Abstract

Cyprus is addressing the global challenge of physical inactivity through ongoing reforms to its Physical Education (PE) curriculum. Over the past 15 years, the Ministry of Education, Sport, and Youth has advanced a vision oriented towards lifelong physical activity (PA) and holistic student development, responding to pressing issues such as high childhood obesity rates and youth inactivity. This country report provides an overview of the Cyprus PE system, focusing on curriculum structure, teacher training, and emerging research trends related to Physical Literacy (PL). The current national PE curriculum, spanning from pre-primary to secondary education, is based on six standards that encompass physical, cognitive, emotional, and social learning domains, promoting the inclusion of theoretical content related to movement, health, and sports science. Assessment practices emphasise individual progress through diagnostic, formative, and summative approaches. Although not formally embedded in policy, the concept of PL is increasingly reflected in curricular goals and emerging research. PE teacher qualifications are regulated by national legislation and aligned with EU directives. This report also identifies current research efforts that aim to explore how PL can be more systematically embedded into curriculum design and implementation, and teacher training, positioning Cyprus within international efforts to enhance inclusive and evidence-informed PE.