An international multi-stakeholder study on developing teacher capabilities and agency to implement and sustain physically active learning in schools
Abstract
Background Despite growing acceptance of integrating physically active learning (PAL) into schools, challenges remain regarding sustaining the results obtained in controlled experiments beyond the formal program. This study addresses this gap by exploring how in-service teacher training can be structured to support the sustained implementation of PAL. Methods We adopted an international multi-stakeholder perspective and recruited teachers (n = 6), teacher educators (n = 6), and researchers (n = 6) to participate in online semi-structured interviews. All 18 stakeholders were recruited based on their expertise in PAL. Interviews were audio-recorded, transcribed, and analysed using reflexive thematic analysis. Results We identified two overarching themes: (A) the process of gradual growth and (B) building a whole-school PAL culture. The first theme illustrates teachers’ gradual PAL growth through i) onboarding, ii) starting simple, and iii) building towards advanced practice. The second theme revolves around building a whole-school PAL culture and encompasses the process of sustaining PAL through (i) school and national policy and (ii) developing a PAL culture. Conclusions Based on these themes, we developed a conceptual framework as a visual representation of the results structured around the phases of onboarding, starting simple, advanced practice, and building a whole-school PAL culture. The framework indicates that PAL teacher training is a comprehensive process that occurs in a synergistic relationship between teachers’ individual and collective agency to implement and sustain PAL in schools. This study and the proposed conceptual framework may help advance the implementation and sustainability of future PAL initiatives. However, the framework represents an interpretative synthesis of stakeholder perspectives and requires further empirical testing across educational contexts.