Background: Physical education teachers (PETs) play a vital role in fostering students’ physical literacy (PL). To leverage fitness monitoring as an efficient educational tool for students’ holistic development and lifelong physical activity, PETs must be proficient and competent in its implementation. This study aimed to create an instrument to evaluate teachers’ competencies essential for promoting PL through fitness monitoring. Methods: A Delphi study with 30 experts from 26 countries established content validity. Pilot testing on 339 PETs across Europe assessed psychometric characteristics using exploratory factor analysis and Cronbach’s alpha. Results: The Delphi study identified 13 core competencies, but construct validation revealed seven dimensions: (1) supporting cognitive learning, (2) encouraging positive feedback and learning climate, (3) understanding of fitness concept, (4) emotional support, (5) planning, (6) understanding of PL concept, (7) explaining learning objectives. Thus, the final instrument, the FitBack PET competency questionnaire, was designed with 27 items covering 7 competencies. The instrument exhibited high reliability, with Cronbach’s alpha exceeding 0.7 for six factors and the intraclass correlation coefficient of 0.94 for test–retest. Conclusions: The instrument’s development was successful, demonstrating high validity and reliability. The final version is publicly available, providing a practical tool for teacher training programs.

V prispevku je na podlagi 23-ih mednarodno primerljivih kazalnikov analizirano stanje in razvoj politik za spodbujanje telesne dejavnosti za krepitev zdravja (angl. Health-Enhancing Physical Activity ‒ HEPA) v Sloveniji, predstavljena primerjava z drugimi državami Evropske unije (EU) in predlagan nadaljnji razvoj tega področja. Nacionalni podatki so bili zbrani v prvi polovici leta 2024 pod vodstvom nacionalne HEPA stične točke in ob podpori predstavnikov več vladnih institucij. Na osnovi EU HEPA poročila iz leta 2024 in nacionalnih poročil je bila izvedena primerjava med državami. Slovenija v celoti dosega 16 kazalnikov, štiri delno, treh pa ne. Med prednostmi izstopajo vseživljenjsko spremljanje telesne zmogljivosti (SLOfit), dostopnost programov Centrov za krepitev zdravja in široko medsektorsko financiranje. Slabosti vključujejo odsotnost nacionalnih priporočil za telesno dejavnost, prilagojenih slovenski populaciji, nizke kompetence nekaterih zdravstvenih delavcev za svetovanje o telesni dejavnosti, pomanjkanje podpore športnim društvom za izvajanje telesne dejavnosti za krepitev zdravja (HEPA programov) in pomanjkanje (HEPA) programov, ki izvajajo telesno dejavnost za krepitev zdravja starejših oseb. Analiza poudarja potrebo po učinkovitejšem medresorskem usklajevanju in vrednotenju politik, oblikovanju nacionalne delovne skupine za HEPA, ki bi vključevala tudi nevladne deležnike in bi preverjala udejanjanje načrtovanih strategij, ter vključevanju dobrih praks, kot sta orodje PA-EPI (angl. The Physical Activity Environement Policy Index) in celostna nacionalna kampanja za promocijo telesne dejavnosti za krepitev zdravja. Ti ukrepi bi Slovenijo približali najnaprednejšim evropskim praksam in izboljšali dostopnost, kakovost in učinkovitost promocije telesne dejavnosti za zdravje.

Background: Reliable judging is essential to the fairness of elite boxing, yet inter-judge reliability under the current World Boxing 10-Point Must Scoring System remains largely unexplored. This study aimed to evaluate inter-judge reliability across rounds and weight categories at the 2025 World Boxing Championships. Methods: A retrospective observational analysis included 94 men’s bouts in the 60 kg (n = 42), 75 kg (n = 23), and 90+ kg (n = 29) categories. Judge-level round scores were analysed using linear mixed-effects variance-component models, with bout-round target and judge identity specified as random effects. Reliability was estimated for individual judge ratings (R_single) and an aggregate measurement based on five judge ratings (R_panel(5)). Pairwise differences across rounds and weight categories were evaluated using bout-level bootstrap procedures with Holm adjustment for multiple testing. Results: Across all bouts, R_single was 0.617 (95% CI: 0.521–0.693) in Round 1, 0.634 (95% CI: 0.539–0.709) in Round 2, and 0.687 (95% CI: 0.597–0.754) in Round 3. The corresponding R_panel(5) estimates were consistently higher at 0.889 (95% CI: 0.845–0.919), 0.897 (95% CI: 0.854–0.924), and 0.916 (95% CI: 0.881–0.939), respectively. No statistically significant differences in reliability were detected across rounds or between weight categories after Holm adjustment. Overall, 98.2% of judge-round scores were 10:9 and 68.9% of bouts decided by judges’ scores ended in unanimous 5:0 decisions. Conclusions: Reliability was consistently higher when five judge ratings were aggregated than when individual judge ratings were considered. No statistically significant evidence of systematic differences in reliability across rounds or between the examined weight categories was detected.

Background: Physical education teacher (PET) competences are crucial for developing students’ physical literacy. To support holistic student growth and lifelong physical activity, teachers need skills like using fitness monitoring as an educational tool. This study aimed to create an instrument to evaluate teachers’ competencies essential for promoting physical literacy through fitness monitoring.; Methods: A Delphi study with 30 experts from 26 countries established content validity. Pilot testing on 339 PETs across Europe assessed psychometric characteristics using exploratory factor analysis and Cronbach’s Alpha.; Results: The Delphi study identified 13 core competencies, but construct validation revealed 7 dimensions: 1) Supporting cognitive learning, 2) Encouraging positive feedback and learning climate, 3) Understanding of fitness concept, 4) Emotional support, 5) Planning, 6) Understanding of physical literacy concept, 7) Explaining learning objectives. Thus, the final instrument, FitBack PET competency questionnaire, was designed with 27 items covering 7 competencies. The instrument exhibited high reliability, with Cronbach’s alpha exceeding 0.7 for 6 factors and the intraclass correlation coefficient of 0.94 for test-retest.; Conclusions: The instrument’s development was successful, demonstrating high validity and reliability. The final version is publicly available, providing a practical tool for teacher training programs.