Abstract: After-school physical education services are a key to the implementation of the "double reduction" policy, and provides a good opportunity to help students return to school education which occupies the central position of education. This study investigates the causal mechanism of the factors influencing the implementation of after-school physical education services in primary and secondary schools from the perspective of physical education teachers through qualitative comparative analysis. It is found that there are three types of after-school physical education services that can effectively respond to the "double reduction" policy from the perspective of physical education teachers: comprehensive support type, system support type and environment construction type. Based on the results of this study, the future development of after-school physical education services need to improve the level of teachers who provide after-school physical education services, give full play to the subjective initiative of schools which provide after-school physical education services, and improve and perfect the relevant system whereby after-school physical education services are provided so that the effect of after-school physical education services can be improved, which will help realize the three-year goal of the "double-reduction" policy.

Key words: double reduction policy, after-school physical education services, qualitative comparative analysis