The Coronavirus Disease 2019 (COVID-19) pandemic begun in Wuhan in December 2019 and spread rapidly across the globe, causing millions of deaths. ¹ Frontline health care workers (HCWs), including doctors, nurses, and physical therapists, have been called to face an unprecedented emergency for which society and health care systems were largely unprepared. ^2–4 Despite a vaccination campaign started early all around the world, hospitals remain under severe stress. Staff members have been asked to work overtime and postpone vacations to face the serious workforce shortage. ⁵ Health care leaders could learn a good lesson from 2020 events: there is a need for strategies to protect HCWs’ health while planning and scheduling their work in the future.

Most adolescents in industrialized countries are physically inactive and effective actions to counteract this situation are required. School physical education (PE) can promote students’ active lifestyle. The paper presents the protocol of the “Physical education for moving” (PE4MOVE) project, based on an Internet-supported professional training program offered to PE teachers in a region of central Italy. Secondary school PE teachers and their students are randomly allocated to either an intervention group or a wait-list control group. Teachers participate in a continuing professional development training (CPDt) designed to increase knowledge and competences regarding students’ physical activity (PA) promotion. The CPDt, developed according to recent recommendations, consists of a mixed-modality preliminary session on fitness testing, and webinars and online workshops on theory-driven strategies. Teachers are then required to apply contents during their PE classes. Teachers’ variables related to PA promotion, as well students’ approach to PA, PA levels and physical fitness are recorded at pre- and post-trial times. Upon its completion, the project may contribute to the field by providing evidence for the effectiveness of Internet-supported teachers’ training programmes, for the transferability of students’ motivation from PE to out-of-school settings, and for the relationship between teachers and students’ motivation.