Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework
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2020-02Author
Daly-Smith, AndrewQuarmby, T.
Archbold, V.S.J.
Corrigan, N.
Wilson, D.
Resaland, G.K.
Bartholomew, J.B.
Singh, A.
Tjomsland, H.E.
Sherar, L.B.
Chalkley, Anna
Routen, A.C.
Shickle, D.
Bingham, Daniel D.
Barber, S.E.
van Sluijs, E.
Fairclough, S.J.
McKenna, J.
Keyword
Whole-schoolChildren
Whole-system
Double diamond
Co-development
Physical activity
Policy
Physical education
Experience-based co-design
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© The Author(s). 2020 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.Peer-Reviewed
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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 co-develop a whole-school PA framework using the double diamond design approach (DDDA). 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. 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 whole-school PA. To the authors' knowledge, this is the first time practitioners, policymakers and researchers have co-designed 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.Version
Published versionCitation
Daly-Smith A, Quarmby T, Archbold VSJ et al (2020) Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework. International Journal of Behavioral Nutrition and Physical Activity, 17(1): 13.Link to Version of Record
https://doi.org/10.1186/s12966-020-0917-zType
Articleae974a485f413a2113503eed53cd6c53
https://doi.org/10.1186/s12966-020-0917-z