In Europe, about 500,000 people suffer sudden cardiac arrest each year, with a survival rate of 5-10% (ERC, 2015). Bystander cardiopulmonary resuscitation (CPR) could increase this survival rate by 2-3 times. Unfortunately, less than 20% of the general population is able to perform it effectively (Plant & Taylor, 2013). Besides, most of the public facilities are now equipped with automated external defibrillators (AEDs). In a physical literacy perspective (Whitehead, 2013), PE teachers are ideally placed to teach basic life support (BLS) to their students (Colquhoun, 2012).
    
Eleven PE teachers were trained to teach a CPR+AED sequence adapted to the Belgian French community PE curriculum. 307 students (17.1±0.8 years old) performed hands-on manikin-based instruction and practice during 6 sessions of PE. Knowledge of the CPR+AED protocol was assessed by questionnaire at baseline (T0), after the intervention (T1) and after a three months’ follow-up period (T2). Practical application of the CPR+AED protocol was assessed with an evaluation grid and a manikin measuring CPR performance at T1 and T2. A process analysis was performed from the video recording of the sessions and from satisfactory questionnaires.

Results (n=307) exposed significant improvements from T0 to T2 in the knowledge of the CPR+AED protocol (from 6.8±3.6/20 to 15.9±2.9/20;p<0.000). Average score on the evaluation grid was 15.3±1.9/20 at T1 and remained rather constant at T2 (14.5±1.8/20). Depth and rate of chest compressions remained stable between T1 and T2 (≈105/min.; ≈42mm). Volume of breaths decreased significantly from T1 to T2 (590±343ml to 332±215ml; p<0.000).    

The CPR+AED sequence led to encouraging improvements of the knowledge, abilities and confidence of the students. PE teachers felt valuated and able to contribute autonomously to this major public health challenge.

"Dare to save a life at school": implementation of a CPR+AED sequence in the PE curriculum