School of Sport, Leeds Beckett University, Leeds, LS63QS, UK.
School of Sport, Exercise and Health Sciences, Loughborough University, E15 2GZ, UK.
J Sport Health Sci. 2020 Jan;9(1):41-49. doi: 10.1016/j.jshs.2019.05.007. Epub 2019 May 24.
To identify co-produced multi-stakeholder perspectives important for successful widespread physically active learning (PAL) adoption and implementation.
A total of 35 stakeholders (policymakers = 9; commercial education sector, = 8; teachers, = 3; researchers, = 15) attended a design thinking PAL workshop. Participants formed 5 multi-disciplinary groups with at least 1 representative from each stakeholder group. Each group, facilitated by a researcher, undertook 2 tasks: (1) using Post-it Notes, the following question was answered: within the school day, what are 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.
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 for Standards in Education, Children's Services, and Skill, policy investment in initial teacher training, and curriculum reform. The main themes for the research priorities included establishing a strong evidence base, school-based PAL implementation, and a whole-systems approach.
The present 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 and address implementation factors at the classroom level (e.g., approaches and delivery environments), school level (e.g., communities of practice), and policy level (e.g., initial teacher training).
确定对成功广泛采用和实施积极身体学习（PAL）至关重要的共同产生的多方利益相关者观点。
共有 35 名利益相关者（决策者=9；商业教育部门=8；教师=3；研究人员=15）参加了积极身体学习设计思维研讨会。参与者组成了 5 个多学科小组，每个小组至少有 1 名来自每个利益相关者群体的代表。每个小组由一名研究人员协助，完成了 2 项任务：（1）使用便利贴回答以下问题：在学校日期间，有哪些结合运动进行学习的机会？（2）按照晾衣绳任务的结构回答以下问题：我们如何将 PAL 确立为常态？所有讨论均进行了录音和转录。4 名作者进行了归纳分析。分析完成后，将主要主题和子主题分配给 4 个预定类别：（1）PAL 设计和实施，（2）实践优先级，（3）政策优先级，（4）研究优先级。
PAL 实施的主要主题包括：学校日期间的 PAL 机会、交付环境、学习方法和 PAL 的强度。实践优先级的主要主题包括教师的信心和能力、支持交付的资源以及实践社区。政策优先级的主要主题包括自治、教育标准办公室、儿童服务以及技能、对初始教师培训的政策投资以及课程改革。研究优先级的主要主题包括建立强大的证据基础、学校实施 PAL 和整体系统方法。
本研究首次使用综合多方利益相关者的视角确定了 PAL 实施的因素。为了实现更广泛的 PAL 采用和实施，未来的干预措施应该基于证据，并解决课堂层面的实施因素（例如，方法和交付环境）、学校层面（例如，实践社区）和政策层面（例如，初始教师培训）。
