EQuiPPE is an ERASMUS+ funded project designed to enhance the quality of P.E. in primary schools. Many primary teachers in Europe do not have specialist training in the delivery of physical education (P.E.). This has potentially negative implications for professional practice and young children’s health and physical activity habits. This infographic describes the findings of a needs analysis survey exploring teachers' perceptions and experiences. provides.

1. Play. Learn. Grow.
Needs Analysis - report
Enhancing Quality in Primary Physical Education (EQuiPPE) is a European project to increase primary teachers’ skills and
confidence to teach high quality physical education (P.E.). As part of the development process we asked teachers about
their experiences and what was important to them. Here we outline the main findings.
Perceptions
Enhancing Quality in Primary Physical Education
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of
the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein
412 responses from Romania, UK, Czech Republic, Greece, Cyprus and Poland. Females n = 366 (89%), average
age = 43 years. Average of 16 years in present post and 20 years teaching experience. Teachers = 94%, 72%
generalist teacher
Challenges faced by teachers
% Agree to question item
Respondents agreed P.E. was important for children
There was ess agreement concerning the adequacy of
P.E. provision, Czech respondents being in least
agreement
Respondents did not feely wholly competent to teach
P.E.
Respondents were not wholly comfortable doing so
Polish respondents felt most competent to teach P.E
Priorities for teacher development
Learning for EQuiPPE
Support blending P.E. with broader healthy lifestyle education
Increase competencies and understanding in physical literacy
Develop teamwork and assessment skills
Support talented pupils and supporting those with SEN
Provide educational materials adaptable to a variety of contexts and
people
1. Assessment
2. Working with talented pupils
3. Work with pupils with special needs
4. Biomechanics / physiology
5. P.E. progression
6. Developing teamwork
7. Session management
8. Subject knowledge
9. Planning
10. Physical literacy
11. Pedagogic strategies
12. Students’ safety
Experiences
41.3% had undertaken specific training for P.E.
51.4% had undertaken 1 to 3 specific P.E. training
sessions
70% of the teachers from Czech Republic stated that
they had undertaken specific P.E. training since
teacher education
Respondents did not generally feel P.E. training was
outstanding
Qualitative feedback across all countries:
1. lack of access to a gymnasium or appropriate
space
2. lack of appropriate teaching equipment
3. high number of pupils in classes
4. lack of time for pupils to get ready
5. lack of discipline
6. lack of interest
7. lack of ideas about what to do in a P.E. class
8. concerns over safety
9. lack of changing rooms
10. unwillingness of parents to cooperate
11. lack of experience and teacher confidence
12. reluctance of children to practice
Training needs
Effective teaching methods 63.8
New & innovative approaches in P.E. 75.7
Blending P.E. with healthy lifestyles 72.1
Classroom management techniques 35.2
Motivating children to practise & learn
independently
44.9
Minimizing discipline problems 35.9
Designing effective P.E. lesson plans 34.7
(Rank order)
More than 50% of respondents
thought that P.E. should be
taught by specialist teachers