ArticleThe international journal of behavioral nutrition and physical activity2023
Reframing physically active learning as movement-centred pedagogy: a European priority action framework.
Article in The international journal of behavioral nutrition and physical activity, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Less is more: Qualitative insights into physically active learning in secondary math education.PloS one · 2025Trial
- Active breaks as a physical education strategy to develop attention, concentration and attentional variability in higher education.BMC psychology · 2026Article
- Co-designing policy, practice, and research directions for whole-school physical activity: towards sustainable culture change.The international journal of behavioral nutrition and physical activity · 2026Article
- Voices on a multicomponent school-based physical activity intervention: a qualitative study with school leaders, teachers, and students from the MOVESCHOOL study.BMC public health · 2026Article
- Health promotion meets sustainable movement-based education in school-a "walking school" initiative in Sweden.Health promotion international · 2025Article
- Mini review: physically active schools as an arena for promoting health and cognition at the same time.Frontiers in sports and active living · 2025Review
- Teacher acceptability of physically active learning in UK secondary schools - a mixed methods study.PloS one · 2025Article
- Framing the reframing: empirical and theoretical foundations for moving from physically active learning to movement-centred pedagogy.Frontiers in sports and active living · 2025Review
- Development of a Global Physical Literacy (GloPL) Action Framework: Study protocol for a consensus process.PloS one · 2024Article
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5 authors.
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Abstract
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.
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