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worden.Sievertretenlokale
Modellschulen,Universitä-
ten,diePartnerdieserMo-
dellschulensind,nationale
undinternationaleSportver-
bändefürSportlehrerund
Sportwissenschaft,außer-
demRegierungsstellen,
Wirtschaftsunternehmen
undandereOrganisationen,
diefüreineumfassendeGe-
sundheitsförderungvonKin-
Portugal,Rumänien,Russ-
land,Schweden,Schweiz,
Singapur,Slowakei,Slowe-
nien,Spanien,Südafrika,
Taiwan,Thailand,Tsche-
chischeRepublik,Türkei,
Ukraine,Ungarn,USA,Ve-
nezuela,Weißrusslandund
Zypern.
DasTagungsprogramm
vonGoFPEP2012rücktEr-
gebnisseausaktuellenStu-
Partnerschaftenzwischen
Schulen,Sportvereinenund
denAbteilungenfürSchule,
Gesundheit,Sport,Freizeit
undJugendhilfeindenKom-
munenerreichen.
DasProgrammdesGlo-
balForums2012greiftdiese
Problemstellungenaufund
akzentuiertsolcheThemen-
stellungen:nebenHauptvor-
trägenundArbeitskreisen
sundheitsförderungim
Sportunterricht“und
„Sportlehrerausbildung“be-
handelt.Abschließendwird
ineinemWorkshopdie
Gründungeinesglobalen
NetzwerkesfürdieZusam-
menarbeitallerPartnervor-
bereitet.AlleDelegierten
sindeingeladen,ihreErfah-
rungenundExpertisenaus
TheorieundPraxisindiese
WGI-Newsletter3·Mai2012
Newsletter
Number 3 · May 2012
WILLIBALD GEBHARDT
INSTITUTE
Revitalizing Health & Physical Education Through Community Based Networking
-Newsl. 3 gofpep_Newsl A 3 quer 26.04.12 08:41 Seite 1
or - positive and white
ors logo
MAin color Secondary color
CREATING
For enabling a generation of school children to
practice their human right to MOVE
The policy recommendations promote the Active School Communities
model to more sports clubs and schools to drive participation and also
to gain the support of local, national and EU policy makers.
ACTIVE SCHOOL
COMMUNITIES
ASC – POLICY RECOMMENDATIONS 2
ACTIVE SCHOOL COMMUNITIES – PARTNER MODEL
An Active School Community will work most effectively when there is strong collaboration across three active
partners – sports club/organisation, school and municipality/local authority in which they are located. The
lead role should be taken by the sports club, working with schools and also establishing community contacts
and playing an advocacy role with local authorities to drive the impact of the Active School Communities.
SCHOOL •	 Schools adopt the Active School Communities approach and
develop partnerships with the local sport organisations.
•	 Schools ensure conditions to incorporate healthy eating and
physical activity in creative ways before, during and after school
time.
•	 Schools have a leading role in the development of Active School
Communities.
•	 Schools recognise the vital role of local sport organisations as
partners in the promotion of physical activity.
•	 Schools identify that health and physical activity is an important
element of regular school activities and included in a strategic
plan.
•	 Schools encourage participation in events with physical activity
and also organise different events.
•	 Schools and sport organisations promote within the local
community and active living and activities provided in the school
or in sport organisation area.
LOCAL
COMMUNITY
SCHOOL
SPORT
ORGANISATION
ASC – POLICY RECOMMENDATIONS 3
SPORT
ORGANISATION
•	 Sport organisations understand and meet school priorities.
•	 Sport organisations provide schools extensive before and
after-school activities programmes, with physical activity as an
integral component.
•	 Sport organisations and schools take care of the development of
physical activity programmes for students with intellectual and
physical disabilities who are potentially most at risk of becoming
isolated and physically inactive.
•	 The local community and school invest in equipment (e.g. balls,
ropes, bats) that students can borrow and use during break
times.
•	 Local community, schools and sport organisations implement
physical activity policies by setting the policies and standards
related to participation in physical activity, its duration and
content, use of school grounds and equipment both during and
after school hours and educated workforce.
