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dc.contributor.authorDaly-Smith, Andy
dc.contributor.authorQuarmby, Thomas
dc.contributor.authorArchbold, Victoria S. J.
dc.contributor.authorCorrigan, Nicola
dc.contributor.authorWilson, Dan
dc.contributor.authorResaland, Geir Kåre
dc.contributor.authorBartholomew, John B.
dc.contributor.authorSingh, Amika
dc.contributor.authorTjomsland, Hege Eikeland
dc.contributor.authorSherar, Lauren B.
dc.contributor.authorChalkley, Anna
dc.contributor.authorRouten, Ash C.
dc.contributor.authorShickle, Darren
dc.contributor.authorBingham, Daniel D.
dc.contributor.authorBarber, Sally E.
dc.contributor.authorvan Sluijs, Esther M.F.
dc.contributor.authorFairclough, Stuart J.
dc.contributor.authorMcKenna, Jim
dc.coverage.spatialUnited Kingdomen_US
dc.date.accessioned2020-11-13T14:06:34Z
dc.date.available2020-11-13T14:06:34Z
dc.date.created2020-10-19T15:43:56Z
dc.date.issued2020
dc.identifier.citationDaly-Smith, A., Quarmby, T., Archbold, V. S. J., Corrigan, N., Wilson, D., Resaland, G. K., … McKenna, J. (2020). Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework. International Journal of Behavioral Nutrition and Physical Activity, 17(1).en_US
dc.identifier.issn1479-5868
dc.identifier.urihttps://hdl.handle.net/11250/2687863
dc.description.abstractBackground 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 implementation rates and poor sustainability. To create effective interventions, which recognise schools as complex adaptive sub-systems, multi-stakeholder input is necessary. Further, to ensure ‘systems’ change, a framework is required that identifies all components of a whole-school PA approach. The study’s aim was to co-develop a whole-school PA framework using the double diamond design approach (DDDA). Methodology Fifty stakeholders engaged in a six-phase DDDA workshop undertaking tasks within same stakeholder (n = 9; UK researchers, public health specialists, active schools coordinators, headteachers, teachers, active partner schools specialists, national organisations, Sport England local delivery pilot representatives and international researchers) and mixed (n = 6) stakeholder groupings. Six draft frameworks were created before stakeholders voted for one ‘initial’ framework. Next, stakeholders reviewed the ‘initial’ framework, proposing modifications. Following the workshop, stakeholders voted on eight modifications using an online questionnaire. Results Following voting, the Creating Active Schools Framework (CAS) was designed. At the centre, ethos and practice drive school policy and vision, creating the physical and social environments in which five key stakeholder groups operate to deliver PA through seven opportunities both within and beyond school. At the top of the model, initial and in-service teacher training foster teachers’ capability, opportunity and motivation (COM-B) to deliver whole-school PA. National policy and organisations drive top-down initiatives that support or hinder whole-school PA. Summary To the authors’ knowledge, this is the first time practitioners, policymakers and researchers have co-designed a whole-school PA framework from initial conception. The novelty of CAS resides in identifying the multitude of interconnecting components of a whole-school adaptive sub-system; exposing the complexity required to create systems change. The framework can be used to shape future policy, research and practice to embed sustainable PA interventions within schools. To enact such change, CAS presents a potential paradigm shift, providing a map and method to guide future co-production by multiple experts of PA initiatives ‘with’ schools, while abandoning outdated traditional approaches of implementing interventions ‘on’ schools.en_US
dc.language.isoengen_US
dc.publisherBioMed Centralen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectwhole-schoolen_US
dc.subjectchildrenen_US
dc.subjectwhole-systemen_US
dc.subjectdouble diamonden_US
dc.subjectco-developmenten_US
dc.subjectphysical activityen_US
dc.subjectpolicyen_US
dc.subjectphysical educationen_US
dc.subjectexperience-based co-designen_US
dc.titleUsing a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Frameworken_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© The Author(s) 2020en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Samfunnsvitenskapelige idrettsfag: 330en_US
dc.source.pagenumber1-12en_US
dc.source.volume17en_US
dc.source.journalInternational Journal of Behavioral Nutrition and Physical Activityen_US
dc.source.issue1en_US
dc.identifier.doi10.1186/s12966-020-0917-z
dc.identifier.cristin1840613
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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