e.g., 10 min years paper balloons participate in many times ball) control old streamers (or Create the “net” with the activity players of skills string), a paper streamers (or each team volleyball string) by crossing the The aim is to may hit the net or a tape playing area pass the ball before on the floor balloon back crossing the to mark the and forth “net” “net” across the “net” like in volleyball Grades Do It To improve 5 hours for 11– Rackets and Please see instructions Please see Please see Standard 5–8 & Yourself construction constructing 17 a ping-pong provided in links instructions instructions game (1 v 1 9–10 Table skills and the table years ball below: provided in links provided in or 2 v 2) Tennis table tennis tennis table old b210.ee/pingpong.pdf below: links below: Table and skills b210.ee/pingpong b210.ee/pingp Running Play! https://www.arhitektuu .pdf ong.pdf around the rikool.ee/ping-pong.pdf table, so https://www.arhit https://www.ar many ektuurikool.ee/pin hitektuurikool. students can g-pong.pdf ee/ping- play at once pong.pdf 22 FINLAND INDOORS Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Find the To learn 15– 7–9 Paper, Work and play in pairs Gather the Pupils are divided Variation 1–3 Synonyms new 30 min years pencil, materials into pairs with of the synonyms old pearls, jar, synonym paper subjects, while random sheets activities working decision etc. in pairs to maker, They find and promote physical write down the physical activity correlating activity equipment, synonyms dice Put the pearl into the jar (collecting the whole group’s activity points) Use random spinner to choose the movement Throw the dice to get the number of activity 23 FINLAND INDOORS Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Pizza To revise 15 min 7–12 Paper sheets Work and play Take the Carry your Variation of 1–6 Delivery different years inside the paper sheets paper sheet as the subjects subjects old classroom a pizza box while Write down Paper sheets working as the subjects Try to drop can also be an someone’s picked individual “pizza” in a group Pupils throw to promote When the their papers physical pizza is for 30 s activity dropped, write down the Pupils take name of the one sheet from subject the floor and write down the Continue… name of the subject 24 ICELAND INDOORS Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Ropes: In To train Short 6–9 Ropes Workstations: Save Set up 3 Hold test 1–4 Circuit strength and workouts years hanging three stations Environment stations, one Training coordination old from the with different Assessment of them with Rope swinging and increase Repeated ceiling emphasis Forms rope from mat to physical fitness circuit (4-5 students on mat training Mattress each station) Teacher (30 min) located on one station (teaching station) Grades Ropes: In To train Short 10–13 Ropes Workstations: Save Set up 3-5 Hold test 5–8 & Circuit strength and workouts years hanging three stations Environment stations, one 9–10 Training coordination repeated old from the with different Assessment of them with Rope swinging and increase Circuit ceiling emphasis Forms rope from mat to physical fitness training (4-5 students on mat (30 min) Mattress each station) Grading Teacher Protocols located on Climb to your High jump one station grade level mattress (teaching station) Obstacle boxes Hula hoop 25 LITHUANIA INDOORS/OUTDOORS Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Any Sports To 20–30 min Any Chairs Chairs should Students sit 1. One chair remains empty and one Activity has strengthen be organised on chairs, member is standing in the middle of many the in a circle but one chair the circle variations and knowledge remains instead of or study empty 2. Person from the middle tries to animal names, words, take the empty seat different concepts One member words and is standing 3. The member who is sitting on the concepts can To learn to in the middle left of the empty chair, taps right be used concentrat of the circle hand on the empty chair and calls e and keep one animal from the circle Activity can attention All of the be used when players call 4. The member (animal) who is teaching their called out has to take the empty different favourite chair, but the member standing in subjects animal the middle also tries to take the chair 5. The person who fails to take the empty seat goes to the middle and waits for next calling 6. The member who has the empty chair on the right now calls an animal from the circle and the activity goes on 7. Activity goes on until all the animals from the circle are called out 8. End of the activity 26 NORWAY INDOORS Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Coding With To learn the 10–30 min 5–8 Paper with Make sure there is Create and print The teacher Low intensity 1–7 Your Body most basic (depends years code plenty of space code sheets explains the of physical code on how old characters where the students code signs activity characters long it (arrows) can perform the You can do this and the takes for code moves everywhere you students The focus the have space practice with here is to students to movement, learn code do the Note: to do this first all characters exercise) just by showing together, then through body code characters two and two/ movement on a screen is alone difficult for grades 1–3 Grades Shake Breaks To introduce 3–7 min 5–13 Classroom Everyone gets No preparation The teacher This is used 1–7 breaks in a years into groups based is required or the first often when traditional old on decided student students are lesson characteristics chooses to losing their (e.g., born in walk over concentration autumn, boys, and crawl girls, people who under the like bananas) desks, around desks and make different movements The others have to copy 27 Some Ideas for Good PA