Designing and Implementing a Quality Physical Education Policy: Successes, Setbacks, and Lessons Learned From the Quality Physical Education Policy Project in Mexico
Designing and Implementing a Quality Physical Education Policy: Successes, Setbacks, and Lessons Learned From the Quality Physical Education Policy Project in Mexico
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DOI：
10.1123/jpah.2019-0495
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发表时间：
2020-08-01
影响因子：
3.1
通讯作者：
Orozco-Nunez, Emanuel
中科院分区：
文献类型：
--
作者：
Jauregui, Alejandra;Pacheco-Miranda, Selene;Orozco-Nunez, Emanuel
背景：优质体育教育是以学校为本推广体育活动的全校参与模式的一部分。联合国教育、科学及文化组织的质量和效益政策项目支持4个国家制定质量和效益政策。作者总结了在墨西哥实施该项目的过程、进展、成功、挫折和经验教训。研究方法：该项目于2016年8月至2018年4月根据联合国教育、科学及文化组织提出的方法制定。对方法进行了调整，以满足当地需要。结果和讨论：该项目成功地实施了联合国教育、科学及文化组织的方法，并制定了在墨西哥提供质量保证教育的国家战略。尽管总统行政当局发生了变化，但国家战略仍取得了进展。取得的成功包括：使用了质量促进平等政策评估框架，吸收了代表极端促进平等观点的利益攸关方和来自该国所有地区的利益攸关方，以及国际机构参与国家工作队。挫折包括难以与关键组织接触，以及宣传活动薄弱。讨论了吸取的经验教训。结论：墨西哥的质量促进项目作为一个试点项目，以测试实施质量促进政策修订过程的可行性。墨西哥的经验和教训可供有意倡导国家质量和环境政策的其他利益攸关方借鉴。
Background: Quality physical education (QPE) is part of a whole-of-school approach for school-based physical activity promotion. The United Nations Educational, Scientific and Cultural Organization QPE Policy Project supported 4 countries to develop QPE policies. The authors summarize the process, progress, successes, setbacks, and lessons learned during the implementation of the project in Mexico. Methods: The project was developed from August 2016 to April 2018 following the methodology proposed by the United Nations Educational, Scientific and Cultural Organization. Adaptations to the methodology were made to meet local needs. Results and Discussion: The project successfully implemented the United Nations Educational, Scientific and Cultural Organization methodology and prepared a national strategy for the provision of QPE in Mexico. The national strategy progressed despite the change in presidential administration. Successes included the use of a QPE policy evaluation framework, the inclusion of stakeholders representing extreme PE views and from all regions in the country, and the presence of international agencies in the national team. Setbacks included difficulties in engaging key organizations and a weak communication campaign. Lessons learned are discussed. Conclusions: The QPE project in Mexico served as a pilot project to test the feasibility of implementing a QPE policy revision process. The experience and lessons learned in Mexico can be drawn on to inform the work of other stakeholders interested in advocating for a national QPE policy.