ObjectiveTo systematically review the psychological and behavioral health benefits and quality of life of adolescent participation in physical activity in a health-promoting school perspective, based on the International Classification of Functioning, Disability and Health (ICF) and PRISMA principles. MethodsPubMed, Web of Science, and CNKI were searched to collect randomized controlled trials related to adolescents' participation in physical activity in schools and health outcomes, published from January, 2011 to June 2023, for a systematic review. ResultsEight studies were included, with 23 652 participants from six countries, mainly from journals related to public health, nursing, child and adolescent mental health, and international environmental research. The types of school physical activity interventions included physical fitness (warm-up and stretching, recreation center activities, shuttle runs, jumping jacks and jump ropes, squats and push-ups, running, wrist and arm training), skills (dribbling, passing, throwing, and catching) and sports (Kripalu yoga, basketball, volleyball, soccer sports, Ringo alternative sports, tennis and jump rope). The frequency of activities was one to six times a week, the intensity ranged from low to high, and the duration was mainly from two to 40 weeks. The psychological and behavioral health benefits of school-based physical activity involved three aspects. In terms of mental health, their social-emotional competence improved, negative emotions reduced, self-efficacy increased, subjective emotional feelings, behavioral control and intelligence improved, cognition and mental health improved; the stress coping strategies were developed, and the cognitive structures for emotion regulation, positive thinking and stress coping were learned. In terms of behavioral health aspects related to physical activity, their physical health and physical activity levels increased, the sense of health responsibility and awareness increased, knowledge of nutrition and health was enriched, behavioral control improved, executive functioning improved, academic achievement and participation in school activities increased, and absence from duty decreased. In terms of quality of life, academic performance, exercise habits and healthy lifestyles, positive attitudes, and interpersonal and stress management skills all improved. ConclusionIn the health-promoting school perspective, physical activity is integrated into the school health promotion system, and physical activity interventions in fitness, skills and sports are implemented to improve adolescents' psychological and behavioral health and quality of life, namely improving cognitive and executive functioning; improving social skills, emotional control, positive thinking, positive physical activity behaviors and health literacy, positive mindset; improving academic performance, good health habits and positive attitude towards life, interpersonal and stress management skills; and increasing overall well-being.

ObjectiveTo systematically study the global standards and implementation guidelines for health-promoting schools issued by the World Health Organization (WHO) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2021, explore the theories applying the components of WHO health services and construct the policy framework, content standards, and implementation path for integrating physical activity into the construction of health-promoting schools in primary and secondary schools. MethodsBased on the WHO health service system theory, a content analysis of WHO and UNESCO core policy documents in the fields of physical activity and health promotion in schools was conducted, including Making Every School a Health-Promoting School: Global Standards and Indicators; Making Every School a Health-Promoting School: Implementation Guidelines; and WHO Guidelines on School Health Services, to construct the policy framework, standard and implementation guideline framework, core content and implementation path for integrating physical activity into the construction of health-promoting schools in primary and secondary schools. ResultsThe content of the integration of health-promoting schools into the health service system could be constructed in six domains including leadership and governance, financing, service delivery, human resources, health technology and facilities, and health information systems. Implementing health services in the school environment to build health-promoting schools, the main tasks in six areas were refined into eight standards and 13 implementation areas. Integrating physical activity into health-promoting schools could be constructed from the six blocks of the health service system, including leadership and governance, financing for health-promoting schools, human resources for health-promoting schools, provision of school health services, technology and equipment, and health information. There are six implementation approaches in six blocks of health system: to strengthen the policy and governance capacity of integrating physical activity into health-promoting schools; to raise sufficient funds for the construction of physical activity integrated health-promoting schools; to integrate physical activity into the construction of health-promoting schools and provide comprehensive health care for teachers and students; to train human resources related to physical activity and health; to provide support for health technology and equipment and facilities for the construction of physical activity integration into health-promoting schools; and to establish a health-promoting school information system integrating physical activity and conduct related research. ConclusionPhysical activity is an important part of health services. Starting from the six components of health service, with the policy support of concept of health-promoting schools, this paper discussed the framework and content of integrating physical activity into health-promoting schools standards and implementation guidelines from the perspective of health services, and specific approaches to integrate physical activity into health-promoting school.

ObjectiveTo explore the policy framework, core content, and curriculum implementation of physical activity and health-related curriculum in perspective of health-promoting school. MethodsBased on the policies related to health-promoting school and the World Health Organization (WHO) theory of health service system, content analysis was conducted on the core policy documents of WHO and UNESCO, and to construct the policy framework, core contents, and implementation pathways of physical activity and health-related curriculum in schools from the perspective of health-promoting school. The core policy documents included Making Every School a Health-Promoting School: Global Standards and Indicators; Making Every School a Health-Promoting School: Implementation Guidelines; and WHO Guidelines on School Health Services. ResultsPolicy framework, theoretical basis, core content, and implementation pathways of physical activity and health-related curriculum were established in perspectives of WHO policies of health-promoting school. The core content of physical activity and health-related curriculum in health-promoting school context were systematically analyzed in terms of school physical activity and health-related curriculum. The specific implementation path of physical activity and health-related curriculum in health-promoting school involved six aspects: curriculum objectives, curriculum content, curriculum approaches, curriculum evaluation, learning materials, and teacher training. ConclusionHealth promotion is an important part of health service system. Health-related curriculum in schools is the use of educational and health-related tools to provide health services to students in a school context. Physical activity and health-related curriculum is a comprehensive health service for students' physical and mental health development in a health-promoting school setting. The pathways and methods for constructing a physical activity and health-related curriculum in a health-promoting school perspective involve six main areas: curriculum objectives, curriculum content, curriculum approaches, curriculum evaluation, learning materials, and teacher training.