Abstract Background Whole-school physical activity (WSPA) approaches are recognised globally as a key investment for increasing children’s activity levels. Their success depends on translating national policy into effective school practices through systems-level thinking and multi-stakeholder collaboration. This study aimed to use an experience-based co-design process to produce and prioritise future directions for WSPA policy, practice and research by engaging international stakeholders to identify key roles, needs, and actionable recommendations. Methods The co-design process took place during a two-day international conference on Whole-School Physical Activity (#WSPA2024). Adopting a design thinking approach, 152 international stakeholders representing 16 countries engaged in two co-design workshops. Participants included professionals representing the policy ( n = 64), practice ( n = 26), or research ( n = 62) sectors. Participants undertook tasks in either same stakeholder or mixed stakeholder groupings to explore and prioritise future needs for policy, practice, and research related to WSPA. All discussions were audio recorded, transcribed verbatim, and analysed using inductive thematic and content analysis. Prioritised actions were synthesised and recommendations to support the future of WSPA were drafted. Stakeholders reviewed the drafted recommendations and proposed modifications using an online questionnaire. Results Twenty-four recommendations (10 for policymakers, eight for practitioners, and six for researchers) to prioritise and plan for WSPA were developed. These are represented by six interlinked themes reflecting conditions for change: systems thinking, partner engagement and collaboration, equity and inclusion, evidence-based and action orientated, knowledge mobilisation, support and capacity building. Conclusions WSPA approaches should be viewed as a long-term systems change agenda requiring aligned policy, adaptable practice, and innovative research. The WSPA recommendations provide a platform for multi-sector collaboration, co-production, and investment in scalable, context-sensitive solutions.

Purpose: There is scarce evidence related to embedding physical activity in policy and practice at the local level. It is not enough to investigate only whether whole system approaches are effective; process evaluations are required to understand how and to assess the transferability of the intervention. This study examines the strategic-level mechanisms and contextual factors underpinning the success of the JU:MP whole system intervention, including understanding how and why the JU:MP whole system intervention worked and could work better. Methods: Participants included 86 stakeholders who contributed to the strategic-level design and delivery of JU:MP, including the core delivery and research team, the executive board, and stakeholders from organisations commissioned to lead on specific work streams. 55 focus groups, 57 interviews, and observation of 77 events (e.g. core meetings, stakeholder workshops) were conducted alongside intervention delivery periodically over five years (2019–2024). Data were analysed thematically using framework analysis. Results: Analysis revealed key areas of learning related to strategic-level design and delivery of JU:MP that influenced its success. For example, processes to ‘connect the system’ including regular community of learning events facilitated increased synergy and reduced tension across different JU:MP workstreams. A research-practice partnership approach was instrumental to facilitating evidence-based design, and continuous reflective practice informed iterative intervention improvement. Embedding capacity building and principles of equity and inclusion into different work streams, and commissioning processes, contributed to increased local buy-in and sustainable change. Contextual factors such as support from the funder and national evaluation team, and delivery organisation and financial processes, facilitated and constrained success in different ways. Conclusions: It is essential to evaluate the mechanisms underpinning local whole system approaches to physical activity across the United Kingdom and internationally. This study provides a blueprint that can guide these efforts, to enable more effective whole-system delivery and population-level increases in physical activity. Support/Funding source: This study was supported by Sport England’s Local Delivery Pilot – Bradford; weblink: https://www.sportengland.org/campaigns-and-our-work/local-delivery. Sport England is a non-departmental public body under the Department for Digital, Culture, Media and Sport. Keywords: Whole-system, partnership, capacity building, leadership, co-production

BackgroundDespite 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.MethodsWe 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.ResultsWe 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.ConclusionsBased 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.