•	 (Internal, external) monitoring and evaluation of the partnership
and activities is implemented by all partners involved in Active
School Communities.
•	 Local community facilitates a school environment that ensures
active living like walking paths around school, adequate
playground facilities and access to equipment for physical
activity.
•	 Local communities invest in the promotion of Active School
Communities by self-made/school-made posters, pictures, video
clips, exhibitions, press-conferences with local agencies, special
events, trainings etc.
LOCAL COMMUNITY
ASC – POLICY RECOMMENDATIONS 4
SUCCESS FACTORS
Active School Communities should demonstrate three key elements:
Active partnership in local communities
Active citizenship in local communities
Active workforce in local communities
1
2
3
8 STEPS
TO BUILDING AN ACTIVE
SCHOOL COMMUNITY
DEVELOPMENT PLAN
CREATE A VISION
BUILD COMMITMENT
FORM A LEADERSHIP
GROUP
PROFILE THE CITY,
NEIGHBOURHOODS
AND TARGET
POPULATION GROUPS
CONSULT WITH
RESIDENTS AND
STAKEHOLDERS
IDENTIFY
OPPORTUNITIES AND
CONSTRAINTS
IDENTIFY FUNDS AND
RESOURCES
SET GOALS AND
OBJECTIVES
1) ACTIVE PARTNERSHIP IN
LOCAL COMMUNITIES
In order to increase physical activity and improve the health and
well being of young people there is a need to create sustainable
partnerships between schools and local community sport providers.
Local community partnerships will be effective if there is a
designated co-ordinator, a shared strategic vision and defined
targets. Working collaboratively the partnership will devise and
deliver a plan to improve local opportunities to take part in physical
activity. This will include:
•	 firm commitment to the plan by all partners
•	 clarity about responsibilities, joint rights and obligations, between
the local community, school and sport organisations
•	 ensuring financial, human and other resources for implementation
•	 establishing and implementing further cooperation and
management of a local network through linked efforts of all
stakeholder partners to increase the offer of physical activity
participation
•	 identifying who will be responsible for building partnerships between
the different stakeholders.
ASC – POLICY RECOMMENDATIONS 5
2) ACTIVE CITIZENSHIP IN LOCAL COMMUNITIES
3) ACTIVE WORKFORCE IN LOCAL COMMUNITIES
Local communities (municipality, schools and sport organisations) should build their capacities through
a combined approach that includes networking, political commitments, taking responsibilities, building
skills and training for professionals and volunteers by:
The commitment and skills of the personnel (sports club and school) involved is essential for the
successful delivery and sustainability of the project. This can be achieved by:
•	 planning and coordinating the workforce to ensure that all staff are engaged in physical activity
•	 communicating about the need for behaviour
change to increase physical activity and
supporting children/parents/teachers/trainers to
make the changes needed to achieve this.
•	 inspiring, engaging and empowering
representatives from bodies such as parent
teacher associations and school councils to
contribute to the community development plan
for physical activity.
•	 improving the efficiency and effectiveness of the
plan by consulting young people and parents
and their preferred type of physical activity and
sharing this information with local sports clubs.
•	 developing training programmes, methodologies
and working tools for the implementation of the
community development plan
•	 transferring good examples from other
communities should also be considered.
•	 creating a ‘safe’ learning environment which
supports partners in celebrating and building
upon their successes as well as identifying
reasons for any lack of progress.
promotion and implementation (including
teachers, teaching assistants, principles, trainers,
parents etc.)
•	 considering the school as an active workplace.
•	 further education/ training and local meetings for
teachers and trainers.
•	 developing a strong role-modeling programme
for teachers to support engagement and
activities.
•	 expanding the workforce by training older
•	 putting people first by making them responsible
for clearly defined roles as well as taking active
steps to improve young people’s lives, especially
those in socially and economically disadvantaged
communities.
•	 building the capacity of schools and sport
organisations to serve their communities
better and more openly by taking a combined
approach that includes networking and training
for professionals and volunteers for developing
Active School Communities.
