Physical Education (PE) has holistic benefits for all in physical, social and cognitive domains. In the interest of the holistic development of young children, generalist primary school teachers teach all subjects of the curriculum in many countries while other countries have specialists PE teachers or both. Literature highlights the challenges teachers experience teaching PE, particularly as non-specialist teachers. Therefore, adequate PE teacher education (PETE) programmes are of highest importance.

In consequence, the project partners are seeking for a general approach focusing on PE teacher education, allowing an adaptation to national/regional contexts and/or different phases of teacher education. Because of the diverse accreditation practices of well-established and legally constituted national PETE frameworks across Europe, the need for flexibility in PETE provision has to be recognized.