• Assessing the Impacts of Creating Active Schools on Organisational Culture for Physical Activity 

      Helme, Zoe E.; Morris, Jade L.; Nichols, Joanna; Chalkley, Anna; Bingham, Daniel D.; McLoughlin, Gabriella M.; Bartholomew, John B.; Daly-Smith, Andy (Peer reviewed; Journal article, 2022)
      Background: National and international guidance recommends whole-school approaches to physical activity, but there are few studies assessing their effectiveness, especially at an organisational level. This study assesses ...
    • 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 ...
    • “Go beyond your own comfort zone and challenge yourself”: A comparison on the use of physically active learning in Norway, the Netherlands and the UK 

      Chalkley, Anna; Mandelid, Mathias; Thurston, Miranda; Daly-Smith, Andy; Singh, Amika; Huiberts, Irma; Archbold, Victoria S.J.; Resaland, Geir Kåre; Tjomsland, Hege Eikeland (Peer reviewed; Journal article, 2022)
      The adoption of physically active learning (PAL) in schools is becoming more widespread. To understand how PAL is being used in different countries and explore if and how methods and strategies differ, this paper draws ...
    • 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; ...
    • Initial insights into the impact and implementation of Creating Active Schools in Bradford, UK 

      Chalkley, Anna; Morris, Jade L.; Helme, Zoe E.; Timms, Oliver; Young, Emma; McLoughlin, Gabriella M.; Bartholomew, John B.; Daly-Smith, Andy (Peer reviewed; Journal article, 2023)
      Background Few whole-school physical activity programmes integrate implementation science frameworks within the design, delivery, and evaluation. As a result, knowledge of the key factors that support implementation at ...
    • 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 ...
    • Senter for fysisk aktiv læring: Sluttrapport 2018-2023 

      Mandelid, Mathias Brekke; Dyngeland, Espen Søreide; Stokke, Rasmus; Wergeland, Tom Christian; Sandal, Marion Østenstad; Stein, Hege; Eriksen, Pernille Buschmann; Teslo, Ståle Bye; Riddervold, Sofie; Ottesen, Claus Løgstrup; Chalkley, Anna; Daly-Smith, Andy; Singh, Amika; Jenssen, Eirik S.; Engelsen, Knut Steinar; Anderssen, Sigmund Alfred; Lerum, Øystein; Klafstad, Henning; Ølmheim, Jan Erik; Moi, Anna Lange; Rui, Ingrid; Hermansen, Marie; Tjomsland, Hege Eikeland; Trautner, Nikolaj; Resaland, Geir Kåre (Research report, 2023)
    • 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 ...