Collaborative learning has been shown to be a useful tool for improving several social skills in students; however, it is very diffi cult to set up the initial conditions that guarantee its eff ectiveness. Since group projects are made for students and, most importantly, by students, we should not forget to take their opinions based on previous experience into consideration, which might increase the effi ciency of their own learning. Th erefore, the aim of the study was to investigate what secondary school students learn from and think about group projects in Physical Education. A total of 94 secondary school students (46 girls and 48 boys) participated in the study carried out in the 2015/2016 school year. Th e participants were given the assignment to create a video exercise, which they were working on in small groups in PE. A questionnaire was designed to investigate students' learning outcomes, participation, evaluation, and attitudes towards the project. Diff erences for selected categorical variables were determined using the Chi-square test. Th e majority of the students reported improvement in selected social skills and better relationships with their teammates. In addition, several signifi cant diff erences in students' opinions with respect to age and gender were found.

Background/Objectives: To address the inconsistent provision of specialist physical education (PE) in primary schools, this study investigated the comparative efficacy of distinct team teaching configurations. The objective was to compare these instructional models’ impact on students’ basic motor competencies (MC) and self-reported physical literacy (PL). Methods: This cluster-randomized trial involved N = 266 students (grades 1–4) in Slovakia, assigned to one of five instructional models (PE teacher; GT+PET; PET+AT; GT+C; and GT+AT). The five-month intervention included two 45 min PE lessons weekly. Given the cluster design and non-normal data, the Wilcoxon singed-rank test and Kruskal–Wallis H-test were applied to assess the differences, and Cohen’s r was applied to determine effect size. Results: Comparative analysis showed no significant differences across teaching models for Self-Movement (p = 0.544), Object-Movement (p = 0.138), or PL (p = 0.219). Significant within-group MC gains were found in 4 teaching models, yet the practical effect size was generally weak to moderate (r ranging from 0.21 to 0.69). The strongest practical improvement was observed in the AT+PET Self-Movement group (r = 0.69). In contrast, the GT+PET configuration achieved no significant MC gain. For PL, only the AT+PET and GT+PET models showed significantly positive but moderate changes (r = 0.32 and 0.37). Conversely, the GT+C model resulted in a moderately significant decline in PL (Δ = −9.16, r = 0.43). A positive but practically weak correlation emerged between the MC subscales and PL (ρ ranging from 0.135 to 0.238, p < 0.05), with the highest limited association for Catching (ρ = 0.377, p < 0.01). The frequency of organized out-of-school physical activity was positively correlated with MC subscales (ρ = 0.195–0.282, p < 0.01) but not significantly correlated with PL. Conclusions: No single teaching model proved superior for improving overall motor competence or self-perceived physical literacy. While most effective configurations yielded moderate practical gains, the GT+C model presents a key paradox: while effective for objective skills, it proved detrimental to self-perceived physical literacy. These findings lead to explicit policy and implementation recommendations focused on strengthening collaborative instruction. Policymakers should consider strategies to support the integration of specialist PE teachers (PETs), such as establishing co-teaching as a recommended practice and allocating dedicated resources for funding and collaborative planning time to leverage the specialized knowledge they bring. Furthermore, schools are encouraged to focus on the effective implementation of PET-involved team teaching approaches (e.g., AT+PET and GT+PET). These models are not only effective but also support the co-professionalization of the generalist teacher, which is essential for ensuring that high-quality, evidence-based PE practices are consistently embedded.

Quality Physical Education (QPE) is crucial, yet its delivery at the primary level is often challenged by generalist teachers’ inadequate preparedness, a deficit that collaborative tandem teaching can address. This study compared the perceived preparedness of 618 generalist teachers with varied tandem teaching experience in Slovakia and North Macedonia, examining differences linked to the structural model type. Data were collected via a questionnaire assessing self-perceived preparedness across 11 PE domains and the need for continuous professional development. A Chi-square test compared responses between the Slovakian model (rotational sports coaches, co-teaching 1 of 3 weekly lessons) and the North Macedonian model (consistent PE teachers, co-teaching all 3 weekly lessons). Generalist teachers in both countries reported overall high preparedness, but a significant deficiency was identified in working with children with diverse learning needs (p < 0.01). North Macedonian teachers, who experience a long-term partnership with a dedicated PE teacher in all weekly PE lessons, reported being significantly better prepared across most domains (e.g., selection of equipment, p = 0.000) than Slovakian teachers, who utilize short, rotational partnerships in 1 of 3 weekly lessons. The findings suggest that the structure of the tandem teaching model is a key factor in enhancing generalist teachers’ preparedness and professional growth in QPE.

