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2. Co-producing strategies for enacting trauma-aware pedagogies with pre-service physical education teachers

Author

Quarmby, T, Sandford, R, Hooper, O, Gray, S, Quarmby, T, Sandford, R, Hooper, O, and Gray, S

Abstract

Background: In Physical Education (PE), trauma may manifest in a range of different actions/behaviours (e.g. small fouls escalating into physical conflict, students refusing to be part of a team, and struggling to adhere to the rules of the game). Without knowledge of the effects of trauma, teachers often defer to punitive responses, which exacerbate rather than mediate the needs of trauma-affected youth. It is therefore critical that prospective physical educators can enact trauma-aware practices to better support their learning and development. Purpose: The aim of this novel paper was to reflect on the principles underpinning trauma-aware pedagogies and, from this, co-create tangible strategies that could be employed by future PE teachers to better support all students, but especially those who have experienced trauma. Methods: We worked with three distinct groups of pre-service PE teachers(n= 22) from a range of different institutions, delivering a total of 12 hours of online workshops (2 × 2-hour sessions per group). The workshops were designed to support pre-service PE teachers in becoming trauma-aware and were grounded in the principles of trauma-aware pedagogies, namely: (1) ensuring safety and wellbeing, (2) establishing routines and structures, (3) developing and sustaining positive relationships that foster a sense of belonging, (4) facilitating and responding to youth voice and, (5) promoting strengths and self-belief. Through a range of academic content, individual activities and group tasks, participants were invited to consider, in conversation with us (as the workshop leaders) and each other, how these principles could be enacted in practice during various ‘PE moments’(e.g. transitions into PE, getting changed, responding to incidents). Audio recordings of the workshops were transcribed, and along with copies of the online ‘chats’, were thematically analysed. Findings: The workshops led to the co-creation of a host of tangible strategies–things that c

Published
2023

3. Exploring pre-service physical education teachers' trauma-related learning experiences in schools

Author

Gray, S, Sandford, R, Quarmby, T, Hooper, O, Gray, S, Sandford, R, Quarmby, T, and Hooper, O

Abstract

This paper explores pre-service physical education (PE) teachers' experiences of working with trauma-affected young people whilst on placement in schools. It involved an online professional learning programme which facilitated reflective discussions to explore their experiences. The pre-service teachers revealed that the school context influenced their trauma-related learning, which took place across multiple sites throughout the school, with both teachers and pupils. These findings evidence the need to support pre-service PE teachers’ school-based learning, encouraging them to explore the broader context of the school, seek supportive relationships and co-develop strategies to create positive and safe learning environments.

Published
2023

4. Associations between Children's Physical Activities, Sedentary Behaviours and Family Structure: A Sequential Mixed Methods Approach

Author

Quarmby, T., Dagkas, S., and Bridge, M.

Abstract

This mixed method paper explored the effect of family structure on children's physical activities and sedentary pursuits. It furthers the limited understanding of how family structure impacts on children's time in, and reasons behind engaging in, certain physical activities. Children from three inner city comprehensive schools in the Midlands, United Kingdom, participated through questionnaires (n = 381) and semi-structured interviews (n = 62). The results indicated that boys and girls from single parent families spent more time in sedentary activities during the week and at the weekend (P less than 0.01) when compared with their intact couple family counterparts. It was identified that children in single-parent families received less parental support due to a lack of time, transport and additional parental responsibilities that created a family environment that encouraged sedentary pursuits. Moreover, the barriers that encouraged sedentary activities also prevented children in single parent families from engaging in lifetime activities during the week. Children from intact couple families recorded more time in lifetime activities than those in single parent families (P less than 0.01). Finally, children in two-parent families had more opportunities to engage not only in these activities individually but also in joint activities with their parents, further reinforcing these behaviours. (Contains 4 tables.)

Published
2011
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5. Nurturing children's development through healthy eating and active living: Time for policies to support effective interventions in the context of responsive emotional support and early learning

Author

Skouteris, H, Green, R, Chung, A, Bergmeier, H, Amir, LH, Baidwan, SK, Chater, AM, Chamberlain, C, Emond, R, Gibbons, K, Gooey, M, Hatzikiriakidis, K, Haycraft, E, Hills, AP, Higgins, DJ, Hooper, O, Hunter, S, Kappelides, P, Kleve, S, Krakouer, J, Lumeng, JC, Manios, Y, Mansoor, A, Marmot, M, Mâsse, LC, Matvienko‐Sikar, K, Mchiza, ZJ, Meyer, C, Moschonis, G, Munro, ER, O'Connor, TM, O'Neil, A, Quarmby, T, Sandford, R, Schneiderman, JU, Sherriff, S, Simkiss, D, Spence, A, Sturgiss, E, Vicary, D, Wickes, R, Wolfenden, L, Story, M, Black, MM, Skouteris, H, Green, R, Chung, A, Bergmeier, H, Amir, LH, Baidwan, SK, Chater, AM, Chamberlain, C, Emond, R, Gibbons, K, Gooey, M, Hatzikiriakidis, K, Haycraft, E, Hills, AP, Higgins, DJ, Hooper, O, Hunter, S, Kappelides, P, Kleve, S, Krakouer, J, Lumeng, JC, Manios, Y, Mansoor, A, Marmot, M, Mâsse, LC, Matvienko‐Sikar, K, Mchiza, ZJ, Meyer, C, Moschonis, G, Munro, ER, O'Connor, TM, O'Neil, A, Quarmby, T, Sandford, R, Schneiderman, JU, Sherriff, S, Simkiss, D, Spence, A, Sturgiss, E, Vicary, D, Wickes, R, Wolfenden, L, Story, M, and Black, MM

Abstract

Fostering the growth, development, health, and wellbeing of children is a global priority. The early childhood period presents a critical window to influence lifelong trajectories, however urgent multisectoral action is needed to ensure that families are adequately supported to nurture their children's growth and development. With a shared vision to give every child the best start in life, thus helping them reach their full developmental potential, we have formed the International Healthy Eating Active Living Matters (HEALing Matters) Alliance. Together, we form a global network of academics and practitioners working across child health and development, and who are dedicated to improving health equity for children and their families. Our goal is to ensure that all families are free from structural inequality and oppression and are empowered to nurture their children's growth and development through healthy eating and physical activity within the context of responsive emotional support, safety and security, and opportunities for early learning. To date, there have been disparate approaches to promoting these objectives across the health, community service, and education sectors. The crucial importance of our collective work is to bring these priorities for early childhood together through multisectoral interventions, and in so doing tackle head on siloed approaches. In this Policy paper, we draw upon extensive research and call for collective action to promote equity and foster positive developmental trajectories for all children. We call for the delivery of evidence-based programs, policies, and services that are co-designed to meet the needs of all children and families and address structural and systemic inequalities. Moving beyond the “what” is needed to foster the best start to life for all children, we provide recommendations of “how” we can do this. Such collective impact will facilitate intergenerational progression that builds human capital in future generat

Published
2022

6. Rethinking pedagogical practices with care-experienced young people: Lessons from a sport-based programme analysed through a Freirean lens

Author

Quarmby, T, Luguetti, C, Quarmby, T, and Luguetti, C

Abstract

Background: Several studies demonstrate the benefits of socially critical work in sport pedagogy, which value young people’s strengths, capabilities, knowledge, and resources. This body of research argues that young people have the agency to analyse their social contexts and to negotiate the forces that impede their choice of possibilities. While advocacy for a more transformative education process through sport has grown over the years, there is little research that aims to explore pedagogical practices with care-experienced young people (e.g., those who have been removed from their families and placed in the care of the ‘state’). Purpose: This article draws on Paulo Freire’s critical pedagogy as a theoretical framework to examine pedagogical practices with care-experienced young people in a sport-based programme. Participants and settings: This case study took place at a football-in-the-community programme in the West Midlands region of England, which aimed to develop the skills necessary to support care-experienced young people’s transition from primary to secondary school. Participants included eight key adult stakeholders involved with the delivery, and ten care-experienced young people. Data collection/analysis: The research was conducted in two phases to understand the specific pedagogic practices employed within the programme. In the first phase, all adult participants took part in semi-structured interviews designed around their understanding of the programme and their perceptions about what care-experienced young people gained from it and why. For the second phase, observations of the programme were employed as well as a variety of participatory methods with young people such as drawings, mind mapping and photo-elicitation. Findings: The analysis resulted in the identification of three key themes relating to pedagogic practices: (a) problem-based learning with spaces of freedom; (b) contextualised learning activities; and (c) developing mutual trust and re