Practices BY USING TECHNOLOGIES 28 ESTONIA BY USING TECHNOLOGIES Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades GPS Art Promotion Up to 20 min All A Make sure that the Plan a shape or Start the Younger 1–4 of any (regular age smartphone students or a group figure smartphone students try type and recess time) groups with a GPS of students have a application simple Grades intensity tracking smartphone with a Plan the route shapes 5–8 of application GPS tracking app Walk or run through the Older Grades physical (e.g., students try 9–10 activity Endomoto, planned route more Strava, Make a complicated Figure screenshot, save shapes Running, it Trace etc.) Continue with the next shape or figure 29 LITHUANIA BY USING TECHNOLOGIES Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Who Will Brain 10 min 6–9 Computer The Gold Medal is an https://youtu.be/H874cuJJJA4 Pick a Winter 1–4 Win? break in years and screen interactive game team, do Olympics classroom old the activity Brain Break The Race This activity is inspired that for Kids! for the Introduce by the Winter follows Gold! Winter Olympics 2022! Olympics history and physical activity Grades Winter Brain 10 min 10– Computer Watch a video from the https://youtu.be/tsZyRPsFiL4 Do you Know the 5–8 Olympics break in 13 and screen Winter Olympics know what competition 2022 classroom years the event at the Winter old is? Do the Olympics Introduce exercise; Winter underline Olympics the name history of the and event physical activity Grades This or Brain 10 min 14– Computer Pick the sport you want https://www.youtube.com/watch Perform Know the 9–10 That break in 15 and screen to win a medal in and ?v=V2bC5wlaql0 the activity competition classroom years perform the activity for the at the Winter (Winter old that goes with the answer you Olympics Olympics Introduce answer choose Edition) Winter Olympics history and physical activity 30 LITHUANIA BY USING TECHNOLOGIES Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Zip Zap To train 5–10 min Any Cards with Play as one group Use an application Repeat zip zap Rules are the 1–4 Zup concentration age different to get the cards zup until same but physical ready someone makes a different words Grades activities mistake (e.g., irregular 5–8 verbs, Cards can be Choose a card Grades adjectives) or marked by and do the 9–10 multiplication numbers or physical activity can be used in certain drawn on the the game pictures card 31 NORWAY BY USING TECHNOLOGIES Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Just Dance To mimic the 5 min 5–13 A screen Make sure there Set up a screen The teacher Low, moderate https://www.youtube.com/watc 1–7 dancer on the years and is plenty of space in the classroom, plays the dance or high h?v=HptRj9dGwEM screen, old internet where the gym or other video, and the intensity of promote connection students can area students follow physical different perform dance the dancer’s activity intensities of moves Play the moves depending on physical provided video the song activity and on Youtube coordination skills Grades Would You Brain break 5–10 min 5–13 A screen Have the Set up a screen The students Can be https://www.youtube.com/watc 1–7 Rather? activity for years and students stand in the classroom, choose one of combined with h?v=O6MKDORsbF8 students at old internet next to or in gym or other the 2 icons different topics school or connection front of their area presented each of discussion, remote desks (best if time, and e.g, learning they use an open Play the video on according to Halloween, space in the Youtube their choice, animals, classroom) they perform Olympic the given athletes activity for 12 s 32 Some Ideas for Good PA Practices WHEN INTEGRATING PA IN DIFFERENT TEACHING SUBJECTS 33 ESTONIA INTEGRATING MOVEMENT INTO DIFFERENT TEACHING SUBJECTS Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Alphabet To run 5–10 min 7–10 years Alphabet Divide students into The words the The team Change the 1–4 Letter while old letter teams teacher uses should members run way students Relay learning cards/pillows be previously and turn over move during Race a foreign Place the teams taught to students one card at a the race (e.g., language behind the starting time jumping) line, and place the alphabet cards face If the card has a down on the floor at suitable letter, the other end of the the student takes classroom the card to his/her team The teacher should think of the words in The team that a foreign language, finds all the and the teams should necessary letters be told that they have for the given to put together the word first, wins words in question the race from the alphabet cards Grades Math Ball To throw 5–10 min 10–13 A special Students stand in a Inflate the ball Students throw Have students 4–6 and catch years old inflatable circle the ball to each move around, while vinyl ball other and solve tossing the ball learning with math the problem to each other math problems found under and answering their left thumb the questions written on it 34 ESTONIA INTEGRATING MOVEMENT INTO DIFFERENT TEACHING SUBJECTS Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Translate to train 10–15 min 14–16 Paper strips with Divide students into Prepare some open Students in teams 7–9 the various years different small teams and hand space for students to translate their Activity movement old physical/movement out a paper strip with try out the activity activity from the skills while activities written on the activity written on the paper paper strip using learning a them in a foreign strip mobile devices foreign language (e.g., write Allow the students to language the numbers from use their mobile The activity is one to ten in the air devices for the practiced in their with your right translation own teams foot); mobile devices to use