Reframing physically active learning as movement-centred pedagogy: a European priority action framework

International Journal of Behavioral Nutrition and Physical Activity

Research

Geir Kare Resaland¹  Anna Chalkley²  Andrew Daly-Smith³  Mathias Brekke Mandelid⁴  Amika Singh⁵ 

[1] Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway;Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway;Centre for Applied Education Research, Wolfson Centre for Applied Health Research Bradford Royal Infirmary, Bradford, West Yorkshire, UK;Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway;Centre for Applied Education Research, Wolfson Centre for Applied Health Research Bradford Royal Infirmary, Bradford, West Yorkshire, UK;Faculty of Health Studies, University of Bradford, Bradford, UK;Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway;Faculty of Humanities, Sports and Educational Science, Department of Sports, Physical Education and Outdoor Studies, University of South-Eastern Norway, Bø, Norway;Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway;Mulier Institute Utrecht, Utrecht, The Netherlands;

关键词: Physically active learning;    School-based physical activity;    Policy;    Co-development;    Teachers;    Movement-centred pedagogy;   

DOI  :  10.1186/s12966-023-01503-4

 received in 2023-03-06, accepted in 2023-08-12,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundPhysically active learning (PAL) has emerged as a promising way of eliciting health and education-based outcomes for pupils. Concurrently, research suggests large variability in how PAL is perceived, operationalized, and prioritized in practice across Europe. Therefore, this study aimed to co-develop a framework for action to support the adoption and implementation of PAL.MethodsAdopting a design thinking approach, 40 international stakeholders representing 13 countries engaged in an idea generation workshop during a two-day PAL international conference. Participants included professionals from research (n = 20), practice (n = 4) and policy (n = 1) or a combination (n = 15). Their experience with PAL ranged from none to 19 years (with an average of 3.9 years). Participants were allocated into one of six heterogeneous and multidisciplinary groups and led through interactive tasks to identify: the landscape for PAL across Europe, barriers to the adoption and implementation of PAL, and key objectives for research, policy and practice to improve the adoption and implementation of PAL. All discussions were audio recorded and prioritized objectives were transcribed verbatim and analysed using inductive qualitative content analysis.ResultsFive interlinked and mutually reinforcing themes were identified: (1) Integration of the health and education paradigms (2) Coherent national policy and decision making (3) Building confident and competent teachers (4) Adopting a whole school approach for PAL (5) Strengthening the evidence base for PAL.ConclusionsThe priority action framework identifies five key areas for action to facilitate PAL adoption and implementation across Europe. Central to the success of border uptake of PAL is the integration of the health and education paradigms. To achieve this aim, reframing PAL as movement-centered pedagogy would provide a more holistic and inclusive perspective.

【 授权许可】

CC BY   
© BioMed Central Ltd., part of Springer Nature 2023

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