Published
2021

7. Developing evidence-informed principles for trauma-aware pedagogies in physical education

Author

Quarmby, T, Sandford, R, Green, R, Hooper, O, Avery, J, Quarmby, T, Sandford, R, Green, R, Hooper, O, and Avery, J

Abstract

Background: More and more children are experiencing what have been termed adverse childhood experiences. An individual’s response to these stressful events determines whether or not they are considered traumatic – whereby the experience is so overwhelming that it engulfs their coping mechanisms leading to lasting negative effects on wellbeing. Notably, childhood trauma is now recognised as a global health epidemic. Physical education (PE) is a unique context whereby participation is public, and the body plays a central role. Our work with care-experienced young people (who are likely to have experienced trauma) tells us that the depth of vulnerability felt by students who have been exposed to trauma is unlikely to be fully be recognised by PE teachers. Purpose: This paper therefore seeks to enhance practitioners’ understanding of how trauma manifests and the impact it can have on children and young people’s engagements in PE. It is driven by two key questions. First, why is it important for physical educators to have an awareness and understanding of trauma? Second, what principles might underpin trauma-aware pedagogies for PE? Discussion: We note how childhood trauma has been found to consistently impact neurological, physiological and psychological development. Understanding the impact of trauma, and the responses it might evoke, is beneficial for those working with/for children and young people so as to help them comprehend the underlying reasons why some children and young people have difficulties with learning, building relationships and managing behaviour. In an effort to help mitigate the impact of trauma and prevent re-traumatisation, drawing on our collective experiences of working with care-experienced youth and practitioners in PE, physical activity and sport-related contexts, we suggest that the following five evidence-informed principles might be helpful when seeking to enact trauma-aware practice: (1) ensuring safety and wellbeing, (2) establishing rou

Published
2021

8. The Conforming, The Innovating and The Connecting Teacher: a qualitative study of why teachers in lower secondary school adopt physically active learning

Author

Lerum, Ø, Tjomsland, H, Leirhaug, PE, Mckenna, J, Quarmby, T, Bartholomew, J, Jenssen, ES, Daly-Smith, A, Resaland, GK, Lerum, Ø, Tjomsland, H, Leirhaug, PE, Mckenna, J, Quarmby, T, Bartholomew, J, Jenssen, ES, Daly-Smith, A, and Resaland, GK

Abstract

This paper explores why teachers adopt physically active learning (PAL). Data were collected through ‘go-alongs’ supplemented by individual interviews with 13 teachers in seven Norwegian lower secondary schools. Data were then analysed thematically. Results indicated that as well as to enhance their teaching and pupils’ learning, teachers adopt PAL to adhere to school policy (The Conforming Teacher), to be an innovative educator (The Innovating Teacher), and, because it matches past positive personal experiences (The Connecting Teacher). The findings can be used to shape PAL teacher training programs to increase the likelihood of adoption.

Published
2021

12. Narratives and marginalised voices : Storying the sport and physical activity experiences of care-experienced young people

Author

Quarmby, T, Sandford, R, Hooper, O, Duncombe, R, Quarmby, T, Sandford, R, Hooper, O, and Duncombe, R

Abstract

Existing research has so far failed to provide opportunities for the stories of care-experienced young people to be heard, especially regarding their perspectives on sport and physical activity. As such, a key aim of this paper was to showcase the stories of three care-experienced individuals; stories that focus specifically on the role of sport and physical activity in their lives and highlight the complexities of being in care and the challenges they can encounter in this respect. In drawing on the creative analytic practice of creative non-fiction, and adopting the position of the storyteller, we seek to present three stories from individuals who each experienced care in their youth but have now left the care system. We argue that these stories can act as valuable pedagogical resources through which the reader can enter into the lived realities of care-experienced young people and better understand how they experience and manage challenging conditions and events. Moreover, in presenting the articulate reflections of these three care-leavers, they serve to offer a counter narrative to the dominant discourse of care-experienced young people as troublesome and uneducated, showcasing instead the nuanced lives they each have to navigate.