Purpose: Promoting physical activity (PA) through whole-system approaches has been identified as effective and sustainable. However, most studies use analytical methods that assume isolated and linear effects to understand how correlates of behaviours evolve over time and whether differences emerge within a controlled trial design. There is a growing need for tools that apply a complex systems lens. This study used network analysis to examine associations between moderate-to-vigorous physical activity (MVPA) and demographic, behavioural, and environmental variables in children, 24 months after the implementation of a whole-system PA intervention (JU:MP). Methods: This study is part of a whole-system community-based physical activity programme, JU:MP, delivered at scale in Bradford, United Kingdom. This controlled trial with two-arms included 1,123 children aged 7–11 years from 33 primary schools. PA was measured via accelerometry. Demographic information, socioemotional difficulties, physical activity in school, out-of-school, home settings, environmental spaces such as parks and green spaces, and screen time were collected through questionnaires. Network models were estimated separately for intervention (n = 766) and control groups (n = 687) at baseline (B) and 24-month follow-up (F1). Network parameters included node centrality and edge weights. The extended Bayesian information criterion EBIC LASSO was used to regularise networks (γ = 0.25). Results: At baseline, MVPA was strongly associated with lunchtime PA (0.333, 0.385) and participation in organised sport (0.401, 0.419) for both intervention and control groups, respectively. At F1, network density increased for both groups, and MVPA became strongly associated to green space (0.260, 0.297) and street PA (0.316, 0.287). However, MVPA was identified as more embedded in structured clusters of environmental and behavioural variables (such as screentime) in the intervention group. Additionally, PA before school emerged as a key central node (expected influence = 1.950). Conclusion: After 24 months, the intervention strengthened connections between MVPA and green space use, street activity, and before-school PA. These results highlight the potential for policies that prioritise green space access and urban walkability to enhance PA in children. Network analysis offers a useful tool to assess systemic shifts and offer insights for whole-system approaches in understanding behaviour change. Support/Funding Source: Sport England and Bradford Institute for Health Research.

Purpose: Whole system approaches to public health challenges such as low physical activity levels have the potential to create sustained behaviour change at a population level and tackle health inequalities. However, there is currently little evidence of the nature or effectiveness of adopting whole system approaches. This study evaluated whether a whole system physical activity intervention (JU:MP) was effective at improving physical activity in five- to eleven-year-olds. Methods: A before and after controlled study with two-arms (JU:MP intervention and control), was conducted in Bradford, United Kingdom with data collected at baseline and 24-months follow-up. Habitual physical activity was measured via accelerometry. The primary outcome was difference in moderate-to-vigorous intensity physical activity (MVPA) between groups at 24-months. Secondary outcomes included: sedentary time (ST), counts per minute (CPM), BMI z-score, waist circumference, social, emotional, and behavioural health, and quality-of-life. An exploratory analysis compared intervention effects between sub-groups. Results: 1,453 children were recruited. 330 children with valid wear-time at baseline and 24-months (JU:MP group n = 175, control group n = 155) were included in the final analysis of physical activity outcomes. The JU:MP group improved levels of MVPA (+4.99 minutes/day, confidence interval (CI) = 1.01, 8.96, standardised mean difference (SMD) = 0.29), ST (–8.69 minutes/day, CI = –16.76, –0.61, SMD = –0.20), and CPM (+32.72, CI = 5.93, 59.53, SMD = 0.28) compared to controls. There were minor differences between groups in all secondary outcomes, favouring the JU:MP group. Exploratory sub-group analysis revealed that MVPA improved for boys (+7.34 minutes/day, CI = 0.70, 13.99, SMD = 0.36) and South Asian heritage children (+7.20 minutes/day, CI = 1.67, 12.72, SMD = 0.52) in the JU:MP group compared to the control group. Conclusions: Whole system approaches hold considerable promise for addressing children’s levels of physical activity at scale, whilst also tackling inequalities. Support/Funding Source: This study was supported by Sport England’s Local Delivery Pilot – Bradford; weblink: https://www.sportengland.org/campaigns-and-our-work/local-delivery. Sport England is a non-departmental public body under the Department for Digital, Culture, Media and Sport. Keywords: Physical activity, whole system, children, inequalities, before and after trial

