A review of the evidence and practices supporting the UNESCO Kazan Action Plan for Quality Physical Education

The UNESCO Kazan Action Plan (2017) states that fostering quality physical education (QPE) and active schools
requires provision that is varied, frequent, challenging, meaningful and inclusive. This paper investigates the
defining features of this statement based upon the evidence available to date and provides teaching strategies
for promoting these features in contemporary practice of physical education.
Methods
This paper reviewed the empirical evidence for the theory and practices of this statement as the defining features
of QPE from a multi-disciplinary base. Further, the evidence supporting a theory of QPE and each of the
components were reviewed based on broad scanning of academic databases and grey literature. Secondly, it
identifies the evidence that supports each of these components from those sources. Finally, evidence-based
teaching strategies for physical educators to implement these components in a productive and pedagogically
appropriate manner are provided based on available evidence and practitioner experiences.
Results
In the context of educational agencies, Quality Physical Education being varied, frequent, challenging, meaningful
and inclusive can be supported by a plethora literature. It was however more difficult to identify the evidence
of the pedagogical requirements needed to implement these criteria.
Conclusions This paper is the first to empirically defend and provide strategies for the implementation of
the UNESCO Kazan Action plan. Furthermore, it delivers on the pledge of the Kazan Action Plan to promote
research-based evidence as a fundamental impetus in fostering QPE using evidence from multi-disciplinary
research (UNESCO, 2017 p 8).