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dc.contributor.authorChalkley, Anna
dc.contributor.authorMandelid, M.B.
dc.contributor.authorSingh, A.
dc.contributor.authorResaland, G.K.
dc.contributor.authorDaly-Smith, Andrew
dc.date.accessioned2023-08-29T15:53:33Z
dc.date.accessioned2023-09-01T13:49:45Z
dc.date.available2023-08-29T15:53:33Z
dc.date.available2023-09-01T13:49:45Z
dc.date.issued2023-08
dc.identifier.citationChalkley A, Mandelid MB, Singh A et al (2023) Reframing physically active learning as movement-centred pedagogy: a European priority action framework. International Journal of Behavioral Nutrition and Physical Activity. 20: 101.en_US
dc.identifier.urihttp://hdl.handle.net/10454/19568
dc.descriptionYesen_US
dc.description.abstractPhysically active learning (PAL) has emerged as a promising way of eliciting health and education-based outcomes for pupils. Concurrently, research suggests large variability in how PAL is perceived, operationalized, and prioritized in practice across Europe. Therefore, this study aimed to co-develop a framework for action to support the adoption and implementation of PAL. Adopting a design thinking approach, 40 international stakeholders representing 13 countries engaged in an idea generation workshop during a two-day PAL international conference. Participants included professionals from research (n = 20), practice (n = 4) and policy (n = 1) or a combination (n = 15). Their experience with PAL ranged from none to 19 years (with an average of 3.9 years). Participants were allocated into one of six heterogeneous and multidisciplinary groups and led through interactive tasks to identify: the landscape for PAL across Europe, barriers to the adoption and implementation of PAL, and key objectives for research, policy and practice to improve the adoption and implementation of PAL. All discussions were audio recorded and prioritized objectives were transcribed verbatim and analysed using inductive qualitative content analysis. Five interlinked and mutually reinforcing themes were identified: (1) Integration of the health and education paradigms (2) Coherent national policy and decision making (3) Building confident and competent teachers (4) Adopting a whole school approach for PAL (5) Strengthening the evidence base for PAL. The priority action framework identifies five key areas for action to facilitate PAL adoption and implementation across Europe. Central to the success of border uptake of PAL is the integration of the health and education paradigms. To achieve this aim, reframing PAL as movement-centered pedagogy would provide a more holistic and inclusive perspective.en_US
dc.description.sponsorshipThe authors of this manuscript were supported and funded by the European Union ERASMUS + Strategic Partnership Fund as part of the Activating Classroom Teachers project, ACTivate (Grant no 2019-1-N001-KA203-063024).en_US
dc.language.isoenen_US
dc.rights© The Author(s) 2023. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. 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 in a credit line to the data.en_US
dc.subjectPhysically active learningen_US
dc.subjectSchool-based physical activityen_US
dc.subjectPolicyen_US
dc.subjectCo-developmenten_US
dc.subjectTeachersen_US
dc.subjectMovement-centred pedagogyen_US
dc.titleReframing physically active learning as movement-centred pedagogy: a European priority action frameworken_US
dc.status.refereedYesen_US
dc.date.Accepted2023-08-12
dc.date.application2023-08-25
dc.typeArticleen_US
dc.type.versionPublished versionen_US
dc.identifier.doihttps://doi.org/10.1186/s12966-023-01503-4
dc.rights.licenseCC-BYen_US
dc.date.updated2023-08-29T15:53:35Z
refterms.dateFOA2023-09-01T13:50:54Z
dc.openaccess.statusopenAccessen_US


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