英国政府多部门将学生体育健康水平调查大数据和政策证据作为体育决策的重要依据，近年来英国教育部，英国数字化、文化、媒体和体育部，英国卫生和社会保健部、英格兰公共卫生部等政府部门以跨部门合作的方式出台了《体育的未来：活跃国家新战略》、《学校体育活动和行动计划》、《如何有效提升学校运动水平》、《儿童肥胖：行动计划》等前沿政策，为学校体育工作的开展提供了重要指导。英国政府在学校体育政策中明确将体育素养的培养目标依托在学校体育课程和活动之中，根据不同年龄阶段学生的身心发展特点，设置了相应的教学目标和教学内容。体育教学目标不仅注重发展学生的体魄与技能，同时非常强调通过体育养成学生的个性品质、合作精神、意志品质和竞技精神。

英国中小学体育政策的实施得到了政府、社会、学校多主体的广泛支持。为了确保体育在中小学教育中的基础科目的核心地位，英国通过法律将体育纳入国家教育体系之中，确保体育课的设置贯穿于整个中小学教育的始终，保证体育教学时间不被其他科目挤占。英国中小学注重因地制宜，广泛利用社区资源，开展了丰富多彩的校本课程和课外体育活动，采取有效措施让不活跃的学生活跃起来。为支持学校体育的发展，英国政府多部门提供了学校体育与运动津贴，社会第三方组织也提供了重要的经费支持。

英国教育标准局提出了打造高质量体育课程、体育教学以及领导与管理水平的标准，并联合英格兰体育委员会等第三方机构持续监测中小学生的体质健康水平。英国中小学体育评估主要通过形成性评价追踪学生平时表现，促进学生养成良好的运动习惯，形成积极健康的生活方式。政府注重运用科学方法对中小学体育项目的实施效果进行评估，评估结果为政府修订学校体育政策提供了依据。

英国中小学体育多元共治格局的形成基于多元主体利益表达共识。政府、社会、学校在学校体育治理过程中都做出了独特的贡献，并且在功能上优势互补。中小学体育多元共治顺应了英国“整体性治理”的战略取向，并依赖于高水平的社区治理模式，有效地应对了治理过程中的“碎片化”问题，激发了底层参与学校体育治理的活力。

Physicaleducation is an important way of educating people, but it is often neglected in educational practice. The UK society advocates sports, not only attaches importance to the development of competitive sports, but also to strengthening basic physical education curriculum and teaching. The UK government departments, sports professional organizations, community clubs, schools, students' parents and other diverse subjects have all participated in the process of school physical education governance, forming the landscape of multi-subject co-governance.

Multi-departmentsof the UK government use big data and policy evidence of students' physical activity level survey as the important basis for policy decision-making. In recent years, DfE, DCMS, DHSC, PHE and other departments have published "Sporting future: A New Strategy for an Active Nation " " School Sport and Activity Action Plan " " What Works in Schools and Colleges to Increase Physical Activity" " Childhood Obesity: A Plan for Action " and other cutting-edge policies through cross-departmental cooperation , providing important guidance for schools. In the physical education policy, the UK government clearly relies on the training objectives of physical literacy in physical education curriculum and activities, setting corresponding teaching objectives and designing teaching contents according to the physical and mental development characteristics of students at different ages. Physical education objectives not only emphasize the development of students' physique and skills, but also the cultivation of students' character, teamwork spirit, volitional quality and competitive spirit through physical education.

The implementation of physical education policies in schools in the UK has been widely supported by the government, society and schools. In order to ensure the core position of physical education in the basic subjects of school education, the UK has incorporated physical education into the national education system by law, ensuring that the setting of physical education curriculum runs through the whole primary and secondary education, and ensuring that physical education teaching time is not occupied by other subjects. The UK schools pay attention to local conditions, making extensive use of community resources, carrying out colorful school-based curriculum and extracurricular sports activities, and taking effective measures to motivate inactive students. In order to support schools, the UK government has provided the PE and sport premium from several departments, and third-party social organizations have also provided important financial support.

Ofsted propose the standards of building high-quality physical education curriculum, physical education teaching, leadership and management, cooperating with third-party organizations such as Sport England to continuously monitor the physical health of school students. The Physical education evaluation mainly tracks students' daily performance through the formative way, which promotes students to develop good sports habits and form an active and healthy lifestyle. The UK government pays attention to the use of scientific methods to evaluate the effect of the implementation of physical education programmes, which provides a basis for the revision of physical education policies.

The formulation of the multi-subject co-governance landscape of physical education in the UK schools is based on the consensus expressed by the interests of multiple subjects. The government, society, and schools all make unique contributions in the process of governance, integrating advantages in functions. The multi-subject co-governance of school physical education conforms to the strategic orientation of "joint-up governance" in the UK, and relies on the high-level community governance model, which effectively copes with the "fragmentation" problem in the governance process, and stimulates the vitality of the bottom to participate in school physical education governance.