Published
2020

13. Acknowledgement to reviewers of social sciences in 2019

Author

Abbas, A., Abel, G., Abreu, A., Adam, A., Adamek, M., Adiletta, G., Adusei-asante, K.A., Romeo, M.D.M., Alderson, A., Alfaro, E., Aliverti, A., Almeida, Fernando, Álvarez-gonzález, L.I., Amelina, A., Anand, C., Anderson, G., Andreasson, J., Ang, I., Aragon, J., Arcidiacono, C., Arcuri, S., Assante, D., Atukeren, E., Avery, H., Ayeb-karlsson, S., Azadi, H., Bachman, R., Bader, M., Badulescu, A., Bahmanteymouri, E., Baines, S., Baker, T., Baker‐beall, C., Bañón, L., Bar‐am, N., Barbier‐greenland, K., Barnett, R., Barragán‐escandón, A., Barreto, A.M., Barrett, E., Bartkowski, J., Bartram, R., Bartzas, G., Bates, D., Baviera‐puig, A., Bayley, A., Beazley, H., Beer, C., Behr, H., Beier, G., Belford, N., Bencivenga, R., Benli, A.E., Benton‐short, L., Berei, J.M., Berbel‐pineda, E., Bernstein, Berntzen, E.R., Bertella, L., Birney, G., Bittle, M., Black, S., Rivero, L.B., Blattner, J.J., Blok, C., Blount, A., Boas, Y., Bockarie, I., Bockerman, A., Bodén, P., Bönisch‐brednich, L., Bontje, B., Bontje, M., Borsellino, V., Bostan, I., Bowl, M., Bowman, B., Bracci, E., Bracken, C.M., Bradley, H., Brereton, P., Brewer, J., Bridge, D., Brooks, S., Brown, Andrijana, Brzoska, M., Brzozowski, W., Buckley, G., Buente, W., Bullaro, G.R., Burke, M.D., Burlacu, S., Busu, M., Butler, S., Byrne, J., Cabral, L., Cai, Y., Cajias, M., Calin, A.C., Callegari, C., Camarero, M., Campbell-figuerola, H., Campbell, J.R., Cannito, M., Canonico, E., Canosa, A., Carabelli, G., Carlbom, A., Carlone, T., Caron, R., Carpenter, A., Caruso, G., Casais, B., Castro, M.P., Cava, M.-J., Čeněk, J., Cerchione, R., Certomà, C., Chan, E., Charles, D., Charlwood, A., Chatzifotiou, S., Chell, K., Chen, L., Chen, Q., Chen, W.-J., Ching, L., Christensen, J., Ciasullo, M.V., Cimermanová, I., Činčera, J., Cipollina, M., Clutterbuck, R., Cochrane, B., Collin, K., Conley, R., Connell, H., Connelly, J., Connelly, L., Connelly, R., Conti, D., Conversi, D., Conway, G., Cooper, S., Cope, M., Corsini, F., Cristian, P., Crohn, H.M., Croog, R.C., Salazar, T., Csiszár, C., D’auria, I., D’souza, A., D’souza, N., Dabija, D.-C., Dagg, J., Dalby, S., DaleDalsgård, B., Dʹamato, A.L., Daniel, D., Dant, L., Dantas, C., Darwin, H., Dashper, K., David, M.E., De Flippo, D., De, A., Edi, M., Velázquez, E.D.C., Velázquez, F., Del Vecchio, P., Delatolla, A., Delgado, P., Delgado‐romero, E., Delrosso, J., Desimone, J., Detlefsen, L., Devaney, C., Díaz, L.M., Didham, R., Diogo, E., Dirakis, A., Doberneck, D., Doidge, M.D., Molero, G., Dombrowski, P.J., Doñate, C., Đorđević, Martín, Reis, P.G.R., Doucek, P., Dundes, L., Dvouletý, O., Dybo, T., Eastman, J., Eckhardt, J., Economou, A., Edler, D., Edu, U., Ekblom, P.E., Khaled, D., Ellis, C., Elsabry, E., Erceg, A., Erokhin, V., Ertz, M., Everitt, J., Evers, A., Falcone, P.M.F., Cabana, P., Fawcett, B., Fearnley, B., Featherstone, M., Ferreira, M., Ferreira, P., Fetner, T., Fisher, J., Fisher, R., Fitzpatrick, T., Flanagan, C., Fogarty, E.A., Fonchingong, C.C., Fontana, M., Fook, J., Foreman, A.M., Foster‐mcgregor, N., Fox, S., Franco, J.A., Franklin, A.L., Friedrich, T., Fromm, I., Fu, N., Fucà, R., Fukuda, Y., Fusco, G., Gabriela, D., Galan, D., Gamo, A., Galiano, J., Garcia, A., García, M.E.A., García‐germán, S., García‐machado, J.J., García‐ruiz, C.R., Gavini, M., Gazzano, A., Gebhardt, M., Gerson, S., Gherghina, Ş.C., Gibbs, P., Gilhooly, D., Gill, F., Gill, N., Gil‐lopez, A.J., Ginès Fabrellas, A., Giuffrida, N., Giuliani, G., Goddard, J., Godderis, R., Goh, C.S., Gomes, O., Goncharuk, A.G., Canche, M.G., Pérez, I.G., Valero, G., González, R.C.L., Gonzalez‐benson, O., Gonzalez‐feliu, J., González‐lópez, M., Gozdziak, E., Granx, B., Gran, R., Gray, S.L., Grbes, A., Grondys, K., Grugan, S., Guenther, J., Guijarro, F., Gurko, T., Haas, L.L., Hagellx, A., Hagell, H., Hallgrímsdóttir, H., Hamada, T., Hanf, J., Hannouf, M., Hao, F., Harman, G., Harris, K.L., Harris, R., Harrison, N.H., Healy, G., Healy, K., Heikkilä, E., Hellmich, C., Henig, J., Henninger, C.E., Heo, W., Herman, C., Herrero‐diz, P., Heyman, J., Hibbert, N., Hillman, A.L., Hillman, B., Hine, B., Hino, K., Hinten, M., Hipp, L., Hoang, D., Holleran, D., Hollin, I., Holm, M., Holmes, C., Hook, G., Hoornweg, D., Hopper, L., Hossain, M., Hoxhaj, R., Hu, B., Huang, Y., Huarita, E., Hudec, O., Humbert, A.L., Hung, M.-C., Hunt, A., Husu, L., IanoleIbáñez‐gonzález, R., Ibáñez‐gonzález, M.J., Ide, T., Ijaz, Muhammad Fazal, Impicciatore, R., Ingwersen, M., Ioannides, D., Iseppi, L., Islam, M.M., Jaakkola, M., Jagger, S., Jagosh, J., Jenkin, G., Joelsson, T., Johansen, R.E.B., Johnsen, H.C., Garmann Jona, G., Jones, T., Judit, O., Kalalahti, M., Kang, M., Kantamaneni, K., Kaplan, L., Kapsalis, V., Karbowski, A., Katsoni, V., Kavish, D.R., Kawamura, H., Keilman, N.W., Kelly, J., Kenneth, H., Kepaptsoglou, K., Kevin, D., Kewley, S., Kim, J.-C., Kim, K.-Y., Kim, S., Kimengsi, J.N., Klein, J., Kleine, M., Klemes, J.I.R.I., Klepp, S., Klinkenberg, L.E.F., Knight, L., Knowles, J., Koerner, S., Konsolakis, K., Konstantinov, V., Kopkin, N.K., Kordova, S., Kosinski, E., Kostelka, F., Kot, S., Kotter, R., Kramers, A., Krienert, J.L., Kubon, M., Kuffer, M., Kungolos, A., Kuttner, P., Kużelewska, E., Ladd, A.E., Lammi, M., Landrum, J., Lange, B., Languilaire, T.D., Lantz, J.-C., Laudal, B., Laurentsyeva, T., Lavizzari, N., Lavoie, A., Feuvre, J.L., Leakey, N., Lee, R., Lee, A., Lee, E., Lee, J., Lentner, J.-H., Lenz‐taguchi, C., Leong, H., Levac, W.S., Lewin, L., Lewinson, E., Li, T., Li, F., Li, G., Li, M., Liczmańska‐kopcewicz, Y., Lillard, K., Linková, C., Links, M., Lipinski, P., Storto, J.L., Lochtman, C., Lockwood, K., Loh, A., Lomonaco‐benzing, V., Łopaciuk‐gonczaryk, R., López, B., lópez, D., Lorenzini, J., Löther, A., Loughnan, C., Love, T., Lucas, M.L., Ubago, J., Lukić, J., Lumley‐sapanski, A., Macedo, I., Macfarlane, S., Machimbarrena, J.M., Magda, R., Magrane, D., Maier, D., Majić, S., Majumdar, S., Makarovič, M., Malekigorji, M., Mallick, B., Malone, D., Mandić, D., Maniou, T., Mannell, J.M., Barbutiu, S., Marczak, M., Markvica, K.M., Aragón, M.D.M., Martín, J.S.M., Pereira, A., Marzal‐felici, J., Mason, F., Mather, J., Matijosaitiene, I., MatthewsMattisson, R., Mattisson, C., Matuszak, Ł., Matuzeviciute, K., Mauerer, G., Mayer, A., McCaig, C., McClearn, D., McKee, S.C., McKendry, S., McMahon, M., McReynolds, P., Medina‐vicent, M., Medyna, G., Mees, H., Meil, G., Meringolo, P., Miciuła, I., Milczarek‐andrzejewska, D., Miles, P., Milivojević, S., Miller, G., Minello, A., Miron, D., Mironeasa, S., Misra, J., Mitchell, T., Moldovan, O., Molero, P.P., Møllersen, S., Momsen, J.H., Moniz, A.B., Morea, D., Moreau, M.