The HEPA Olympics (HEPA-O) project, co-funded by the European Union, has conducted a comprehensive mixed-methods study to explore the perceptions, practices, and challenges of non-PE educators concerning Health-Enhancing Physical Activity (HEPA) in Bulgaria, Romania, and Serbia. The findings underscore a critical need for targeted interventions that bridge the gap between positive attitudes toward HEPA and its consistent, practical implementation within educational settings. This report synthesizes the key findings and their strategic implications for policymakers and school administrators.

Core findings from quantitative and qualitative analyses

The study, which included a survey of 473 educators and interviews with 105 educators and administrators, revealed several key insights:

• High intrinsic motivation: educators overwhelmingly recognize their pivotal role in promoting student physical activity (78.44% consider their role “very important”) and the benefits of physical activity for their own health (81.61% “completely agree” with its importance). This strong foundational belief provides a solid basis for future HEPA initiatives.
• Widespread implementation gap: despite high motivation, a significant number of teachers reported that they rarely (39.75%) or never (6.34%) participate in physical activity with their students. This indicates a clear disconnect between belief and practice.
• Knowledge and confidence deficits: a notable knowledge gap exists regarding the term “HEPA,” particularly in Romania and Serbia, where many educators were unfamiliar with the term. While general confidence in discussing the benefits of physical activity is high, confidence in actually incorporating it into teaching varied significantly across countries, highlighting a need for practical, “how-to” training.
• Primary obstacle: time constraints: the most frequently cited barrier was a “lack of time” (60.89%), exacerbated by overloaded curricula and administrative duties. This was a consistent finding across all three countries, confirming that systemic issues, not just individual motivation, are the main impediment.

Distinctive country-specific insights
While the core challenges are shared, the qualitative interviews revealed important contextual nuances that require tailored solutions:

• Bulgaria: Bulgarian educators showed a higher awareness of the term HEPA but also a prevailing cultural perception that physical activity falls outside their core academic responsibilities. They expressed a preference for external expertise over mentorship from PE teachers, and their suggestions for improvement often focused on specific health topics and team-based activities.
• Serbia: Serbian teachers strongly acknowledge HEPA’s importance but face practical challenges such as insufficient space and large class sizes. Their motivation to participate in HEPA projects is less driven by personal health than their Bulgarian and Romanian counterparts, and they consistently called for a reduction in administrative burdens to free up time.
• Romania: Romanian educators and principals demonstrate a strong commitment to a holistic HEPA approach, recognizing its benefits for mental health, social skills, and academic performance. They explicitly noted challenges related to inadequate facilities and climatic factors. Uniquely, they expressed a willingness to collaborate with PE teachers for practical guidance and emphasized the importance of family involvement in HEPA initiatives.

Strategic recommendations and future directions

The study’s findings provide a strong evidence base for developing effective strategies to transform teachers into active agents of change. Future initiatives should focus on the following:

• Targeted professional development: move beyond general awareness to provide practical, hands-on training that equips non-PE teachers with the skills and confidence to integrate movement into their daily lessons.
• Systemic policy reform: policymakers must address the root cause of time constraints by reducing administrative burdens and integrating HEPA into national curricula with dedicated time and resources.
• Cultivating a whole-school culture: institutional leadership should actively support and model HEPA, creating an environment where physical activity is a core value, not just an obligation.
• Resource and infrastructure investment: address practical barriers by investing in school facilities and providing accessible, low-cost resources and toolkits that can be easily implemented by all teachers.