Later, the activity is translator demonstrated to the other teams, who must guess the activity in a foreign language 35 NORWAY INTEGRATING MOVEMENT INTO DIFFERENT TEACHING SUBJECTS Age Name of Aim of Activity Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Grades Out in The activity takes The 6–9 Laminated task It may be a The teacher The students are divided This activity 1–3 the place in math, activity years sheets (own tasks good idea to should into groups of 4–6 is suitable Nature Norwegian, and can be old with pictures for explain the prepare students and start from a both as an science limited in the 1st stage) and activity inside laminated given meeting point introduction time whiteboard pens the first time task sheets to the topic The students should and then take it and The students run in and as be able to: A box for ants and outside whiteboard pairs or in groups to revision beetles that the pens for all collect what the task Carry out activities teacher provides students, asks for and tick off the Inside, in the local area to for a review especially if things they have found students can learn about nature they plan to https://www.askbasen work with and talk about why Bag/box for carry out the Along the way, they get .no/fysiskaktivlaeringworksheets this is important material that can activity on a an “approved” signature #aktivitetsbasen/aktivor write a log be taken to the trip from an adult itet/5c51b1e943d280 Use observations to classroom for If material is 288fb6ed3e/ describe the further When the session is brought back, characteristics of the review/presentatio over, the students gather it can be seasons n/posters/writing and the class can further sorted and assignments reflect on discoveries presented in Recognise and they have made different describe some plant ways and animal species What are the names of in nearby areas, and the different trees they sort them into found leaves of? groups What geometric shapes Ask questions and have they found? talk about experiences in the Have they found nature something that does not belong in nature? 36 NORWAY INTEGRATING MOVEMENT INTO DIFFERENT TEACHING SUBJECTS Age Group Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Activity Activity Grades 3–4 “To be” The activity 10–15 min 8–10 years old Printed, Repeat the The teacher The students Instead of just https://www.as Machine takes place in double-sided conjugation of should spread out within a conjugating the kbasen.no/fysi English word cards the verb prepare word limited area verb, students skaktivlaering beforehand in cards for can make a #aktivitetsbase The aim is to the classroom each student Each student is sentence using n/aktivitet/621 conjugate the given a card with a a pronoun and e2bc970441a0 verb to be and Then the pronoun on one a verb 0208fc23e/ be on the move students can side and the take the correct activity conjugation of the outdoors verb on the other side Students pair up, squat down, and show one side of the card (the pronouns) to each other Each of the students says the correct conjugation of the verb, and when they have finished, they switch cards, stand up, and find a new partner 37 NORWAY BEST PRACTICES DURING RECESS Age Name of Aim of Duration Age Material Organisation Preparation Procedure Variation Visualisation Group Activity Activity Grades Broken To make Recess 7–13 None It is easier to Divide the The students stand in a row facing the back The students https://www.liikum 1–7 Phone with the time years perform class into of each other can use more akutsuvkool.ee/liigu Movement students old outdoors, e.g., rows of 5–7 movements tustega-rikkis- move and in the students The last player taps the shoulder of the player in a row, e.g., telefon/ enhance schoolyard in front of them to turn around more than their three memory Then he/she shows three simple movements, skills e.g., “I stir the soup”, “Take the pot off the heat”, and “Serve the soup in a bowl” The second to last player tries to remember the movements and show them to the next player in the queue until the first player guesses what the movements are The first goes last and the game starts again until everyone has had a chance to show their movements Grades Land, Sea, To Recess 7–13 Chalk or It is easier to A line is The students line up behind each other The game https://www.liikum 1–7 Air provide time years tape to perform marked on leaders can akutsuvkool.ee/maa organised old draw a line outdoors, e.g., the ground by One foot is placed on the land, the other in choose how -meri-ohk/ physical in the in the using chalk the sea fast they activity schoolyard schoolyard or tape, and it want to shout for is agreed When the game leader shouts “Sea!”, the out the three students which side of students jump on the sea side, when he options, so during the line is the shouts “Land!”, they jump to the land, and that the recess land and when he shouts “Air!”, they jump over the jumps can be which side is line more intense the sea and frequent Whoever confuses the sides or touches the line is out of the game and whoever wins can be the next game leader who calls the three options 38 REFERENCES Amhag, L., Hellström, L., & Stigmar, M. 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WHO guidelines on physical activity and sedentary behaviour: Web annex: Evidence profiles. https://iris.who.int/handle/10665/336657 43 MANUAL OF IDEAS FOR GOOD PRACTICES IN PHYSICAL EDUCATION Editors: Renata Rutkauskaitė, Rita Gruodytė-Račienė, Irena Čikotienė, Kristina Visagurskienė Language editor Ieva Bliavienė Layout designer Kristina Visagurskienė The cover illustrations were created and edited by Renata Rutkauskaitė using Microsoft Copilot, Adobe Photoshop, and Topaz Photo AI 2024-06-05 Lithuanian Sports University, Sporto str. 6, LT-44221 Kaunas www.lsu.lt; e-mail: lsu@lsu.lt