-P., Morgan, D.L., Morgan, H., Moscatelli, S., Mostowska, M., Mousavi, A., Mousavi, S., Mrugalska, B., Muinos, G., Mukungu, K., Mukuni, J., Murakami, D., Muresan, I.C., Murib, Z., Muro, A., Mustafa, G., Nackerud, L., Nalmpantis, D., Napal, M., Närvi, J., Naser, M., Nash, V., Navarre‐jackson, L., Navarro, R., Nazarczuk, D., Neale, J., Necula, J., Němec, S., Neven, D., Nevgi, A., Newbold, A., Newton, G., New, A., Niakšu, O., Niiniluoto, I., Nkogo, J.C., Nobre, S., Nunn, P., Oakes, R., Obrad, C., Oke, A., Okorie, O., Oncioiu, I., Ormsbee, F., Ortega‐sánchez, D., Osgood, J., Osorio, C., Oswald, J., Otis, M.D., Ouassini, A., Oxford, S., Page, T., Paixão, M.J., De Pajares, E.M., Palmesr, E., Palos‐sánchez, P., Pamučar, Dragan, Pan, H., Panek, J., Pankowska, M., Papadakis, S., Papafilippou, V.P., Medina, R., Park, C.S., Partalidou, M., Passantino, A., Passini, S., Paul, S., Pavliuk, R., Pearce, P., Pease, K., Pentaris, P., Perez, V.W., Pérez‐armendáriz, C., Perez‐vaisvidovsky, N., Perez‐y‐perez, M., Perry, N., Prtchu, D., Peterson, D.A.M., Alexandru‐ionut, Petrykowski, Petrykowski, P., Phillips, L., Pickard, S., Pickel, A., Pieke, F., Piekut, A., Pierce, S., Pierrakis, Y., Piguet, E., Pleace, N., Połom, M., Polsa, P., Ponticorvo, M., Pookulangara, S., Pope, J., Popoli, P., Postigo, J.C., Price‐Wolf, J., Prior, S., Privitera, D., Prud’homme, C., Prosser, J., Prus, P., Puiu, S., Purcell, R., Pyrialakou, D., Quam‐wickham, N., Quarmby, T., Quinlan, K.M., Quinn, A., Quinn, R., Raciti, M., Radicić, D., Rahimi, B., Ramlo, S., Randle, H., Ratajczak, M., Raymond, T., Recio‐menéndez, M., Reese, L.A., Regner, T., Reichman, J., WReim, iebke, R., Pastor, A.M., Rexhepi, G., Reyes‐menendez, A., Reynaud, C., Ribeiro‐soriano, D., Ricci, S., Ridaura, G., Rita, C., Roberts, M., Roberts, G., Roberts, K., Rockerbie, D., Rodger, J.A., Rodin, G., Rodrigues, D.R., Martín, J.A., Rodríguez, C.F., Rodriguez‐modroño, P., Romero‐rodríguez, L.M., Rončáková, T., Roper, I., Rorie, M.R., Marzán, C.F., Rose, G., Rose, M., Rosen, R., Roth, R., Roubík, H., Roumpos, C., Rowbottom, D., Roy, J., Ruban, D., Rubira‐garcía, R., Ruiperez‐valiente, J.A., Ruiz, R., Ruiz‐real, J.L., Russell, B., Russo, K., Sabol, W., Safonte, F., Salin, M., Salom‐carrasco, J.S., Sánchez, L.D., Sanghera, Santos, B.S., Silva, D., Sanz, F., Sanz‐altamira, B., Sarapura, S., Sari, D., Satybaldieva, E., Saura, J.R., Sayed, N., Scandurra, C., Schartner, A., Schellekens, J., Schenk‐hoppé, K.R., Scherer, L., Schewe, J.A., Schewe, R., Schiller, N.G., Schmidt, E.-M., Schneickert, C., Schneider, J., Scott, H., Scott, P., Seibel, K., Seidler, R., Seifert, S.S., Puyuelo, M.S., Azevedo, P.S., Lopez, A.E.S., Raamkumar, A.S., Blundo, D., Severo, M., Shakya, K.M., Shapiro, A., Shaw, I.F., Shaw, T.V., Shea, B., Shearer, H., Sheldon, S., Shell‐duncan, B., Shepherd, S., Sheridan, L., Siemienska, R., Sillup, G.P., Simeon, J.C., Simonelli, A., Skilodimou, H.D., Škrinjarić, T., Slater, G., Smardon, R., Smith, J., Smoląg, K., Snauwaert, D.T., Soanes‐white, T., Sobocińska, M., Sohaib, O., Soldatić, K., Sorainen, G.T., Soldatos, A., Sørensen, N.N., Spanu, S., Stadlober, E., Stafford, F., Ștefănescu‐mihăilă, R.O., Stefanini, A., Štefko, R., Steglich, E., Steirer, G., Stephenson, M.O., Stoecker, R., Stoffelen, A., Strang, A., Suppa, D., Sutton, J., Svobodová, L., Swigon, M., Synnott, J., Sytsma, V., Tabe, T., Tajeddini, K., Tang, S., Taylor, B., Taylor, C., Teignier, M., Teixeira, C., Tempelaar, D., Ter Avest, K.H., Ter Horst, E., Testa, M.R., Thakur, N., Thiamwong, L., Thijsen, A., Thomas, B.A., Thompson, C., Thompson, D., Tisdall, K., Toft, Mancini, Torell, A., Toscano‐hernández, G., Tregua, A.E., Triandafyllidou, M., Tseloni, A., Seloni, A., Tsikouras, P., Tsogas, G., Twamley, K., Tyler, D.U., Haque, A., Underwood, M., Urbański, M., Uribe‐toril, J., Vaezipour, A., Van Hove, L.V., Huylenbroeck, G., Van Nuland, S., Vanner, C., Vázquez‐cano, E., Veen, E., Veintimilla, S.G.-A., Veković, M., Velija, P., Venco, E.M., Verticelli, A., Vicente, P.V., Estiarte, C., Višnjić, A., Visvizi, A., Vlasblom, J.D., Volsche, S.V., Fintel, D., Von Keyserlingk, L., Vranješević, J., Walter, K.V., Wandosell, G., Wang, Y., Wasileski, G., Wastl‐walter, D., Weaving, C., Weenik, D., Wehr, K., Wei, X., Wharton, A., White, G., Whitehouse, H., Whitley, C.T., Whitman, L., Wiersma‐mosley, J.D., Wilcke, H., Wilkes, R., Williams, L., Williamson, R.D., Wimalasena, L., Wiseman, A., Wołek, M., Wright, E.Q., Wroblewski, A., Wyile, A.S., Wynn, C., Xu, X., Xue, B., Yang, J., Yoe, T.M., Young, M., Younus, M., Yu, T.-F., Yuan, Q., Zadra, C., Zaharijević, A., Zajda, J., Zander, K., Zbuchea, A., Zelin, A., Zhang, C., Zippel, K., Zitricky, V., Živanović, P., Zou, L., Zufferey, C., Zuhdi, M., Zumeta, W.M., Abbas, A., Abel, G., Abreu, A., Adam, A., Adamek, M., Adiletta, G., Adusei-asante, K.A., Romeo, M.D.M., Alderson, A., Alfaro, E., Aliverti, A., Almeida, Fernando, Álvarez-gonzález, L.I., Amelina, A., Anand, C., Anderson, G., Andreasson, J., Ang, I., Aragon, J., Arcidiacono, C., Arcuri, S., Assante, D., Atukeren, E., Avery, H., Ayeb-karlsson, S., Azadi, H., Bachman, R., Bader, M., Badulescu, A., Bahmanteymouri, E., Baines, S., Baker, T., Baker‐beall, C., Bañón, L., Bar‐am, N., Barbier‐greenland, K., Barnett, R., Barragán‐escandón, A., Barreto, A.M., Barrett, E., Bartkowski, J., Bartram, R., Bartzas, G., Bates, D., Baviera‐puig, A., Bayley, A., Beazley, H., Beer, C., Behr, H., Beier, G., Belford, N., Bencivenga, R., Benli, A.E., Benton‐short, L., Berei, J.M., Berbel‐pineda, E., Bernstein, Berntzen, E.R., Bertella, L., Birney, G., Bittle, M., Black, S., Rivero, L.B., Blattner, J.J., Blok, C., Blount, A., Boas, Y., Bockarie, I., Bockerman, A., Bodén, P., Bönisch‐brednich, L., Bontje, B., Bontje, M., Borsellino, V., Bostan, I., Bowl, M., Bowman, B., Bracci, E., Bracken, C.M., Bradley, H., Brereton, P., Brewer, J., Bridge, D., Brooks, S., Brown, Andrijana, Brzoska, M., Brzozowski, W., Buckley, G., Buente, W., Bullaro, G.R., Burke, M.D., Burlacu, S., Busu, M., Butler, S., Byrne, J., Cabral, L., Cai, Y., Cajias, M., Calin, A.C., Callegari, C., Camarero, M., Campbell-figuerola, H., Campbell, J.R., Cannito, M., Canonico, E., Canosa, A., Carabelli, G., Carlbom, A., Carlone, T., Caron, R., Carpenter, A., Caruso, G., Casais, B., Castro, M.P., Cava, M.-J., Čeněk, J., Cerchione, R., Certomà, C., Chan, E., Charles, D., Charlwood, A., Chatzifotiou, S., Chell, K., Chen, L., Chen, Q., Chen, W.-J., Ching, L., Christensen, J., Ciasullo, M.V., Cimermanová, I., Činčera, J., Cipollina, M., Clutterbuck, R., Cochrane, B., Collin, K., Conley, R., Connell, H., Connelly, J., Connelly, L., Connelly, R., Conti, D., Conversi, D., Conway, G., Cooper, S., Cope, M., Corsini, F., Cristian, P., Crohn, H.M., Croog, R.C., Salazar, T., Csiszár, C., D’auria, I., D’souza, A., D’souza, N., Dabija, D.-C., Dagg, J., Dalby, S., DaleDalsgård, B., Dʹamato, A.L., Daniel, D., Dant, L., Dantas, C., Darwin, H., Dashper, K., David, M.E., De Flippo, D., De, A., Edi, M., Velázquez, E.D.C., Velázquez, F., Del Vecchio, P., Delatolla, A., Delgado, P., Delgado‐romero, E., Delrosso, J., Desimone, J., Detlefsen, L., Devaney, C., Díaz, L.M., Didham, R., Diogo, E., Dirakis, A., Doberneck, D., Doidge, M.D., Molero, G., Dombrowski, P.J., Doñate, C., Đorđević, Martín, Reis, P.G.R., Doucek, P., Dundes, L., Dvouletý, O., Dybo, T., Eastman, J., Eckhardt, J., Economou, A., Edler, D., Edu, U., Ekblom, P.E., Khaled, D., Ellis, C., Elsabry, E., Erceg, A., Erokhin, V., Ertz, M., Everitt, J., Evers, A., Falcone, P.M.F., Cabana, P., Fawcett, B., Fearnley, B., Featherstone, M., Ferreira, M., Ferreira, P., Fetner, T., Fisher, J., Fisher, R., Fitzpatrick, T., Flanagan, C., Fogarty, E.A., Fonchingong, C.C., Fontana, M., Fook, J., Foreman, A.M., Foster‐mcgregor, N., Fox, S., Franco, J.A., Franklin, A.L., Friedrich, T., Fromm, I., Fu, N., Fucà, R., Fukuda, Y., Fusco, G., Gabriela, D., Galan, D., Gamo, A., Galiano, J., Garcia, A., García, M.E.A., García‐germán, S., García‐machado, J.J., García‐ruiz, C.R., Gavini, M., Gazzano, A., Gebhardt, M., Gerson, S., Gherghina, Ş.C., Gibbs, P., Gilhooly, D., Gill, F., Gill, N., Gil‐lopez, A.J., Ginès Fabrellas, A., Giuffrida, N., Giuliani, G., Goddard, J., Godderis, R., Goh, C.S., Gomes, O., Goncharuk, A.G., Canche, M.G., Pérez, I.G., Valero, G., González, R.C.L., Gonzalez‐benson, O., Gonzalez‐feliu, J., González‐lópez, M., Gozdziak, E., Granx, B., Gran, R., Gray, S.L., Grbes, A., Grondys, K., Grugan, S., Guenther, J., Guijarro, F., Gurko, T., Haas, L.L., Hagellx, A., Hagell, H., Hallgrímsdóttir, H., Hamada, T., Hanf, J., Hannouf, M., Hao, F., Harman, G., Harris, K.L., Harris, R., Harrison, N.H., Healy, G., Healy, K., Heikkilä, E., Hellmich, C., Henig, J., Henninger, C.E., Heo, W., Herman, C., Herrero‐diz, P., Heyman, J., Hibbert, N., Hillman, A.L., Hillman, B., Hine, B., Hino, K., Hinten, M., Hipp, L., Hoang, D., Holleran, D., Hollin, I., Holm, M., Holmes, C., Hook, G., Hoornweg, D., Hopper, L., Hossain, M., Hoxhaj, R., Hu, B., Huang, Y., Huarita, E., Hudec, O., Humbert, A.L., Hung, M.