Background: The use of smartphones and interest in mobile health (mHealth) has grown in recent years with physical activity apps demonstrating potential to facilitate behavior change. However, there remains limited understanding of what specifically motivates children to engage meaningfully with these tools. Objective: This qualitative formative study aimed to determine children's perceptions of a bespoke physical activity mHealth app (Bestlife; Dubbit). It sought to explore the app's appeal, functionality, and potential to support behavior change among children aged 8-13 years. Methods: A total of 68 Young Citizen Scientists (YCSs) aged 8-13 years were recruited from 5 schools (3 primary and 2 secondary) in Bradford, United Kingdom, through purposive sampling as part of a whole-system physical activity program (Join Us: Move. Play; JU:MP). Recruitment procedures were school-led, incorporating consented whole-class involvement at primary level and teacher-nominated groups at secondary level. YCSs were asked to download and explore the Bestlife app 1-2 weeks before the school-based research session, completing a booklet to capture their experiences and those of their families. A total of 13 focus groups were conducted across 5 schools to explore children's views in depth. The focus groups were designed to investigate children's perceptions of the app. Qualitative data were analyzed inductively and deductively: An initial inductive analysis identified emerging themes, which were then mapped onto a framework of feasibility, usability, acceptability, and behavior change. Results: A total of 68 children (60 from primary schools and 8 from secondary schools) participated in the study. The study identified key factors influencing the feasibility, acceptability, usability, and behavior change potential of the Bestlife app among children. Feasibility was hindered by the parental email requirement during registration, which limited autonomy for older children. Acceptability was driven by gamified features, proportional rewards, and avatar customization, though participants requested more personalization to promote cultural inclusion and dynamic updates, linked to seasonal themes. Usability findings showed the interface was intuitive, with features promoting social interaction and competition enhancing engagement. However, younger users experienced navigational challenges, underscoring the need for clearer guidance. The app effectively incorporated behavior change techniques, including goal-setting, self-monitoring, and social collaboration, but required adjustments, such as reducing the frequency of emotional tracking prompts. Conclusions: The Bestlife app shows potential as an mHealth intervention for promoting physical activity in children. Enhancing cultural representation, simplifying onboarding processes, and refining engagement strategies could strengthen both uptake and sustained use. These findings highlight the importance of integrating user feedback into the iterative design process to optimize digital health tools for young populations. Further longitudinal research is recommended to evaluate longer-term engagement with the app, its impact on physical activity levels, and behavior change sustainability.

Background: Evidence on the long-term implementation and sustainability of whole-school physical activity programs remains limited. The Creating Active Schools (CAS) program incorporated the CAS Framework to support schools to focus on organizational and cultural change for physical activity. This study evaluates the medium-term implementation of CAS, after 2 academic years. Methods: A qualitative descriptive approach was employed. After 2 years of implementation, 35 participants from 30 Bradford schools, including school staff, CAS Champions, and Bradford CAS locality leads took part in semistructured focus groups. Thematic analysis followed a codebook method, combining inductive, data-driven insights with deductive themes based on McKay et al's implementation evaluation roadmap, and aligned to the Consolidated Framework Implementation Research. Results: The program increased the reach compared with the first year, with more staff buying into CAS and gaining confidence as advocates of physical activity. Schools shifted from creating new initiatives to embedding and sustaining previous efforts, and some schools required repeated doses to reinstate CAS as a priority where there had been high staff turnover or superficial initial buy-in. Core components of CAS that mitigated negative influences from the wider educational system, included peer-to-peer learning, and inter and intraknowledge exchange arising from the communities of practice. Collectively, these factors contributed to the combined agency within the school to implement CAS. Conclusions: The medium-term implementation of whole-school physical activity programs is contingent on understanding the broader educational context and system influences. This study underscores the importance of communities of practice and supportive structures in sustaining school-based physical activity initiatives.

