The unsatisfactory state of physical activity and lifestyle among schoolchildren calls for changes in physical education teacher training.

BACKGROUND: Improving physical activity (PA) and lifestyle among schoolchildren has long been a priority in health policy; however, the outcomes of these global efforts remain unsatisfactory. One key prerequisite for achieving positive change is improving the professional training of physical education (PE) teachers. The study aimed to examine changes in PE teacher training focused on monitoring students' own PA, to compare these findings with evidence from PA research among schoolchildren, and support the development of health and physical literacy in future PE teachers. METHODS: The study was conducted within the professional training of PE students from 2011 to 2022. A total of 472 men and 487 women participated in PA monitoring. Daily step counts were assessed using Yamax Digiwalker pedometers and Garmin Vívofit smart bands. Weekly PA, PA motivation, PA preferences, and well-being were assessed using the IPAQ-Long Form, motivation and preference questionnaires, and the WHO-5 Well-Being Index. RESULTS: Participants were able to compare their PA monitoring results with the status and trends in PA among children and adolescents. Similar patterns were analyzed in gender differences, the structure of weekly PA, and the associations between PA, PA preferences, motivation for PA, and well-being. Participation in organized PA was associated with higher odds of meeting vigorous PA recommendations, increasing the likelihood of compliance by approximately 1.9 times. CONCLUSIONS: Integrating the verification of PA-related evidence through personal PA monitoring into the professional training of PE students creates favorable conditions for transferring PA knowledge into school practice. This approach may enhance support for PA, healthy lifestyles, and physical literacy among schoolchildren and school leadership.