Implementing physically active learning: Future directions for research, policy, and practice

Daly-Smith, Andy; Quarmby, Thomas; Archbold, Victoria S.J.; Routen, Ash; Morris, Jade L.; Gammon, Catherine; Bartholomew, John B.; Resaland, Geir Kåre; Llewellyn, Bryn; Allman, Richard M.; Dorling, Henry

doi:10.1016/j.jshs.2019.05.007

Cited by 64 publications

(79 citation statements)

References 45 publications

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“…Importantly, and in agreement with previous frameworks, CAS refutes the notion of deploying single-element interventions; it reinforces the need to create systems change through school leadership groups. Such change has already been identified within current research and frameworks [21,24], yet remains elusive within the school environment [34,59].…”

Section: Implications For Practicementioning

confidence: 95%

“…Next, lead researchers briefed participants on the DDDA and the expected outcome, which was to create a wholeschool physical activity framework that would support every child to increase their physical activity levels, working towards achieving 30 min of in-school and 60-min of daily MVPA. Stakeholders were not introduced to examples of current school-based physical activity frameworks [21,23,34] until the beginning of phase four. The research leads took this decision as they did not want to influence the initial designs.…”

Section: Stage One: Double Diamond Design Approachmentioning

confidence: 99%

“…Initial teacher training and in-service training (CPD) are central to enhancing the capability and motivation of school staff to implement physical activity. Currently, initial teacher training fails to provide newly qualified teachers with sufficient capability to become effective whole-school physical activity practitioners [34,[56][57][58]. Until initial teacher training evolves to meet the demands of contemporary teachers who are tasked with delivering a curriculum focussed on physical, social and emotional development, high-quality inservice training (CPD) is required [58].…”

Section: Teacher Training and Behavioural Change Theorymentioning

confidence: 99%

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Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework

Daly-Smith

Quarmby

Archbold

et al. 2020

Int J Behav Nutr Phys Act

Self Cite

139

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Background: UK and global policies recommend whole-school approaches to improve childrens' inadequate physical activity (PA) levels. Yet, recent meta-analyses establish current interventions as ineffective due to suboptimal implementation rates and poor sustainability. To create effective interventions, which recognise schools as complex adaptive sub-systems, multi-stakeholder input is necessary. Further, to ensure 'systems' change, a framework is required that identifies all components of a whole-school PA approach. The study's aim was to codevelop a whole-school PA framework using the double diamond design approach (DDDA).Methodology: Fifty stakeholders engaged in a six-phase DDDA workshop undertaking tasks within same stakeholder (n = 9; UK researchers, public health specialists, active schools coordinators, headteachers, teachers, active partner schools specialists, national organisations, Sport England local delivery pilot representatives and international researchers) and mixed (n = 6) stakeholder groupings. Six draft frameworks were created before stakeholders voted for one 'initial' framework. Next, stakeholders reviewed the 'initial' framework, proposing modifications. Following the workshop, stakeholders voted on eight modifications using an online questionnaire.Results: Following voting, the Creating Active Schools Framework (CAS) was designed. At the centre, ethos and practice drive school policy and vision, creating the physical and social environments in which five key stakeholder groups operate to deliver PA through seven opportunities both within and beyond school. At the top of the model, initial and in-service teacher training foster teachers' capability, opportunity and motivation (COM-B) to deliver whole-school PA. National policy and organisations drive top-down initiatives that support or hinder wholeschool PA.Summary: To the authors' knowledge, this is the first time practitioners, policymakers and researchers have codesigned a whole-school PA framework from initial conception. The novelty of CAS resides in identifying the multitude of interconnecting components of a whole-school adaptive sub-system; exposing the complexity required to create systems change. The framework can be used to shape future policy, research and practice to embed sustainable PA interventions within schools. To enact such change, CAS presents a potential paradigm shift, providing a map and method to guide future co-production by multiple experts of PA initiatives 'with' schools, while abandoning outdated traditional approaches of implementing interventions 'on' schools.