In this article, we employed a third-space methodology to bring together two researchers and four teachers who have sustained physically active learning in their practice to explore the real-world applicability and processes of enacting physically active learning in teaching. We co-developed the Core Aspects of Physically Active Learning Enactment (CAPAbLE) model through six meetings. The model outlines 12 core aspects that can support pedagogical considerations about the purposes of enacting PAL through the iterations of planning, organising and evaluating. The CAPAbLE model may support the sustainability of PAL in schools and set the stage for future empirical investigations.

BackgroundSupportive policy is an important component of a whole-systems approach to increasing physical activity and reducing inequalities. There is a growing body of literature surrounding the design and effectiveness of national policy approaches to physical activity, but evidence related to local-level approaches is lacking. The aim of this study was to examine 'what works', and identify factors underpinning change, focused on work to embed physical activity in local policy and practice in Bradford, UK.MethodsA mixed-methods case study approach involved collecting data from cross-sectoral stakeholders directly or indirectly engaged in the physical activity agenda in Bradford over a period of three years (2021-2024). Data collection included focus groups, semi-structured interviews, researcher observations of key workshops and meetings, and surveys at two time-points (December 2021 and January 2024). Qualitative data were analysed using reflexive thematic analysis. Quantitative data were analysed using descriptive and inferential statistics.ResultsFour themes were identified which embody conditions that appear to be critical for working towards physical activity being embedded in local policy & practice within the Bradford District. These included: collaboration and sector integration, co-productive working, governance and leadership, and cultivating a learning culture. The process of co-producing a district-wide strategy for physical activity was key to facilitating shared ownership of the physical activity agenda across different levels of the system, and for supporting and maintaining cross-sectoral collaboration. On average, survey respondents connected with four more local organisations in relation to the physical activity agenda in January 2024 than in December 2021.ConclusionTaking a partnership approach, and fostering a culture of evidence-informed decision making, is key to embedding physical activity into policy and practice at a local level. Investing time to understand the aims and values of each partner, and potential synergies and tensions between them, can support the development of a positive and productive collaboration and, subsequently, more effective whole-system delivery and population-level increases in physical activity.