•	 organising special events, rallies and social
occasions with parents, teachers and
stakeholders’ festivals in a school year with
physical activity, fun-games, music-dance events,
fresh water and dairy drinks, fruit and vegetables
nutrition intake, multicultural cooking
events etc.
students as leaders to develop and deliver
activities to their peers and younger students.
•	 teaching students to use the playground
equipment safely and correctly.
•	 giving students a voice: means consulting
students on all aspects of physical activity,
identify with them barriers to participation and
suggest possible changes to increase and sustain
participation.
ASC – POLICY RECOMMENDATIONS 6
SUMMARY OF PROJECT
These recommendations are based on the findings of a two year project – Active School Communities –
which aimed to tackle the growing problem of rising inactivity (see background section) by bringing together
schools and local sports clubs to make schools more physically active places for all young people. The project
involved more than 20 different experts from 10 European countries. There were a number of key stages to
the project:
The policy recommendations
are intended to promote the
Active School Communities
model to more sports
clubs and schools to drive
participation and also to gain
the support of local, national
and EU policy makers.
The pilot phase of the Active
School Communities project
has been extremely positive.
Implementation of the project
and evaluation of the toolkit
was organised in seven
countries in over 30 local
places ranging from big cities
to small municipalities. Initial
feedback showed that over
4000 children participated in
more than 200 single Active
School Community course
units, ranging from 45 to
180 minutes per week. The
toolkit was recognised as
a valuable tool to support
better communication with
schools. The toolkit will be
made available online to
encourage Europe wide and
beyond participation in Active
School Communities. It can
also be a template for toolkits
to support other projects.
Development of an adaptable toolkit to support sports
clubs to engage effectively with schools2
Research and evaluation of best practices in Europe1
Training workshops to introduce the toolkit to the
multipliers who went on to pilot it in selected school
settings across Europe
3
Pilot testing of the toolkit in seven European countries
to enhance the toolkit and ensure its adaptability4
Evaluation of the results from the pilot implementation5
Creating a dissemination and advocacy strategy to
share the toolkit with community sports clubs and
schools Europe-wide and beyond.
6
ASC – POLICY RECOMMENDATIONS 7
BACKGROUND
FURTHER READING AND LINKS
TO RESOURCES
Inactivity rates are rising in Europe and worldwide in both adults and
children. Only one in three adults or children meets the World Health
Organisation’s recommended physical activity levels (WHO, 2015). The
proportion of inactive children is growing despite evidence that physical
inactivity is the fourth leading risk factor for premature death and
developing non-communicable diseases (WHO, 2010).
The school setting is fundamental to establishing a healthy culture of
physical activity engagement at a community level. Creating positive
change in a primary school and broader community setting demands
support from a number of actors across sectors and it demands a
holistic approach.
It also requires these actors to take into account the different types
of organisations that can play a role in influencing the school sport
agenda. Given the opportunity to work in school settings, community
sport organisations can pool their networks and resources to create a
larger impact.
Community sport and physical activity organisations and schools
are able to address the decline in physical activity and to provide
an appropriate offer of physical activity, particularly if they work in
partnerships. 			
Research from the Transfer Center for Neurosciences and Learning,
Ulm, 2017. www.znl-ulm.de
Lundvall, S. Physical literacy in the field of physical education – A
challenge and a possibility, Journal of sport and Health Science,
2015; vol. 4, issue 2: 113-118
UNESCO’s “International Charter of Physical Education, Physical
Activity and Sport”, Declaration of Berlin (adopted by MINEPS V
in 2013) and Kazan Action Plan (adopted by MINEPS VI in 2017).
www.unesco.org
Schäfer Elinder Nelleke Heinemans, L., and all., A participatory and
capacity-building approach to healthy eating and physical activity
– SCIP-school: a 2-year controlled trial, International Journal of
Behavioral Nutrition and Physical Activity, 2012, 9:145.
Active School Community toolkit
www.activeschoolcommunities.eu/
The Economic Cost of Physical Inactivity in Europe recommendation
(ISCA/Cebr, 2015). http://inactivity-time-bomb.nowwemove.
com/download-report/The%20Economic%20Costs%20
of%20Physical%20Inactivity%20in%20Europe%20
(June%202015).pdf
The World Health
Organisation and the
European Commission
recommend that school
aged young people
should participate in
60 minutes or more of
moderate to vigorous
physical activity
daily, in forms that
are developmentally
appropriate, enjoyable,
and involve a variety of
activities.