-C., Hunt, A., Husu, L., IanoleIbáñez‐gonzález, R., Ibáñez‐gonzález, M.J., Ide, T., Ijaz, Muhammad Fazal, Impicciatore, R., Ingwersen, M., Ioannides, D., Iseppi, L., Islam, M.M., Jaakkola, M., Jagger, S., Jagosh, J., Jenkin, G., Joelsson, T., Johansen, R.E.B., Johnsen, H.C., Garmann Jona, G., Jones, T., Judit, O., Kalalahti, M., Kang, M., Kantamaneni, K., Kaplan, L., Kapsalis, V., Karbowski, A., Katsoni, V., Kavish, D.R., Kawamura, H., Keilman, N.W., Kelly, J., Kenneth, H., Kepaptsoglou, K., Kevin, D., Kewley, S., Kim, J.-C., Kim, K.-Y., Kim, S., Kimengsi, J.N., Klein, J., Kleine, M., Klemes, J.I.R.I., Klepp, S., Klinkenberg, L.E.F., Knight, L., Knowles, J., Koerner, S., Konsolakis, K., Konstantinov, V., Kopkin, N.K., Kordova, S., Kosinski, E., Kostelka, F., Kot, S., Kotter, R., Kramers, A., Krienert, J.L., Kubon, M., Kuffer, M., Kungolos, A., Kuttner, P., Kużelewska, E., Ladd, A.E., Lammi, M., Landrum, J., Lange, B., Languilaire, T.D., Lantz, J.-C., Laudal, B., Laurentsyeva, T., Lavizzari, N., Lavoie, A., Feuvre, J.L., Leakey, N., Lee, R., Lee, A., Lee, E., Lee, J., Lentner, J.-H., Lenz‐taguchi, C., Leong, H., Levac, W.S., Lewin, L., Lewinson, E., Li, T., Li, F., Li, G., Li, M., Liczmańska‐kopcewicz, Y., Lillard, K., Linková, C., Links, M., Lipinski, P., Storto, J.L., Lochtman, C., Lockwood, K., Loh, A., Lomonaco‐benzing, V., Łopaciuk‐gonczaryk, R., López, B., lópez, D., Lorenzini, J., Löther, A., Loughnan, C., Love, T., Lucas, M.L., Ubago, J., Lukić, J., Lumley‐sapanski, A., Macedo, I., Macfarlane, S., Machimbarrena, J.M., Magda, R., Magrane, D., Maier, D., Majić, S., Majumdar, S., Makarovič, M., Malekigorji, M., Mallick, B., Malone, D., Mandić, D., Maniou, T., Mannell, J.M., Barbutiu, S., Marczak, M., Markvica, K.M., Aragón, M.D.M., Martín, J.S.M., Pereira, A., Marzal‐felici, J., Mason, F., Mather, J., Matijosaitiene, I., MatthewsMattisson, R., Mattisson, C., Matuszak, Ł., Matuzeviciute, K., Mauerer, G., Mayer, A., McCaig, C., McClearn, D., McKee, S.C., McKendry, S., McMahon, M., McReynolds, P., Medina‐vicent, M., Medyna, G., Mees, H., Meil, G., Meringolo, P., Miciuła, I., Milczarek‐andrzejewska, D., Miles, P., Milivojević, S., Miller, G., Minello, A., Miron, D., Mironeasa, S., Misra, J., Mitchell, T., Moldovan, O., Molero, P.P., Møllersen, S., Momsen, J.H., Moniz, A.B., Morea, D., Moreau, M.-P., Morgan, D.L., Morgan, H., Moscatelli, S., Mostowska, M., Mousavi, A., Mousavi, S., Mrugalska, B., Muinos, G., Mukungu, K., Mukuni, J., Murakami, D., Muresan, I.C., Murib, Z., Muro, A., Mustafa, G., Nackerud, L., Nalmpantis, D., Napal, M., Närvi, J., Naser, M., Nash, V., Navarre‐jackson, L., Navarro, R., Nazarczuk, D., Neale, J., Necula, J., Němec, S., Neven, D., Nevgi, A., Newbold, A., Newton, G., New, A., Niakšu, O., Niiniluoto, I., Nkogo, J.C., Nobre, S., Nunn, P., Oakes, R., Obrad, C., Oke, A., Okorie, O., Oncioiu, I., Ormsbee, F., Ortega‐sánchez, D., Osgood, J., Osorio, C., Oswald, J., Otis, M.D., Ouassini, A., Oxford, S., Page, T., Paixão, M.J., De Pajares, E.M., Palmesr, E., Palos‐sánchez, P., Pamučar, Dragan, Pan, H., Panek, J., Pankowska, M., Papadakis, S., Papafilippou, V.P., Medina, R., Park, C.S., Partalidou, M., Passantino, A., Passini, S., Paul, S., Pavliuk, R., Pearce, P., Pease, K., Pentaris, P., Perez, V.W., Pérez‐armendáriz, C., Perez‐vaisvidovsky, N., Perez‐y‐perez, M., Perry, N., Prtchu, D., Peterson, D.A.M., Alexandru‐ionut, Petrykowski, Petrykowski, P., Phillips, L., Pickard, S., Pickel, A., Pieke, F., Piekut, A., Pierce, S., Pierrakis, Y., Piguet, E., Pleace, N., Połom, M., Polsa, P., Ponticorvo, M., Pookulangara, S., Pope, J., Popoli, P., Postigo, J.C., Price‐Wolf, J., Prior, S., Privitera, D., Prud’homme, C., Prosser, J., Prus, P., Puiu, S., Purcell, R., Pyrialakou, D., Quam‐wickham, N., Quarmby, T., Quinlan, K.M., Quinn, A., Quinn, R., Raciti, M., Radicić, D., Rahimi, B., Ramlo, S., Randle, H., Ratajczak, M., Raymond, T., Recio‐menéndez, M., Reese, L.A., Regner, T., Reichman, J., WReim, iebke, R., Pastor, A.M., Rexhepi, G., Reyes‐menendez, A., Reynaud, C., Ribeiro‐soriano, D., Ricci, S., Ridaura, G., Rita, C., Roberts, M., Roberts, G., Roberts, K., Rockerbie, D., Rodger, J.A., Rodin, G., Rodrigues, D.R., Martín, J.A., Rodríguez, C.F., Rodriguez‐modroño, P., Romero‐rodríguez, L.M., Rončáková, T., Roper, I., Rorie, M.R., Marzán, C.F., Rose, G., Rose, M., Rosen, R., Roth, R., Roubík, H., Roumpos, C., Rowbottom, D., Roy, J., Ruban, D., Rubira‐garcía, R., Ruiperez‐valiente, J.A., Ruiz, R., Ruiz‐real, J.L., Russell, B., Russo, K., Sabol, W., Safonte, F., Salin, M., Salom‐carrasco, J.S., Sánchez, L.D., Sanghera, Santos, B.S., Silva, D., Sanz, F., Sanz‐altamira, B., Sarapura, S., Sari, D., Satybaldieva, E., Saura, J.R., Sayed, N., Scandurra, C., Schartner, A., Schellekens, J., Schenk‐hoppé, K.R., Scherer, L., Schewe, J.A., Schewe, R., Schiller, N.G., Schmidt, E.-M., Schneickert, C., Schneider, J., Scott, H., Scott, P., Seibel, K., Seidler, R., Seifert, S.S., Puyuelo, M.S., Azevedo, P.S., Lopez, A.E.S., Raamkumar, A.S., Blundo, D., Severo, M., Shakya, K.M., Shapiro, A., Shaw, I.F., Shaw, T.V., Shea, B., Shearer, H., Sheldon, S., Shell‐duncan, B., Shepherd, S., Sheridan, L., Siemienska, R., Sillup, G.P., Simeon, J.C., Simonelli, A., Skilodimou, H.D., Škrinjarić, T., Slater, G., Smardon, R., Smith, J., Smoląg, K., Snauwaert, D.T., Soanes‐white, T., Sobocińska, M., Sohaib, O., Soldatić, K., Sorainen, G.T., Soldatos, A., Sørensen, N.N., Spanu, S., Stadlober, E., Stafford, F., Ștefănescu‐mihăilă, R.O., Stefanini, A., Štefko, R., Steglich, E., Steirer, G., Stephenson, M.O., Stoecker, R., Stoffelen, A., Strang, A., Suppa, D., Sutton, J., Svobodová, L., Swigon, M., Synnott, J., Sytsma, V., Tabe, T., Tajeddini, K., Tang, S., Taylor, B., Taylor, C., Teignier, M., Teixeira, C., Tempelaar, D., Ter Avest, K.H., Ter Horst, E., Testa, M.R., Thakur, N., Thiamwong, L., Thijsen, A., Thomas, B.A., Thompson, C., Thompson, D., Tisdall, K., Toft, Mancini, Torell, A., Toscano‐hernández, G., Tregua, A.E., Triandafyllidou, M., Tseloni, A., Seloni, A., Tsikouras, P., Tsogas, G., Twamley, K., Tyler, D.U., Haque, A., Underwood, M., Urbański, M., Uribe‐toril, J., Vaezipour, A., Van Hove, L.V., Huylenbroeck, G., Van Nuland, S., Vanner, C., Vázquez‐cano, E., Veen, E., Veintimilla, S.G.-A., Veković, M., Velija, P., Venco, E.M., Verticelli, A., Vicente, P.V., Estiarte, C., Višnjić, A., Visvizi, A., Vlasblom, J.D., Volsche, S.V., Fintel, D., Von Keyserlingk, L., Vranješević, J., Walter, K.V., Wandosell, G., Wang, Y., Wasileski, G., Wastl‐walter, D., Weaving, C., Weenik, D., Wehr, K., Wei, X., Wharton, A., White, G., Whitehouse, H., Whitley, C.T., Whitman, L., Wiersma‐mosley, J.D., Wilcke, H., Wilkes, R., Williams, L., Williamson, R.D., Wimalasena, L., Wiseman, A., Wołek, M., Wright, E.Q., Wroblewski, A., Wyile, A.S., Wynn, C., Xu, X., Xue, B., Yang, J., Yoe, T.M., Young, M., Younus, M., Yu, T.-F., Yuan, Q., Zadra, C., Zaharijević, A., Zajda, J., Zander, K., Zbuchea, A., Zelin, A., Zhang, C., Zippel, K., Zitricky, V., Živanović, P., Zou, L., Zufferey, C., Zuhdi, M., and Zumeta, W.M.