Introduction: Whole system approaches to public health challenges such as low physical activity levels have the potential to create sustained behaviour change at a population level and tackle health inequalities. However, there is currently little evidence of the nature or effectiveness of adopting whole system approaches. This study evaluated whether a whole system physical activity intervention (JU:MP), was effective at improving physical activity in five- to eleven-year-olds. Methods: A before and after controlled study with two-arms (JU:MP intervention and control), was conducted in Bradford, UK with data collected at baseline and 24-months follow-up. Habitual physical activity was measured via accelerometry. The primary outcome was difference in moderate-to-vigorous intensity physical activity (MVPA) between groups at 24-months. Secondary outcomes included: sedentary time (ST), counts per minute (CPM), BMI z-score, waist circumference, social, emotional and behavioural health, and quality-of-life. An exploratory analysis compared intervention effects between sub-groups. Results: 1,453 children were recruited. 330 children with valid wear-time at baseline and 24-months (JU:MP group n=175, control group n =155) were included in the final analysis of physical activity outcomes. The JU:MP group improved levels of MVPA (+4.99 minutes/day, (CI = 1.01, 8.96), standardised mean difference (SMD) = 0.29), ST ( -8.69 minutes/day, CI = -16.76, -0.61), SMD = -0.20) and CPM (+32.72, CI = 5.93, 59.53, SMD = 0.28) compared to controls. There were minor differences between groups in all secondary outcomes, favouring the JU:MP group. Exploratory sub-group analysis revealed that MVPA improved for boys (+7.34 minutes/days, CI = 0.70, 13.99, SMD = 0.36) and South Asian heritage children (+7.20 minutes/day, CI = 1.67, 12.72, SMD = 0.52) in the JU:MP group compared to the control group. Conclusion: whole system approaches hold considerable promise for addressing children's levels of physical activity at scale, whilst also tackling inequalities. ### Competing Interest Statement The JU:MP whole system approach was delivered by a consortium of partners on behalf of Active Bradford funded by Sport England. During the study period, Active Bradford was a not-for-profit company limited by guarantee. In 2024 Active Bradford became a charity and from 2025 will host the JU:MP approach. SEB and JW sit on the Directors and Members Boards of Active Bradford respectively. JW was not directly involved in the development or delivery of the intervention. SEB, JH, AS and ADS were involved in the evidence-based development of JU:MP but not the operational delivery of the intervention. JB was the implementation Director for the JU:MP whole system approach and was directly responsible for the delivery of JU:MP. To ensure independence, JB was not involved in the collection or analysis of the data. DB, ZH, GS, and RRCM declare no conflicts of interest. ### Clinical Trial ISRCTN14332797 ### Funding Statement This study was funded by Sport Englands Local Delivery Pilot. Sport England is a non-departmental public body under the Department for Digital Culture Media and Sport (DCMS). The authors involvement was also supported by the National Institute for Health Research (NIHR) Yorkshire and Humber Applied Research Collaboration (ARC) the Bristol Biomedical Research Centre (BRC) and the UK Prevention Research Partnership (MRS0375271) an initiative funded by UK Research and Innovation Councils the Department of Health and Social Care (England) and the UK devolved administrations and leading health research charities.The views expressed in this publication are those of the authors and not necessarily those of Sport England, the DCMS or the NIHR ARC BRC or UKPRP. ### Author Declarations I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained. Yes The details of the IRB/oversight body that provided approval or exemption for the research described are given below: The study and all processes were given ethical approval by the University of Bradford Research Ethics Committee (Humanities, Social, and Health Sciences Research Ethics Panel; reference: (E891, July 2021). I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals. Yes I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance). Yes I have followed all appropriate research reporting guidelines, such as any relevant EQUATOR Network research reporting checklist(s) and other pertinent material, if applicable. Yes The dataset that was generated and analysed during the current study is available from the corresponding author upon reasonable request.

Whole system approaches to public health challenges such as low physical activity levels have the potential to create sustained behaviour change at a population level and tackle health inequalities. However, there is currently little evidence of the nature or effectiveness of adopting whole system approaches. This study evaluated whether a whole system physical activity intervention (JU:MP), was effective at improving accelerometry measured physical activity in five- to eleven-year-olds. A non-randomised controlled trial with two-arms (JU:MP intervention and control), was conducted in multi-ethnic and socioeconomically deprived areas of Bradford, UK with data collected at baseline and 24-months follow-up. Habitual physical activity was measured via accelerometry. Mixed effects regression models identified group differences at 24 months. The primary outcome was moderate-to-vigorous intensity physical activity (MVPA). Secondary outcomes included: accelerometery measured - sedentary time (ST), counts per minute (CPM); BMI z-score, waist circumference, and children’s social, emotional and behavioural health, and quality-of-life via parental and teacher completed questionnaires. An exploratory analysis compared intervention effects between sub-groups. 1,453 children were recruited. 330 children with valid wear-time at baseline and 24-months (JU:MP group n = 175, control group n = 155) were included in the final analysis of physical activity outcomes. The JU:MP group improved levels of MVPA (+ 4.99 min/day, (CI = 1.01, 8.96), standardised mean difference (SMD) = 0.29), ST ( -8.69 min/day, CI = -16.76, -0.61), SMD = -0.20) and CPM (+ 32.72, CI = 5.93, 59.53, SMD = 0.28) compared to controls. There were minor differences between groups in all secondary outcomes, favouring the JU:MP group. Exploratory sub-group analysis revealed that MVPA improved for boys (+ 7.34 min/days, CI = 0.70, 13.99, SMD = 0.36) and South Asian heritage children (+ 7.20 min/day, CI = 1.67, 12.72, SMD = 0.52) in the JU:MP group compared to the control group. This study provides evidence that a whole system, community-based intervention can improve physical activity levels in primary school-aged children, particularly among boys and South Asian children, in deprived and ethnically diverse settings. The findings suggest that whole systems approaches may be effective in mitigating age-related declines in activity and addressing inequalities at scale. This study was retrospectively registered with the ISRCTN registry (ISRCTN14332797) on 17/02/2022. Available at: https://www.isrctn.com/ISRCTN14332797.