By ensuring physical
activity is a positive
experience and one
that can be integrated
into our daily life we
make it a desirable
activity rather than a
burden. By focusing on
children we can make
sure they are set up
for life with positive
behaviour that will
help them in later life.
The Economic Cost of
Physical Inactivity in
Europe recommendation
(ISCA/Cebr, 2015)
“
worden.Sievertretenlokale
Modellschulen,Universitä-
ten,diePartnerdieserMo-
dellschulensind,nationale
undinternationaleSportver-
bändefürSportlehrerund
Sportwissenschaft,außer-
demRegierungsstellen,
Wirtschaftsunternehmen
undandereOrganisationen,
diefüreineumfassendeGe-
sundheitsförderungvonKin-
Portugal,Rumänien,Russ-
land,Schweden,Schweiz,
Singapur,Slowakei,Slowe-
nien,Spanien,Südafrika,
Taiwan,Thailand,Tsche-
chischeRepublik,Türkei,
Ukraine,Ungarn,USA,Ve-
nezuela,Weißrusslandund
Zypern.
DasTagungsprogramm
vonGoFPEP2012rücktEr-
gebnisseausaktuellenStu-
Partnerschaftenzwischen
Schulen,Sportvereinenund
denAbteilungenfürSchule,
Gesundheit,Sport,Freizeit
undJugendhilfeindenKom-
munenerreichen.
DasProgrammdesGlo-
balForums2012greiftdiese
Problemstellungenaufund
akzentuiertsolcheThemen-
stellungen:nebenHauptvor-
trägenundArbeitskreisen
sundheitsförderungim
Sportunterricht“und
„Sportlehrerausbildung“be-
handelt.Abschließendwird
ineinemWorkshopdie
Gründungeinesglobalen
NetzwerkesfürdieZusam-
menarbeitallerPartnervor-
bereitet.AlleDelegierten
sindeingeladen,ihreErfah-
rungenundExpertisenaus
TheorieundPraxisindiese
WGI-Newsletter3·Mai2012
Newsletter
Number 3 · May 2012
WILLIBALD GEBHARDT
INSTITUTE
Revitalizing Health & Physical Education Through Community Based Networking
-Newsl. 3 gofpep_Newsl A 3 quer 26.04.12 08:41 Seite 1
r - positive and white
rs logo
MAin color Secondary color

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Active School Communities Policy Recommendations

  • 1. worden.Sievertretenlokale Modellschulen,Universitä- ten,diePartnerdieserMo- dellschulensind,nationale undinternationaleSportver- bändefürSportlehrerund Sportwissenschaft,außer- demRegierungsstellen, Wirtschaftsunternehmen undandereOrganisationen, diefüreineumfassendeGe- sundheitsförderungvonKin- Portugal,Rumänien,Russ- land,Schweden,Schweiz, Singapur,Slowakei,Slowe- nien,Spanien,Südafrika, Taiwan,Thailand,Tsche- chischeRepublik,Türkei, Ukraine,Ungarn,USA,Ve- nezuela,Weißrusslandund Zypern. DasTagungsprogramm vonGoFPEP2012rücktEr- gebnisseausaktuellenStu- Partnerschaftenzwischen Schulen,Sportvereinenund denAbteilungenfürSchule, Gesundheit,Sport,Freizeit undJugendhilfeindenKom- munenerreichen. DasProgrammdesGlo- balForums2012greiftdiese Problemstellungenaufund akzentuiertsolcheThemen- stellungen:nebenHauptvor- trägenundArbeitskreisen sundheitsförderungim Sportunterricht“und „Sportlehrerausbildung“be- handelt.Abschließendwird ineinemWorkshopdie Gründungeinesglobalen NetzwerkesfürdieZusam- menarbeitallerPartnervor- bereitet.AlleDelegierten sindeingeladen,ihreErfah- rungenundExpertisenaus TheorieundPraxisindiese WGI-Newsletter3·Mai2012 Newsletter Number 3 · May 2012 WILLIBALD GEBHARDT INSTITUTE Revitalizing Health & Physical Education Through Community Based Networking -Newsl. 3 gofpep_Newsl A 3 quer 26.04.12 08:41 Seite 1 or - positive and white ors logo MAin color Secondary color CREATING For enabling a generation of school children to practice their human right to MOVE The policy recommendations promote the Active School Communities model to more sports clubs and schools to drive participation and also to gain the support of local, national and EU policy makers. ACTIVE SCHOOL COMMUNITIES