Published
2020

17. Implementing physically active learning: future directions for research, policy and practice

Author

Daly-Smith, A, Quarmby, T, Archbold, V, Routen, A, Morris, J, Gammon, C, Bartholomew, J, Resaland, GK, Llewellyn, B, Allman, R, Dorling, H, Daly-Smith, A, Quarmby, T, Archbold, V, Routen, A, Morris, J, Gammon, C, Bartholomew, J, Resaland, GK, Llewellyn, B, Allman, R, and Dorling, H

Abstract

Objective. Identify co-produced multi-stakeholder perspectives important for successful widespread physically active learning (PAL) adoption and implementation. Method. Thirty-five stakeholders (policy-makers, n=9; commercial education sector, n=8; teachers, n=3; researchers, n=15) attended a design-thinking PAL workshop. Participants formed five multi-disciplinary groups with at least one representative from the different stakeholder groups. Each group, facilitated by a researcher, undertook two tasks (i) using post-it notes: within the school day, what are the opportunities for learning combined with movement? (ii) washing line task: how can we establish PAL as the norm? All discussions were audio recorded and transcribed. Inductive analyses were conducted by four authors. Once complete, main and sub themes were assigned to four predetermined categories; (i) PAL implementation, and priorities for (ii) practice, (iii) policy and (iv) research. Results. PAL implementation main themes: opportunities for PAL within the school day, delivery environments, learning approaches, intensity of PAL. Priorities for practice main themes: teachers confidence and competence, resources to support delivery, community of practice. Policy priorities main themes: self-governance, The Office for Standards in Education, Children's Services and Skill (Ofsted), policy investment in initial teacher training and curriculum reform. Research priorities main themes: establishing a strong evidence base, school-based PAL implementation, whole-systems-approach. Conclusion. The study is the first to identify PAL implementation factors using a combined multi-stakeholder perspective. To achieve wider PAL adoption and implementation, future interventions should be evidence-based, addressing implementation factors at the classroom- (e.g approaches and delivery environments), school- (communities of practice) and policy-levels (e.g. initial teacher training).

Published
2019

18. Introducing physically active lessons in UK secondary schools: feasibility study and pilot cluster-randomised controlled trial

Author

Gammon, C, Morton, K, Atkin, A, Corder, K, Daly-Smith, A, Quarmby, T, Suhrcke, M, Turner, D, van Sluijs, E, Gammon, C, Morton, K, Atkin, A, Corder, K, Daly-Smith, A, Quarmby, T, Suhrcke, M, Turner, D, and van Sluijs, E

Abstract

Objectives: Assess feasibility, acceptability and costs of delivering a physically active lessons (PAL) training programme to secondary school teachers and explore preliminary effectiveness for reducing pupils’ sedentary time. Design and setting: Secondary schools in East England; one school participated in a pre-post feasibility study, two in a pilot cluster-randomised controlled trial. In the pilot trial, blinding to group assignment was not possible. Participants: Across studies, 321 randomly selected students (51% male; mean age: 12.9 years), 78 teachers (35% male) and two assistant head-teachers enrolled; 296(92%) students, 69(88%) teachers and two assistant head teachers completed the studies. Intervention: PAL training was delivered to teachers over two after-school sessions. Teachers were made aware of how to integrate movement into lessons; strategies included students collecting data from the environment for class activities, and completing activities posted on classroom walls, instead of sitting at desks. Primary and secondary outcomes: Quantitative and qualitative data were collected to assess feasibility and acceptability of PAL training and delivery. Outcomes were assessed at baseline and ~8 weeks post-training; measures included accelerometer-assessed activity, self-reported well-being, and observations of time-on-task. Process evaluation was conducted at follow-up. Results: In the feasibility study, teachers reported good acceptability of PAL training and mixed experiences of delivering PAL. In the pilot study, teachers’ acceptability of training was lower and teachers identified aspects of the training in need of review, including the outdoor PAL training and learning challenge of PAL strategies. In both studies, students and assistant head-teachers reported good acceptability of the intervention. Preliminary effectiveness for reducing students’ sedentary time was not demonstrated in either study. Conclusions: No evidence of preliminary effectivenes

Published
2019

19. Care-experienced youth and positive development: An exploratory study into the value and use of leisure-time activities

Author

Quarmby, T, Sandford, R, Pickering, K, Quarmby, T, Sandford, R, and Pickering, K

Abstract

Numerous youth development outcomes are thought to ensue from participation in ‘positive’ activities (including leisure activities), yet little is known about how care-experienced youth access and benefit from such activities. Underpinned by a positive youth development perspective and informed by the socio-ecological model, this study aimed to: (1) identify how care-experienced youth spent their leisure-time and what shaped their participation; and (2) explore how care-experienced youth think leisure-time activities contributed to their positive development.

Published
2019

20. ‘You get some very archaic ideas of what teaching is…’: Primary school teachers’ perceptions of the barriers to physically active lessons

Author

Quarmby, T, Daly-Smith, A, Kime, N, Quarmby, T, Daly-Smith, A, and Kime, N

Abstract

Physically active lessons present a key paradigm shift in educational practice. However, little is known about the barriers to implementing physically active lessons. To address this, 31 practising primary teachers (23=female) from nine primary schools across West Yorkshire, England, were engaged in focus group interviews. Drawing on the socio-ecological model, findings revealed that barriers influencing the implementation of physically active lessons are multifaceted. Teacher’s confidence and competence, concerns over classroom space, preparation time and resources, coupled with the wider school culture that is influenced by governors and parents, reinforce a didactic approach and act as barriers to physically active lessons.