PurposeThis article sought to extend the understanding of primary school pupils' experiences and perceptions of physically active lessons (PAL) compared to traditional classroom lessons.MethodThe study draws from qualitative data captured through nine focus group interviews (utilizing writing, drawing, show and tell, and puppets) with year 5 and year 6 pupils.ResultsData were analyzed using inductive and deductive procedures. Findings highlight that pupils perceived traditional lessons to be teacher-centered, boring, and sedentary. In contrast, pupils recognized that the teacher became a facilitator of learning in PAL, which created more social interaction and enjoyment.ConclusionPAL offers an alternative pedagogical approach to didactic teaching, and pupils demonstrated preference for more fun, engaging, and active lessons.

ABSTRACT Global guidance is driving systems thinking to the forefront of research, policy, and practice. To achieve this, we need to consider how things work to ensure successful implementation. The use of the implementation research logic model as a contemporary tool to aid the planning, reporting, synthesizing, executing, and evaluating of the novel Creating Active Schools (CAS) program is illustrated. A five-step iterative process, underpinned by the implementation research logic model, was undertaken to hypothesize and identify conceptual pathways between the CAS: 1) program determinants, 2) program components and actions, 3) implementation strategies, 4) mechanisms of action, and 5) outcomes. Throughout development, school-based and CAS stakeholders engaged in reviewing appropriate implementation theories, models and frameworks, terminology, and content. An in-depth CAS logic model was created to detail the CAS program and underpinning mechanisms. This article provides novel insights into how contemporary implementation tools can be applied and adapted to enhance the planning, reporting, synthesizing, executing, and evaluating of complex interventions and strategies. The CAS logic model provides a blueprint for future school-based interventions to develop evidence-based logic models and to increase the likelihood of acceptance, feasibility, and sustainability.

Abstract Purpose Physical literacy has gained considerable traction across physical activity, sport, health, and education sectors, leading to an abundance of definitions and interpretations worldwide. However, implementing and advocating for physical literacy becomes challenging when the concept holds different meanings for different individuals and organisations. ‘Uniting’ perspectives on the concept could catalyse efforts to adopt, support and promote physical literacy in practice. This study aimed to develop a physical literacy consensus statement for England that was accessible for those working in research, policy, and practice. Methods Phase one included a review of the evidence, a first national stakeholder consultation, and focus groups with children and young people. Phase two included a modified-Delphi methodology and co-development of the draft statement with an expert panel of sixty researchers and stakeholders from around fifty organisations. Phase three included a second national consultation on the draft statement. Phase four involved further co-development and an online survey with the expert panel to revise the statement. Results Consensus was established on a definition: Physical literacy is our relationship with movement and physical activity throughout life. The statement also included five key messages encompassing (1) Understanding physical literacy, (2) Why physical literacy matters, (3) Supporting physical literacy, (4) Our experiences affect our physical literacy, and (5) Physical literacy is personal. Conclusion The consensus statement is for sector professionals and practitioners and provides a shared understanding of what physical literacy, why it is important and how it can be supported. By understanding, supporting, and adapting to the diverse needs and preferences of everyone, practitioners can play a pivotal role in enhancing physical literacy - an intrinsic driver for engagement in movement and physical activity behaviours. Future research should evaluate the implementation and the impact of the consensus statement. Funding The National Lottery and Sport England

