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The purpose of this article is to explore core aspects of implementation management and what implementation management entails within the area ofschool-based physical activity. The article reports on a comprehensive national Delphi study identifying factors of key importance for implementingschool-based physical activity. The Delphi study consisted of four phases: 1)Identifying implementation factors related to school-based physical activityreported in the scientific and grey literature; 2) Requesting a total of 65 national area experts to assess and prioritize the identified factors; 3) Interviewing selected national area experts to examine outlier responses; 4) Establishing final consensus on the prioritization of implementation factors identified,ranked and assessed in phase II. In the Delphi study, School managementstands out as the factor that overall is considered most essential for successfulimplementation. The broader research literature on school-based implementation processes confirms the key role that, not least, first-level management, e.g. in the form of a given school’s local management, plays in the further deployment of educational policy changes. To put the findings from the Delphi study into perspective, the article discusses central issues on management of organizational implementation—including current knowledge about change and transformation management. In addition, research specificallydealing with strategic processes related to school-based physical activity is included. Finally, the article delivers core messages on what it takes to succeedwith implementation management of school-based physical activity initiatives.

Purpose of the projectAlthough in most European counties, (physical and sport) educators teach culturally, ethnically and linguistically heterogeneous classes of pupils (or athletes), teachers and coaches have not been well prepared for the task of intercultural education through sport. Research into intercultural education indicates that many teachers and coaches still do not have sufficient professional competence in this area and that initial teacher and trainer education (pre-service) and continuing professional development (in- service) neither provides them with the necessary knowledge, nor covers practices, skills, competences and appropriate models of the everyday reality in classrooms and training sessions, respectively, due to a lack of consistent guidelines and didactical concepts.EDU-PACT is an Erasmus+ funded project aiming at improving the quality of pre-service and in-service education strengthening the professional profile of both sport related teaching, professions preparing teachers and coaches for inclusive intercultural education in and through physical education and sport. The project is half way through, initiated in the beginning of 2018 ending by the end of 2020. The project aim taken into consideration, this presentation targets the conference question: Is it reasonable and realistic to expect that e.g. sport coaches, exercise professionals and physical education teachers can use sport as a tool to systematically develop societies and societal skills? What competences do these educators need to acquire and build to undertake such obligations?MethodsInitially, a rapid evidence analysis was conducted in order to scope the scientific literature and thereby obtain knowledge related to the field. The analysis formed the basis for a need-analysis template to be fulfilled by each of the participating project partners.Based on the template, each participating project partner conducted a national need-analysis in order to obtain already existing knowledge and wishes related to intercultural learning through physical activity and sport – from an academic perspective, PE teacher perspective and sports coach perspective. This information was obtained by interviews and/or focus groups with relevant stakeholders.The findings from each project partner was put together in a combined needs-analysis and the findings in the combined needs-analysis formed the basis for the development of a module related to intercultural learning containing of four different module units. ResultsThe initial outlines of each module unit is presented below:Unit 1: Understanding yourself.Content related to: Self-Confidence, Self-Awareness and Adaptability.Unit 2: Understanding others.Content related to: Communication, Cooperation, Leadership, Respect, Tolerance and Empathy.Unit 3: Planning and delivering sessions. Content related to: Critical Thinking, Decision Making, Problem Solving, Organizing and Managing. Unit 4: Reflection and evaluation.Content related to: Teaching, Reflecting, Monitoring, Reviewing Intercultural Learning Approaches and Strategies. At the moment, each unit is under further construction in order to be piloted during the “Training of Trainers” meeting in September, however, the first module draft will be finalized by the time of the ENSE forum. ConclusionThe modules are going to be available as an online tool to be used in various settings – however, primarily targeting PE teachers and sports coaches. For PE teachers or sports coaches working with children and youth with diverse ethnical backgrounds, the modules will help improve the intercultural education through physical education and sports activities.

Purpose:COP4HL is an Erasmus+ funded project aiming at promoting healthy aging through interventions in the everyday environment of selected population groups. The cornerstone of the overall project is development of a number of national Communities Of Practices (COP) designed via collaborative processes involving a wide range of stakeholders. The ageing population is a global issue vastly becoming bigger due to the decline in fertility rates (in some parts of the world) and increased life expectancy. There is a need to think and act differently in the future to meet this challenge and ensure healthy, active aging.For this reason, the Danish COP aims at developing and qualifying educational modules targeting university and vocational students – so they are even better prepared to implement and innovate training for senior citizens.Methods:The project is based on a Participatory/Citizen Science approach where diversity in terms of different stakeholders is an important driver for the project outcomes.In the Danish COP, seniors, municipalities, a fitness franchise focusing on training for elderly, students and the coordinating university work together to create an Active Aging Trainer (AAT) module focusing on active healthy ageing for Danish senior citizens aged 65 and above. This has been done through interviews, questionnaires, workshops and meetings as well as two rounds of piloting the initially developed module.Results/findings:The AAT-module focuses on students abilities to deliver high-quality fitness interventions to older individuals and groups. During the module, students are introduced to newest evidence and guidelines on physical activity and ageing. Changes in neuromuscular function and particularly the emerging evidence regarding loss of muscle power, strength and mass (sarcopenia) as we grow older are key areas in the module – and different strategies to postpone those issues are taught. Conclusions:After finalizing the second module pilot in September, 2019, next step is accreditation of the module within the Europe Active system.As from the fall of 2020, university students will be able to attend the AAT-module as part of their studies in sports and health science, whilst non-university students like physiotherapists, personal trainers etc. will be able to purchase the module provided by the fitness franchise.

ObjectiveThe Active Healthy Kids Global Alliance is a network of researchers, health professionals and stakeholders who are working together to advance physical activity (PA) in children and youth from around the world. There is a need for gathering and translating high quality knowledge on children, youth and PA to guide practice, program and policy development.Methods10 indicators for PA amongst children and youth are included in the 2018 Report Card. A national committee, consisting of members with different areas of expertise related to PA among children and youth, graded each indicator on the basis of a structured consensus process. Designated committee members were asked to collect, analyze and present best available evidence on specific indicators and suggest an grading. The presentation and preliminary grade formed the starting point for joint committee discussions to establish consensus for each indicator. ResultsIndicator assessment were based on national surveys related to health and/or PA behaviors, scientific literature and government reports/legislative documents. While 7 of the 10 indicators were assigned a grade in the 2018 Report Card, research and monitoring gaps remain that, if addressed, would better inform the process. Firstly, methodological challenges related to objective versus subjective measures are observed. Secondly, quality data is missing on a total of three core indicators. Thirdly, current data do not sustainably cover the entire age range.Indicator GradeOverall Physical Activity: D-Organized Sport Participation: A-Active Play: INCActive Transportation: B+Sedentary Behaviours: D+Physical Fitness: INCFamily and Peers: INCSchool: A-Community and Environment: B+Government: A-ConclusionThe 2016 Danish Report Card on PA for children and youth showed that Denmark performed rather well on strategic and political levels, but the impact on the individual level were somewhat scanty. This indicated an implementation gap between the governmental and individual level. Two years later, the implementation issue remains the perhaps greatest challenge – alongside the need for more comprehensive and methodologically solid studies to better address and grade the full range of indicators.