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Section: Implications For Practicementioning

confidence: 95%

Section: Stage One: Double Diamond Design Approachmentioning

confidence: 99%

Section: Teacher Training and Behavioural Change Theorymentioning

confidence: 99%

See 1 more Smart Citation

Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework

Daly-Smith

Quarmby

Archbold

et al. 2020

Int J Behav Nutr Phys Act

Self Cite

139

View full text Add to dashboard Cite

show abstract

“…Importantly, CAS refutes the notion of deploying single-element interventions; it reinforces the need to create systems change through school leadership groups. Such change has already been identified within current research and frameworks [21,56], yet remains elusive within the school environment [52,57].…”

Section: Framework Descriptionmentioning

confidence: 95%

Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework

Daly-Smith

Quarmby

Archbold

et al. 2019

Preprint

Self Cite

View full text Add to dashboard Cite

Background UK and global policies recommend whole-school approaches to improve childrens’ inadequate physical activity (PA) levels. Yet, recent meta-analyses establish current interventions as ineffective due to suboptimal implementation rates and poor sustainability. To create effective and sustainable interventions which recognise schools as complex adaptive sub-systems, multi-stakeholder input is necessary. Further, to ensure ‘systems’ change, a framework is required that identifies the many components of a whole-school PA approach. The aim of this paper was to co-develop a whole-school PA framework using the double diamond design approach (DDDA); a four-stage reflective process to discover, define, develop, and deliver an innovative solution to a problem. Framework development process Fifty stakeholders engaged in a six-phase DDDA workshop undertaking tasks within same stakeholder (n=9; UK researchers, public health specialists, active schools coordinators, headteachers, teachers, active partner schools specialists, national organisations, Sport England local delivery pilot representatives and international researchers) and mixed (n=6) stakeholder groupings. Six draft frameworks were created before stakeholders selected one ‘initial’ framework through an individual voting process. Next, stakeholders reviewed the ‘initial’ framework, proposing modifications. Following the workshop, the original stakeholders voted on eight proposed modifications using an online questionnaire. Following voting, the final Creating Active Schools (CAS) Framework was designed. Summary To the authors knowledge, this is the first time practitioners, policy makers and researchers who understand the powerful driving agents of school systems and teacher and pupil PA behaviour, have co-designed a whole-school PA framework from initial conception. The novelty of the CAS framework resides in formally identifying the multitude of interconnecting elements of a whole-school adaptive sub-system; exposing the complexity required to create systems change. The CAS framework can be used to shape future policy, research and practice to embed sustainable PA interventions within schools. To enact such change, the CAS framework presents a potential paradigm shift, providing a map and method to guide future co-production by multiple experts of PA initiatives ‘with’ schools, while abandoning outdated traditional approaches of implementing interventions ‘on’ schools.

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“…The study by Yezhova et al (2019) highlights the development of teachers' ICT competence. The paper by Daly-Smith et al (2020) identifies multi-stakeholder perspectives, important for widespread physically active learning adoption and implementation.…”

Section: Introductionmentioning

confidence: 99%

Efficiency of Social and Educational Experimental Training “New Physical Culture for the New Ukrainian School”

Akseonova¹,

Varetska²,

Klopov

et al. 2020

RREM

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Present school educational process can be characterized by the dominance of old approaches and stereotyped classical forms of learning. Physical culture is seen as a subject that forms physical and mental qualities and skills, stimulates the development of such an attitude towards health that contributes to active life and the development of social competence. Therefore, there is a need to change the teachers' views on their own social mission, and to update the methodology of physical culture in the primary school. It requires modernization of the content and forms of teachers' training in the context of the Concept of the New Ukrainian School. The purpose of the study is to determine the effectiveness of social and educational experimental training "New Physical Culture for the New Ukrainian School" in the system of postgraduate pedagogical education. The research was conducted on the basis of the Zaporizhzhia Regional Institute of Postgraduate Pedagogical Education (June-November 2018). Questionnaires at the beginning and after training, introspection and analysis of lessons three months after the training, experimental methodology for determining the efficiency coefficient of the lesson have been used. Vectors of pedagogical attention are singled out, important for the teacher socially-oriented tasks of the lesson are described. The results of the study point to positive social and educational effects of the experimental training. The training has been implemented in the postgraduate educational process.

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Implementing physically active learning: Future directions for research, policy, and practice

Cited by 64 publications

References 45 publications

Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework

Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework

Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework

Efficiency of Social and Educational Experimental Training “New Physical Culture for the New Ukrainian School”

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