Background/Objectives: To address the inconsistent provision of specialist physical education (PE) in primary schools, this study investigated the comparative efficacy of distinct team-teaching configurations. The objective was to compare these instructional models' impact on students' basic motor competencies (MC) and self-reported physical literacy (PL). Methods: This quasi-experimental, cluster-randomized study involved N=266 students (grades 1-4) assigned to one of five instructional models: single PE teacher or four team-teaching configurations (Generalist Teacher + PE Teacher [GT+PE T], Generalist Teacher + Assistant Teacher [GT+AT], Generalist Teacher + Sports Coach [GT+C], and PE Teacher + Assistant Teacher [PE T+AT]). The five-month intervention included two 45-minute PE lessons weekly. Motor competence (MC, MOBAK) and perceived physical literacy (PL, PLAYSelf) were assessed pre- and post-intervention. Given the cluster design and non-normal data, non-parametric tests were used; Kruskal-Wallis H-test compared change scores between groups, complemented by Spearman’s rank-order correlations for construct alignment and covariate analysis. Results: Statistically significant within-group overall MC gains were achieved exclusively by configurations including a qualified PE teacher (GT+PE T and PE T+AT; p < 0.05). The GT+PE T model showed the largest positive change, including significant PL improvement (Δ = +5.65). Conversely, the GT+C model resulted in a significant decline in self-reported PL (Δ = -9.16). A small but significant positive correlation (ρ = 0.149) emerged between Object-Movement skills and Perceived Physical Literacy post-intervention. Conclusions: The effectiveness of collaborative PE instruction is highly dependent on the explicit inclusion of a qualified PE teacher, reinforcing the crucial role of specialized pedagogical content knowledge. Models lacking this core expertise may be detrimental to both motor skill development and the affective components of physical literacy. These findings highlight the need for policy focused on high-quality, PE teacher-led primary PE.

This study investigated the level of basic motor and swimming competencies in younger school-age children (grades 1-3, 1st cycle of primary school) to address recognized global deficits in Quality Physical Education (QPE), particularly the lack of specialized teacher training for accurate skill assessment. Two standardized test batteries were employed: the MOBAK test battery for motor skills (n=258, ages 6-9) and the Water Basic Competence (WABAC) test battery for swimming competency (n=1,875, grades 1-3). MOBAK results indicated complex, non-linear developmental trends in motor skills. While participants showed proficiency in Self-Movement skills (Mean 6.10/8), a chronic deficit was found in Throwing (stagnant low scores), and an unexpected performance decline after age seven was observed in Jumping and Catching. Conversely, WABAC results demonstrated a clear and significant improvement in swimming competence across all test items with increasing grade and age (mean item scores rose from 2.00-2.52 in Grade 1 to 2.41-2.68 in Grade 3), confirming the importance of systematic instruction. The findings affirm the suitability and efficacy of the MOBAK and WABAC batteries as tools for accurately differentiating pupil competency levels, highlighting specific skill deficits, and informing targeted interventions to improve QPE in primary schools.

Project-based learning (PBL) combines student-centred learning with motor practice, but evidence on physical activity and motor performance in school physical education remains limited. This exploratory pilot study compared PBL with teacher-led instruction in two non-randomised cohorts comprising 53 girls: 27 fifth-grade pupils in basketball and 26 seventh-grade pupils in aerobics. Each cohort included one intact class per condition. Outcomes included pre–post basketball motor tests, final aerobics performance and physical activity records from subsets of pupils. Motor comparisons were exploratory, and wearable outcomes were summarised descriptively at the class and lesson levels. The baseline-adjusted obstacle dribble test comparison favoured the control class (experimental-minus-control difference: +4.01 s; 95% CI: 1.88 to 6.14; Holm-adjusted p = 0.002); the other two basketball comparisons remained inconclusive. The final aerobics score difference was −0.49 points on a 0–16 scale (95% CI: −3.75 to 2.78). Recorded running and walking differed little between basketball classes, while mean heart rate was lower in the experimental classes, especially in aerobics. Class membership was confounded with an instructional approach, preventing attribution of differences to PBL. The findings do not establish superior motor performance, equivalent outcomes or preservation of overall physical activity volume. Studies with multiple classes per condition and more complete measurement are needed.