Exploration on the Development of Adolescents' Sustained Physical Activity: PE Lessons, Teacher Support and School-Community Connection Modes

Abstract

Teenagers lack sufficient exercise and are therefore not physically fit. According to the World Health Organization, children and adolescents aged 5-17 need to be physically active in a moderate-to-vigorous way for at least 60 minutes each day. However, a survey shows that 86% of children and teenagers are in a low-active state, and the compliance rate is only 14.8%. According to the "Compulsory Education Physical Education and Health Curriculum Standards (2022 Edition)", the average heart rate of students in physical education classes should be between 140 and 160 beats per minute. Insufficient teaching load and fragmented content are still relatively common in practice. The three contents of this paper are: the quality of physical education classes, teacher support and the connection between schools and communities; the way in which these three factors affect the continuous exercise of teenagers. The results show that the classroom serves as the foundation for skill acquisition, teacher autonomy support and emotional support motivate intrinsic motivation, and the link between schools and communities provides a space for extended participation outside of class. The three factors work together and are in conjunction to promote continuous participation behaviour. In light of the problems of skill-focused teaching in teacher support and a lack of school-community cooperation, it is proposed to optimise class load and teaching organisation, promote changes in the form of teacher support, and build a regular connection mechanism between schools and communities.