  • 2. ASC – POLICY RECOMMENDATIONS 2 ACTIVE SCHOOL COMMUNITIES – PARTNER MODEL An Active School Community will work most effectively when there is strong collaboration across three active partners – sports club/organisation, school and municipality/local authority in which they are located. The lead role should be taken by the sports club, working with schools and also establishing community contacts and playing an advocacy role with local authorities to drive the impact of the Active School Communities. SCHOOL • Schools adopt the Active School Communities approach and develop partnerships with the local sport organisations. • Schools ensure conditions to incorporate healthy eating and physical activity in creative ways before, during and after school time. • Schools have a leading role in the development of Active School Communities. • Schools recognise the vital role of local sport organisations as partners in the promotion of physical activity. • Schools identify that health and physical activity is an important element of regular school activities and included in a strategic plan. • Schools encourage participation in events with physical activity and also organise different events. • Schools and sport organisations promote within the local community and active living and activities provided in the school or in sport organisation area. LOCAL COMMUNITY SCHOOL SPORT ORGANISATION
  • 3. ASC – POLICY RECOMMENDATIONS 3 SPORT ORGANISATION • Sport organisations understand and meet school priorities. • Sport organisations provide schools extensive before and after-school activities programmes, with physical activity as an integral component. • Sport organisations and schools take care of the development of physical activity programmes for students with intellectual and physical disabilities who are potentially most at risk of becoming isolated and physically inactive. • The local community and school invest in equipment (e.g. balls, ropes, bats) that students can borrow and use during break times. • Local community, schools and sport organisations implement physical activity policies by setting the policies and standards related to participation in physical activity, its duration and content, use of school grounds and equipment both during and after school hours and educated workforce. • (Internal, external) monitoring and evaluation of the partnership and activities is implemented by all partners involved in Active School Communities. • Local community facilitates a school environment that ensures active living like walking paths around school, adequate playground facilities and access to equipment for physical activity. • Local communities invest in the promotion of Active School Communities by self-made/school-made posters, pictures, video clips, exhibitions, press-conferences with local agencies, special events, trainings etc. LOCAL COMMUNITY
  • 4. ASC – POLICY RECOMMENDATIONS 4 SUCCESS FACTORS Active School Communities should demonstrate three key elements: Active partnership in local communities Active citizenship in local communities Active workforce in local communities 1 2 3 8 STEPS TO BUILDING AN ACTIVE SCHOOL COMMUNITY DEVELOPMENT PLAN CREATE A VISION BUILD COMMITMENT FORM A LEADERSHIP GROUP PROFILE THE CITY, NEIGHBOURHOODS AND TARGET POPULATION GROUPS CONSULT WITH RESIDENTS AND STAKEHOLDERS IDENTIFY OPPORTUNITIES AND CONSTRAINTS IDENTIFY FUNDS AND RESOURCES SET GOALS AND OBJECTIVES 1) ACTIVE PARTNERSHIP IN LOCAL COMMUNITIES In order to increase physical activity and improve the health and well being of young people there is a need to create sustainable partnerships between schools and local community sport providers. Local community partnerships will be effective if there is a designated co-ordinator, a shared strategic vision and defined targets. Working collaboratively the partnership will devise and deliver a plan to improve local opportunities to take part in physical activity. This will include: • firm commitment to the plan by all partners • clarity about responsibilities, joint rights and obligations, between the local community, school and sport organisations • ensuring financial, human and other resources for implementation • establishing and implementing further cooperation and management of a local network through linked efforts of all stakeholder partners to increase the offer of physical activity participation • identifying who will be responsible for building partnerships between the different stakeholders.
