[Physical activity promotion in all-day schools-challenges and opportunities].

Abstract

With the introduction of all-day schools, pupils now spend considerably more time at school than they did in the twentieth century. This is associated with increased public responsibility for the development of young people. On the one hand, this means that more young people can be reached through educational provision, particularly children from socially disadvantaged backgrounds. On the other hand, the leisure behaviour of the younger generation is changing, not least in terms of their physical activity, play and sporting pursuits. Consequently, all-day schools are increasingly tasked with providing adequate opportunities for physical activity for young people.Against this background, this article examines the challenges and opportunities of all-day schooling for the comprehensive promotion of physical activity among children. Beginning with an educationally grounded clarification of the concept of physical activity promotion, the article examines guided and unguided movement activities in open all-day primary schools, drawing distinctions between them. The article then summarises the current state of research on physical activity promotion in all-day settings and outlines quality dimensions for physical activity, play and sport programmes. Finally, it advocates for the systematic integration of formal, non-formal and informal physical activities, emphasising the particular importance of unguided physical activity as part of children's everyday lives.