Published
2018

21. ‘I actually used to like PE, but not now’: Understanding care-experienced young people’s (dis)engagement with physical education

Author

Quarmby, T, Sandford, R, Elliot, E, Quarmby, T, Sandford, R, and Elliot, E

Abstract

Young people’s experiences of, and (dis)engagement with, physical education has received considerable attention in recent years. Yet one ‘group’, care-experienced young people, remain ‘hidden’ within the prevailing literature. In light of their apparent invisibility within research, this novel, exploratory study seeks to gain some understanding of the factors associated with (dis)engagement from/with physical education among this youth population. In contrast to the few studies that explore the broader physical culture experiences of care-experienced youth that prioritise the voices of adults, this paper combines data from two studies to give voice to the experiences of four care-experienced young men in England, alongside those of key adults, namely residential staff, foster carers and physical education teachers. Data were derived from participatory research methods with the young people and semi-structured interviews with the adults who work with/for them. Drawing upon Bourdieu, principally his notions of field, habitus and capital, the findings suggest that these care-experienced young people are at a pedagogic disadvantage, since they are not as well positioned to access opportunities for learning and participation or develop, maintain and extend those skills and dispositions that are recognised as valued capital in physical education. Moreover, the changing room, as a sub-field of the broader physical education space, where bodies are particularly on display, may present obstacles for care-experienced young people’s engagement due to their prior experiences of physical and/or sexual abuse. This study therefore calls for further research exploring care-experienced young people’s experiences of physical education, teachers’ understandings of care-experienced youth, and how their pedagogic practice might shape (dis)engagement with physical education.

Published
2018

22. Can’t pay, can’t play? Talent lead’s perspectives on the financial constraints experienced by athletes on the England Talent Pathway

Author

Morley, D, McKenna, J, Gilbert, S, French, J, Till, K, Quarmby, T, Turner, G, Morley, D, McKenna, J, Gilbert, S, French, J, Till, K, Quarmby, T, and Turner, G

Abstract

© 2017 European Council for High Ability This study explored the extent of financial constraints experienced by athletes on the England Talent Pathway, as perceived by talent leads from various sports. Using a mixed-methods approach, 34 participants completed online surveys with 26 follow-up interviews. Findings showed the prevalence of financial constraints on individuals within the system, with three emerging themes: costs; demands on athletes; and potential funding support. “Pinch points”, causing the greatest severity of financial constraint, emerged further along the pathway and there were infrequent examples of mechanisms to identify talented athletes experiencing financial hardship. A means-tested system, premised on the demonstration of potential, is suggested by talent leads as a way of providing funding for athletes to ameliorate financial constraints in the future.

Published
2018

23. Reconsidering current objectives for physical activity within physical education

Author

Hobbs, M, Daly-Smith, A, McKenna, J, Quarmby, T, Morley, D, Hobbs, M, Daly-Smith, A, McKenna, J, Quarmby, T, and Morley, D

Abstract

Children’s participation in physical activity (PA) has important positive benefits for their health and academic outcomes. Within the school day, physical education (PE) is increasingly endorsed as a key time for children to accumulate PA. Despite this increasing emphasis, research papers and policy documents frequently identify PE lessons as ‘not active enough’. However, contemporary objectives for sufficient PA in PE may not be based on the highest quality evidence. Furthermore, while the objectives appear compatible, they contain profound differences. Continued pursuit of these objectives may be detrimental to achieving positive experiences of PA in PE. For instance, an exclusive focus on PA objectives may encourage teachers to prioritise fitness-based activities over others that young people enjoy. Pursuing short-term goals for PA also risks investing limited lesson time to develop important elements of physical literacy that only become developed after prolonged engagement and practice. Importantly, what is at stake is not only achieving sufficient PA in PE, but also encouraging lifelong participation in PA and the long-term health of today’s children.

Published
2017

24. Lessons from the field for working in Healthy Stadia: physical activity practitioners reflect on ‘sport’

Author

McKenna, J, Quarmby, T, Kime, N, Parnell, D, Zwolinsky, S, McKenna, J, Quarmby, T, Kime, N, Parnell, D, and Zwolinsky, S

Abstract

© 2016 Informa UK Limited, trading as Taylor & Francis Group. Drawing on four areas of our ongoing work, each with its own distinctive relevance to the Healthy Stadia agenda, this paper addresses the tension inherent to programmes aiming to promote physical activity through sport. Our experiences highlight often unresolved, but certainly resolvable, tensions between the aspirations of the respective agendas. These are not small matters; better Public Health is a powerful driver of the Healthy Stadia agenda. In particular, we notice that the desire for sporting, over health, improvement can be an important challenge point. In the hard-to-reach groups we work with, sport often has strong–and only occasionally positive–connotations. Equally, the importance of generating powerful social experiences is seen in the PA ‘camp’ as being an imperative for encouraging the involvement of hard-to-reach groups. In contrast, in sport-oriented programmes, this is more likely to be seen as a happy bi-product of a good sport experience.

Published
2016

25. Physical activity and children in care: A scoping review of barriers, facilitators and policy for disadvantaged youth

Author

Quarmby, T, Pickering, K, Quarmby, T, and Pickering, K

Abstract

Background: It is argued that regular engagement in physical activity (PA) has the potential to mitigate the negative health and educational outcomes that disadvantaged children living in care frequently face. However, little is currently known about children in care’s participation in PA. This scoping review primarily aimed to identify barriers and facilitators to PA participation for children in care. Methods: The main phases of the scoping review were: (1) identifying relevant studies; (2) selecting studies based on pre-defined inclusion criteria; (3) charting the data; and (4) collating, summarising and reporting the results. All relevant studies were included in the review regardless of methodological quality and design. Results: The seven articles that met the inclusion criteria were published between 1998 and 2013 and conducted in the USA (3), England (2) and Norway (2). A social ecological model was incorporated to map results against levels of influence. Conclusions: Various factors influence PA engagement for children in care. Barriers include low self-efficacy, instability of their social environment, which impacts on schooling and maintaining friendship groups and, specific institutional practices and policies that may prevent access to PA. Before fully considering policy implications, further research with children in care is warranted in this area.

Published
2016

26. Informal mealtime pedagogies: exploring the influence of family structure on young people's healthy eating dispositions

Author

Quarmby, T, Dagkas, S, Quarmby, T, and Dagkas, S

Abstract

Families are increasingly recognised as informal sites of learning, especially with regard to healthy eating. Through the use of Bourdieu's conceptual tools, this paper explores the role of family meals within different family structures and the informal pedagogic encounters that take place. How they help to construct young people's healthy eating beliefs, values and dispositions, together with what influences their ability to conduct healthy lifestyle practices within different social and material conditions, is also considered. This study draws from semi-structured interviews with students (n =62) from three inner city comprehensive schools in the Midlands, UK, who were invited to interview with a friend from the same family structure. The interview protocol sought to uncover how often young people ate with their family and elicit their subjective views of family meals as a social context (pedagogical field) in which health messages were conveyed. Corresponding interview data were analysed using thematic analysis which revealed two main themes: (1) the importance of family meals as a pedagogic context for the (re)production of health-related beliefs, values and dispositions and (2) the influence of family structure on individual agency. The narratives illustrate the varying role of family meals for young people in different fields and suggest that family (as a primary field) with its particular practices can act as a site of informal pedagogy, but crucially, only for those whose social and material conditions allow. We should therefore not assume that family meals are 'normative' for all families and may serve different functions for different families. Hence, in a period of economic depression and prolonged austerity, encouraging family units of any structure to invest in family meals from an early age will help to enhance young people's healthy dispositions. © 2013 Copyright Taylor and Francis Group, LLC.

Published
2015

27. Sport and physical activity in the lives of looked-after children: a ‘hidden group’ in research, policy and practice

Author

Quarmby, T and Quarmby, T

Abstract

Looked-after children are arguably one of the most disadvantaged groups in society and constitute a ‘hidden group’ in relation to sport and physical activity research, policy and practice. Research on looked-after children has explored the views of caregivers, practitioners and policy-makers who have often been asked to speak for children on their behalf. Through the use of the mosaic approach and innovative participatory methods, including peer interviewing, the purpose of this paper was to provide an insight into a new area of research in the field of sport and physical activity. As such, it reports on initial findings from a wider project with looked-after children that explores their sport and physical activity experiences. Specifically, it asks the following: (1) What are the sport and physical activity experiences of looked-after children? (2) What meanings and values do looked-after children ascribe to their engagement in sport and physical activity? Findings from the voices of four male looked-after children highlight that these young people used sport as a means to an end; to spend time with friends and develop stocks of social capital. However, due to changes in placement, they also experienced disrupted patterns of engagement coupled with additional institutional constraints that shaped access to sporting activities.

Published
2014

29. Nurturing children's development through healthy eating and active living: Time for policies to support effective interventions in the context of responsive emotional support and early learning.

