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

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

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

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Purpose'. To identify co-produced multi-stakeholder perspectives important for successful widespread physically active learning (PAL) adoptionand implementation.Methods: A total of 35 stakeholders (policymakers ≪ = 9;commercial education sector, ≪ = 8;teachers, w = 3;researchers, w = 15) attended adesign thinking PAL workshop. Participants formed 5 multi-disciplinary groups with at least 1 representative from each stakeholder group. Eachgroup, facilitated by a researcher, undertook 2 tasks: (1) using Post-it Notes, the following question was answered: within the school day, whatare the opportunities for learning combined with movement? and (2) structured as a washing-line task, the following question was answered:how can we establish PAL as the norm? All discussions were audio-recorded and transcribed. Inductive analyses were conducted by 4 authors.After the analyses were complete, the main themes and subthemes were assigned to 4 predetermined categories: (1) PAL design and implementation,(2) priorities for practice, (3) priorities for policy, and (4) priorities for research.Results'. The following were the main themes for PAL implementation: opportunities for PAL within the school day, delivery environments,learning approaches, and the intensity of PAL. The main themes for the priorities for practice included teacher confidence and competence,resources to support delivery, and community of practice. The main themes for the policy for priorities included self-governance, the Office forStandards in Education, Children's Services, and Skill, policy investment in initial teacher training, and curriculum reform. The main themes forthe research priorities included establishing a strong evidence base, school-based PAL implementation, and a whole-systems approach.Conclusion-. The present study is the first to identify PAL implementation factors using a combined multi-stakeholder perspective. To achievewider PAL adoption and implementation, future interventions should be evidence based and address implementation factors at the classroomlevel (e.g., approaches and delivery environments), school level (e.g., comm unties of practice), and policy level (e.g., initial teacher training).

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《运动与健康科学：英文版》 |2020年第1期|41-49|共10页
作者
Andy Daly-Smith; Thomas Quarmby; Victoria S.J.Archbold; Ash C.Routen; Jade L.Morris; Catherine Gammon; John B.Bartholomew; Geir Kare Resaland; Bryn Llewellyn; Richard Allman; Henry Dorling;
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作者单位

School of Sport;

Leeds Beckett University;

Leeds;

LS63QS;

UK;

School of Sport;

Exercise and Health Sciences;

Loughborough University;

E152GZ;

UK;

School of Health Promotion and Human Performance;

Eastern Michigan University;

Ypsilanti;

MI 48197;

USA;

Centre for Diet and Activity Research;

MRC Epidemiology Unit;

University of Cambridge;

Cambridge;

CB21TN;

UK;

Department of Kinesiology and Health Education;

The University of Texas at Austin;

Austin;

TX 78705;

USA;

Center for Physically Active Learning;

Faculty of Education;

Arts and Sports;

Western Norway University of Applied Sciences;

Sogndal;

5020 Bergen;

Norway;

Tagtiv8 Ltd and Move&Learn;

Leeds;

WF27BS;

UK;

School of Sport;

Health and Social Science;

Solent University;

Southampton;

SO 14 ORT;

UK;

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原文格式 PDF
正文语种 chi
中图分类英语;
关键词
Physical activity; Physically active learning; Policy; School;

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

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