Abstract:

Objective To systematically study the core content of the World Health Organization (WHO) policy documents on health services, health-promoting schools and physical activity, to construct a policy framework for the integration of physical activity into college health services, and to propose college students' physical activity service standards, implementation areas and implementation plans based on the theoretical system of health services and health-promoting schools.

Methods The core policy documents of WHO health services, health-promoting schools and physical activity-related fields were systematically analyzed, to construct the policy framework, theoretical framework and implementation plan for the integration of physical activity into college health services, including Making Every School a Health-promoting School: Global Standards and Indicators; Making Every School a Health-promoting School: Implementation Guidelines; Monitoring the Building Blocks of Health Systems: A Handbook of Indicators and Their Measurement Strategies; WHO Guidelines on Health Services in Schools; Global Action Plan for Physical Activity Promotion 2018-2030: Strengthening Physical Activity for a Healthy World; and WHO Guidelines on Physical Activity and Sedentary Behavior.

Results Physical activity was one of the important means of building health-promoting schools. The integration of physical activity into college health services required a focus on six modules of leadership and governance, fundraising, human resources, technologies, equipment and facilities, information systems, and physical activity content service delivery; based on the 13 implementation areas of the health promotion school, namely strengthening cooperation, updating policy, leadership and governance, evidence-based practice, community partnerships, student engagement, full participation, allocating resources, teacher training, investing in facilities, monitoring and evaluation, curriculum development, and comprehensive services; and achieved the eight service standards of health-promoting schools, namely government policies and resources, school policies and resources, school governance and leadership, school and community partnerships, school curriculum, school social-emotional environment, school physical environment, and school health services. The implementation plans included strengthening the policy and governance capacity, providing policy and resource support, providing health services, equipping college students with professional human resources, providing technology, equipment and facility support, and carrying out researches.

Conclusion It is an important strategic initiative for the development of university health services to integrate physical activity. With reference to the six building blocks of WHO health service system and the 13 action areas and eight criteria of health-promoting schools, a conceptual framework and contents and approaches has been constructed for integrating physical activity into university health services.

Key words: university, physical activity, school health service, health-promoting schools