  • 5. ASC – POLICY RECOMMENDATIONS 5 2) ACTIVE CITIZENSHIP IN LOCAL COMMUNITIES 3) ACTIVE WORKFORCE IN LOCAL COMMUNITIES Local communities (municipality, schools and sport organisations) should build their capacities through a combined approach that includes networking, political commitments, taking responsibilities, building skills and training for professionals and volunteers by: The commitment and skills of the personnel (sports club and school) involved is essential for the successful delivery and sustainability of the project. This can be achieved by: • planning and coordinating the workforce to ensure that all staff are engaged in physical activity • communicating about the need for behaviour change to increase physical activity and supporting children/parents/teachers/trainers to make the changes needed to achieve this. • inspiring, engaging and empowering representatives from bodies such as parent teacher associations and school councils to contribute to the community development plan for physical activity. • improving the efficiency and effectiveness of the plan by consulting young people and parents and their preferred type of physical activity and sharing this information with local sports clubs. • developing training programmes, methodologies and working tools for the implementation of the community development plan • transferring good examples from other communities should also be considered. • creating a ‘safe’ learning environment which supports partners in celebrating and building upon their successes as well as identifying reasons for any lack of progress. promotion and implementation (including teachers, teaching assistants, principles, trainers, parents etc.) • considering the school as an active workplace. • further education/ training and local meetings for teachers and trainers. • developing a strong role-modeling programme for teachers to support engagement and activities. • expanding the workforce by training older • putting people first by making them responsible for clearly defined roles as well as taking active steps to improve young people’s lives, especially those in socially and economically disadvantaged communities. • building the capacity of schools and sport organisations to serve their communities better and more openly by taking a combined approach that includes networking and training for professionals and volunteers for developing Active School Communities. • organising special events, rallies and social occasions with parents, teachers and stakeholders’ festivals in a school year with physical activity, fun-games, music-dance events, fresh water and dairy drinks, fruit and vegetables nutrition intake, multicultural cooking events etc. students as leaders to develop and deliver activities to their peers and younger students. • teaching students to use the playground equipment safely and correctly. • giving students a voice: means consulting students on all aspects of physical activity, identify with them barriers to participation and suggest possible changes to increase and sustain participation.
  • 6. ASC – POLICY RECOMMENDATIONS 6 SUMMARY OF PROJECT These recommendations are based on the findings of a two year project – Active School Communities – which aimed to tackle the growing problem of rising inactivity (see background section) by bringing together schools and local sports clubs to make schools more physically active places for all young people. The project involved more than 20 different experts from 10 European countries. There were a number of key stages to the project: The policy recommendations are intended to promote the Active School Communities model to more sports clubs and schools to drive participation and also to gain the support of local, national and EU policy makers. The pilot phase of the Active School Communities project has been extremely positive. Implementation of the project and evaluation of the toolkit was organised in seven countries in over 30 local places ranging from big cities to small municipalities. Initial feedback showed that over 4000 children participated in more than 200 single Active School Community course units, ranging from 45 to 180 minutes per week. The toolkit was recognised as a valuable tool to support better communication with schools. The toolkit will be made available online to encourage Europe wide and beyond participation in Active School Communities. It can also be a template for toolkits to support other projects. Development of an adaptable toolkit to support sports clubs to engage effectively with schools2 Research and evaluation of best practices in Europe1 Training workshops to introduce the toolkit to the multipliers who went on to pilot it in selected school settings across Europe 3 Pilot testing of the toolkit in seven European countries to enhance the toolkit and ensure its adaptability4 Evaluation of the results from the pilot implementation5 Creating a dissemination and advocacy strategy to share the toolkit with community sports clubs and schools Europe-wide and beyond. 6