Author

Skouteris H, Green R, Chung A, Bergmeier H, Amir LH, Baidwan SK, Chater AM, Chamberlain C, Emond R, Gibbons K, Gooey M, Hatzikiriakidis K, Haycraft E, Hills AP, Higgins DJ, Hooper O, Hunter SA, Kappelides P, Kleve S, Krakouer J, Lumeng JC, Manios Y, Mansoor A, Marmot M, Mâsse LC, Matvienko-Sikar K, Mchiza ZJ, Meyer C, Moschonis G, Munro ER, O'Connor TM, O'Neil A, Quarmby T, Sandford R, Schneiderman JU, Sherriff S, Simkiss D, Spence A, Sturgiss E, Vicary D, Wickes R, Wolfenden L, Story M, and Black MM

Subjects
Child, Child, Preschool, Humans, Child Health, Child Development, Policy, Diet, Healthy, Learning
Abstract

Fostering the growth, development, health, and wellbeing of children is a global priority. The early childhood period presents a critical window to influence lifelong trajectories, however urgent multisectoral action is needed to ensure that families are adequately supported to nurture their children's growth and development. With a shared vision to give every child the best start in life, thus helping them reach their full developmental potential, we have formed the International Healthy Eating Active Living Matters (HEALing Matters) Alliance. Together, we form a global network of academics and practitioners working across child health and development, and who are dedicated to improving health equity for children and their families. Our goal is to ensure that all families are free from structural inequality and oppression and are empowered to nurture their children's growth and development through healthy eating and physical activity within the context of responsive emotional support, safety and security, and opportunities for early learning. To date, there have been disparate approaches to promoting these objectives across the health, community service, and education sectors. The crucial importance of our collective work is to bring these priorities for early childhood together through multisectoral interventions, and in so doing tackle head on siloed approaches. In this Policy paper, we draw upon extensive research and call for collective action to promote equity and foster positive developmental trajectories for all children. We call for the delivery of evidence-based programs, policies, and services that are co-designed to meet the needs of all children and families and address structural and systemic inequalities. Moving beyond the "what" is needed to foster the best start to life for all children, we provide recommendations of "how" we can do this. Such collective impact will facilitate intergenerational progression that builds human capital in future generations., (© 2022 The Authors. Health and Social Care in the Community published by John Wiley & Sons Ltd.)

Published
2022
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30. Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework.

Author

Daly-Smith A, Quarmby T, Archbold VSJ, Corrigan N, Wilson D, Resaland GK, Bartholomew JB, Singh A, Tjomsland HE, Sherar LB, Chalkley A, Routen AC, Shickle D, Bingham DD, Barber SE, van Sluijs E, Fairclough SJ, and McKenna J

Subjects
Child, England, Humans, Exercise, Health Promotion organization & administration, School Health Services organization & administration, Schools organization & administration
Abstract

Background: UK and global policies recommend whole-school approaches to improve childrens' inadequate physical activity (PA) levels. Yet, recent meta-analyses establish current interventions as ineffective due to suboptimal implementation rates and poor sustainability. To create effective interventions, which recognise schools as complex adaptive sub-systems, multi-stakeholder input is necessary. Further, to ensure 'systems' change, a framework is required that identifies all components of a whole-school PA approach. The study's aim was to co-develop a whole-school PA framework using the double diamond design approach (DDDA)., Methodology: Fifty stakeholders engaged in a six-phase DDDA workshop undertaking tasks within same stakeholder (n = 9; UK researchers, public health specialists, active schools coordinators, headteachers, teachers, active partner schools specialists, national organisations, Sport England local delivery pilot representatives and international researchers) and mixed (n = 6) stakeholder groupings. Six draft frameworks were created before stakeholders voted for one 'initial' framework. Next, stakeholders reviewed the 'initial' framework, proposing modifications. Following the workshop, stakeholders voted on eight modifications using an online questionnaire., Results: Following voting, the Creating Active Schools Framework (CAS) was designed. At the centre, ethos and practice drive school policy and vision, creating the physical and social environments in which five key stakeholder groups operate to deliver PA through seven opportunities both within and beyond school. At the top of the model, initial and in-service teacher training foster teachers' capability, opportunity and motivation (COM-B) to deliver whole-school PA. National policy and organisations drive top-down initiatives that support or hinder whole-school PA. To the authors' knowledge, this is the first time practitioners, policymakers and researchers have co-designed a whole-school PA framework from initial conception. The novelty of CAS resides in identifying the multitude of interconnecting components of a whole-school adaptive sub-system; exposing the complexity required to create systems change. The framework can be used to shape future policy, research and practice to embed sustainable PA interventions within schools. To enact such change, CAS presents a potential paradigm shift, providing a map and method to guide future co-production by multiple experts of PA initiatives 'with' schools, while abandoning outdated traditional approaches of implementing interventions 'on' schools.

Published
2020
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31. Implementing physically active learning: Future directions for research, policy, and practice.

Author

Daly-Smith A, Quarmby T, Archbold VSJ, Routen AC, Morris JL, Gammon C, Bartholomew JB, Resaland GK, Llewellyn B, Allman R, and Dorling H

Subjects
Academic Success, Curriculum, Humans, Organizational Policy, Problem-Based Learning methods, Problem-Based Learning trends, Public Policy, Research, Stakeholder Participation, Teacher Training, Exercise, Problem-Based Learning organization & administration, Schools
Abstract

Purpose: To identify co-produced multi-stakeholder perspectives important for successful widespread physically active learning (PAL) adoption and implementation., Methods: A total of 35 stakeholders (policymakers n  = 9; commercial education sector, n  = 8; teachers, n  = 3; researchers, n  = 15) attended a design thinking PAL workshop. Participants formed 5 multi-disciplinary groups with at least 1 representative from each stakeholder group. Each group, facilitated by a researcher, undertook 2 tasks: (1) using Post-it Notes, the following question was answered: within the school day, what are the opportunities for learning combined with movement? and (2) structured as a washing-line task, the following question was answered: how can we establish PAL as the norm? All discussions were audio-recorded and transcribed. Inductive analyses were conducted by 4 authors. After the analyses were complete, the main themes and subthemes were assigned to 4 predetermined categories: (1) PAL design and implementation, (2) priorities for practice, (3) priorities for policy, and (4) priorities for research., Results: The following were the main themes for PAL implementation: opportunities for PAL within the school day, delivery environments, learning approaches, and the intensity of PAL. The main themes for the priorities for practice included teacher confidence and competence, resources to support delivery, and community of practice. The main themes for the policy for priorities included self-governance, the Office for Standards in Education, Children's Services, and Skill, policy investment in initial teacher training, and curriculum reform. The main themes for the research priorities included establishing a strong evidence base, school-based PAL implementation, and a whole-systems approach., Conclusion: The present study is the first to identify PAL implementation factors using a combined multi-stakeholder perspective. To achieve wider PAL adoption and implementation, future interventions should be evidence based and address implementation factors at the classroom level (e.g., approaches and delivery environments), school level (e.g., communities of practice), and policy level (e.g., initial teacher training)., (© 2019 Published by Elsevier B.V. on behalf of Shanghai University of Sport.)

Published
2020
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32. Introducing physically active lessons in UK secondary schools: feasibility study and pilot cluster-randomised controlled trial.

Author

Gammon C, Morton K, Atkin A, Corder K, Daly-Smith A, Quarmby T, Suhrcke M, Turner D, and van Sluijs E

Subjects
Child, Feasibility Studies, Female, Health Behavior, Health Promotion methods, Humans, Male, Pilot Projects, Program Evaluation, School Health Services organization & administration, Schools, Sedentary Behavior, Exercise physiology, Exercise psychology, Preventive Health Services, Teacher Training methods, Teaching
Abstract

Objectives: Assess feasibility, acceptability and costs of delivering a physically active lessons (PAL) training programme to secondary school teachers and explore preliminary effectiveness for reducing pupils' sedentary time., Design and Setting: Secondary schools in East England; one school participated in a pre-post feasibility study, two in a pilot cluster-randomised controlled trial. In the pilot trial, blinding to group assignment was not possible., Participants: Across studies, 321 randomly selected students (51% male; mean age: 12.9 years), 78 teachers (35% male) and 2 assistant head teachers enrolled; 296 (92%) students, 69 (88%) teachers and 2 assistant head teachers completed the studies., Intervention: PAL training was delivered to teachers over two after-school sessions. Teachers were made aware of how to integrate movement into lessons; strategies included students collecting data from the environment for class activities and completing activities posted on classroom walls, instead of sitting at desks., Primary and Secondary Outcomes: Quantitative and qualitative data were collected to assess feasibility and acceptability of PAL training and delivery. Outcomes were assessed at baseline and ~8 weeks post-training; measures included accelerometer-assessed activity, self-reported well-being and observations of time-on-task. