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

Objective. Identify co-produced multi-stakeholder perspectives important for successful widespread physically active learning (PAL) adoption and implementation. Method. Thirty-five stakeholders (policy-makers, n=9; commercial education sector, n=8; teachers, n=3; researchers, n=15) attended a design-thinking PAL workshop. Participants formed five multi-disciplinary groups with at least one representative from the different stakeholder groups. Each group, facilitated by a researcher, undertook two tasks (i) using post-it notes: within the school day, what are the opportunities for learning combined with movement? (ii) washing line task: how can we establish PAL as the norm? All discussions were audio recorded and transcribed. Inductive analyses were conducted by four authors. Once complete, main and sub themes were assigned to four predetermined categories; (i) PAL implementation, and priorities for (ii) practice, (iii) policy and (iv) research. Results. PAL implementation main themes: opportunities for PAL within the school day, delivery environments, learning approaches, intensity of PAL. Priorities for practice main themes: teachers confidence and competence, resources to support delivery, community of practice. Policy priorities main themes: self-governance, The Office for Standards in Education, Children's Services and Skill (Ofsted), policy investment in initial teacher training and curriculum reform. Research priorities main themes: establishing a strong evidence base, school-based PAL implementation, whole-systems-approach. Conclusion. The study is the first to identify PAL implementation factors using a combined multi-stakeholder perspective. To achieve wider PAL adoption and implementation, future interventions should be evidence-based, addressing implementation factors at the classroom- (e.g approaches and delivery environments), school- (communities of practice) and policy-levels (e.g. initial teacher training).