  • 7. ASC – POLICY RECOMMENDATIONS 7 BACKGROUND FURTHER READING AND LINKS TO RESOURCES Inactivity rates are rising in Europe and worldwide in both adults and children. Only one in three adults or children meets the World Health Organisation’s recommended physical activity levels (WHO, 2015). The proportion of inactive children is growing despite evidence that physical inactivity is the fourth leading risk factor for premature death and developing non-communicable diseases (WHO, 2010). The school setting is fundamental to establishing a healthy culture of physical activity engagement at a community level. Creating positive change in a primary school and broader community setting demands support from a number of actors across sectors and it demands a holistic approach. It also requires these actors to take into account the different types of organisations that can play a role in influencing the school sport agenda. Given the opportunity to work in school settings, community sport organisations can pool their networks and resources to create a larger impact. Community sport and physical activity organisations and schools are able to address the decline in physical activity and to provide an appropriate offer of physical activity, particularly if they work in partnerships. Research from the Transfer Center for Neurosciences and Learning, Ulm, 2017. www.znl-ulm.de Lundvall, S. Physical literacy in the field of physical education – A challenge and a possibility, Journal of sport and Health Science, 2015; vol. 4, issue 2: 113-118 UNESCO’s “International Charter of Physical Education, Physical Activity and Sport”, Declaration of Berlin (adopted by MINEPS V in 2013) and Kazan Action Plan (adopted by MINEPS VI in 2017). www.unesco.org Schäfer Elinder Nelleke Heinemans, L., and all., A participatory and capacity-building approach to healthy eating and physical activity – SCIP-school: a 2-year controlled trial, International Journal of Behavioral Nutrition and Physical Activity, 2012, 9:145. Active School Community toolkit www.activeschoolcommunities.eu/ The Economic Cost of Physical Inactivity in Europe recommendation (ISCA/Cebr, 2015). http://inactivity-time-bomb.nowwemove. com/download-report/The%20Economic%20Costs%20 of%20Physical%20Inactivity%20in%20Europe%20 (June%202015).pdf The World Health Organisation and the European Commission recommend that school aged young people should participate in 60 minutes or more of moderate to vigorous physical activity daily, in forms that are developmentally appropriate, enjoyable, and involve a variety of activities. By ensuring physical activity is a positive experience and one that can be integrated into our daily life we make it a desirable activity rather than a burden. By focusing on children we can make sure they are set up for life with positive behaviour that will help them in later life. The Economic Cost of Physical Inactivity in Europe recommendation (ISCA/Cebr, 2015) “
  • 8. worden.Sievertretenlokale Modellschulen,Universitä- ten,diePartnerdieserMo- dellschulensind,nationale undinternationaleSportver- bändefürSportlehrerund Sportwissenschaft,außer- demRegierungsstellen, Wirtschaftsunternehmen undandereOrganisationen, diefüreineumfassendeGe- sundheitsförderungvonKin- Portugal,Rumänien,Russ- land,Schweden,Schweiz, Singapur,Slowakei,Slowe- nien,Spanien,Südafrika, Taiwan,Thailand,Tsche- chischeRepublik,Türkei, Ukraine,Ungarn,USA,Ve- nezuela,Weißrusslandund Zypern. DasTagungsprogramm vonGoFPEP2012rücktEr- gebnisseausaktuellenStu- Partnerschaftenzwischen Schulen,Sportvereinenund denAbteilungenfürSchule, Gesundheit,Sport,Freizeit undJugendhilfeindenKom- munenerreichen. DasProgrammdesGlo- balForums2012greiftdiese Problemstellungenaufund akzentuiertsolcheThemen- stellungen:nebenHauptvor- trägenundArbeitskreisen sundheitsförderungim Sportunterricht“und „Sportlehrerausbildung“be- handelt.Abschließendwird ineinemWorkshopdie Gründungeinesglobalen NetzwerkesfürdieZusam- menarbeitallerPartnervor- bereitet.AlleDelegierten sindeingeladen,ihreErfah- rungenundExpertisenaus TheorieundPraxisindiese WGI-Newsletter3·Mai2012 Newsletter Number 3 · May 2012 WILLIBALD GEBHARDT INSTITUTE Revitalizing Health & Physical Education Through Community Based Networking -Newsl. 3 gofpep_Newsl A 3 quer 26.04.12 08:41 Seite 1 r - positive and white rs logo MAin color Secondary color