This paper explores teachers’ educational values and how they shape their judgements about physically active learning (PAL). Twenty one teachers from four primary schools in Norway participated in focus groups. By conceptualising PAL as a didaktikk approach, the findings indicated that teachers engaged with PAL in a way that reflected their professional identity and previous experiences with the curriculum. Teachers valued PAL as a way of getting to know pupils in educational situations that were different from those when sedentary. These insights illustrate how PAL, as a didaktikk approach to teaching, can shift teachers’ perceptions of pupils’ knowledge, learning, and identity formation in ways that reflect the wider purposes of education. The paper gives support to a classroom discourse that moves beyond the traditional, sedentary one-way transfer of knowledge towards a more collaborative effort for pupils’ development.

Objective Citizen science with young people is becoming increasingly popular, and understanding their experience is valuable as it can improve research through improved participant motivation/ retention, alongside greater insight. The participants can benefit through opportunities to improve self-efficacy, learning, communication, and relationships. However, studies that explore young people’s experience of participating in citizen science have not been synthesised. Methods This qualitative thematic synthesis aimed to combine the literature on young citizen scientists’ experience of participating in citizen science research studies. Seven databases, Google Scholar and The Journal of Citizen Science Theory and Practice were searched from 2012 to January 2022 and updated in May 2023. The screening included identifying articles by scanning titles and abstracts and, finally, full texts and selecting the articles using inclusion and exclusion criteria. The study findings were synthesised using inductive thematic synthesis (Prospero registration CRD42022299973). Results Out of 3856 identified articles, 33 studies focusing on the participant experience were included in the synthesis. These papers were coded inductively. The resulting analytical structures were discussed and finalised. The researchers identified three main themes representing aspects of participant experience: relationships, power and personal growth, and three interwoven connecting themes: communication, self-efficacy and decision-making. An illustration of this would be communication bridging relationships and personal growth. As the citizen scientists’ communication skills developed through personal growth, their relationships changed both with the project, with the researchers and with wider stakeholders outside the project such as school staff. Conclusion These findings provide a comprehensive understanding of participant experience and how this can be used to inform future citizen science projects to facilitate a positive participant experience.

PURPOSE: Physically Active learning (PAL) and Movement Breaks (MBs) are popular methods for encouraging increased Physical Activity (PA) within curriculum time. Both have also been claimed to enhance pupil’s cognitive and academic performances. However, existing research evidence is inconsistent in finding support for such claims and there are no studies directly comparing the two methods. Consequently, this study investigated the acute effects of lessons taught using PAL or incorporating MBs on pupil’s Cognitive and Academic Performances (AP) and PA Levels. METHOD: 355 children (aged 8-10 years) from three schools in Northern England participated in a cluster-randomised trial. Classes of pupils were assigned to participate in one of the three types of, 45 min long, mathematics lesson (Lesson-type: PAL, MB or Traditional). Physical activity during lessons was measured using accelerometery and pre- and post-lesson participants completed a battery of standardised assessments assessing of their Maths Fluency (measure of AP) and Cognitive (Attentional) Control. RESULTS: Compared to Traditional (sedentary) lessons, PAL and MB lessons were associated with pupils being significantly more Moderately to Vigorously Physically Active during lesson time (95% CI: +9.86 to 11.06 min). PAL lessons also reduced time spent sedentary by a significantly larger margin than lessons incorporating a MB (95% CI: -16.60 to 21.70 min). However, variation over time in Maths Fluency and Attentional Control measures were not significantly moderated by Lesson-Type, with Bayes Factors indicating evidence in favour of null hypothesis (All Time X Lesson-Type interactions had a BF10 ranging from 0.29 to 0.04). CONCLUSIONS: Both PAL and MBs effectively increase student’s PA levels during curriculum time. These benefits do not come at the expense of academic or cognitive performances but neither do these outcomes appear acutely enhanced.