• The Conforming, The Innovating and The Connecting Teacher: A qualitative study of why teachers in lower secondary school adopt physically active learning 

      Lerum, Øystein; Tjomsland, Hege Eikeland; Leirhaug, Petter Erik; McKenna, Jim; Quaramby, Thomas; Bartholomew, John; Jenssen, Eirik S.; Daly-Smith, Andy; Resaland, Geir Kåre (Peer reviewed; Journal article, 2021)
      This paper explores why teachers adopt physically active learning (PAL). Data were collected through ‘go-alongs’ supplemented by individual interviews with 13 teachers in seven Norwegian lower secondary schools. Data were ...
    • The European Physical Active Learning Teacher Training Curriculum 

      Daly-Smith, Andy; Ottesen, Claus Løgstrup; Mandelid, Mathias; Von Seelen, Jesper; Trautner, Nikolaj; Resaland, Geir Kåre (Research report, 2021)
      The ACTivate physically active learning teacher training curriculum (PAL-TTC) guides those who wish to develop training programmes specifically for (PAL). We will provide, for the first time, an evidence-based European PAL ...
    • Fundamental Movement Skills and Their Assessment in Primary Schools from the Perspective of Teachers 

      Eddy, Lucy; Hill, Liam J.B.; Mon-Williams, Mark; Preston, Nick; Daly-Smith, Andy; Medd, Gareth; Bingham, Daniel D. (Peer reviewed; Journal article, 2021)
      Evidence suggests that children struggle to acquire age-appropriate fundamental movement skills (FMS), despite their importance for facilitating physical activity. This has led to calls for routine school-based screening ...
    • Implementing physically active learning: Future directions for research, policy, and practice 

      Daly-Smith, Andy; Quarmby, Thomas; Archbold, Victoria S. J.; Routen, Ash C.; Morris, Jade L.; Gammon, Catherine; Bartholomew, John B.; Resaland, Geir Kåre; Llewellyn, B.; Allman, Richard; Dorling, Henry (Journal article; Peer reviewed, 2020)
      Purpose To identify co-produced multi-stakeholder perspectives important for successful widespread physically active learning (PAL) adoption and implementation. Methods A total of 35 stakeholders (policymakers n = 9; ...
    • Moderate-to-Vigorous Physical Activity in Primary School Children: Inactive Lessons Are Dominated by Maths and English 

      Daly-Smith, Andy; Hobbs, Mathew; Morris, Jade L.; Defeyter, Margaret A.; Resaland, Geir Kåre; McKenna, Jim (Journal article; Peer reviewed, 2021)
      Background: A large majority of primary school pupils fail to achieve 30-min of daily, in-school moderate-to-vigorous physical activity (MVPA). The aim of this study was to investigate MVPA accumulation and subject frequency ...
    • Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework 

      Daly-Smith, Andy; Quarmby, Thomas; Archbold, Victoria S. J.; Corrigan, Nicola; Wilson, Dan; Resaland, Geir Kåre; Bartholomew, John B.; Singh, Amika; Tjomsland, Hege Eikeland; Sherar, Lauren B.; Chalkley, Anna; Routen, Ash C.; Shickle, Darren; Bingham, Daniel D.; Barber, Sally E.; van Sluijs, Esther M.F.; Fairclough, Stuart J.; McKenna, Jim (Peer reviewed; Journal article, 2020)
      Background 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 ...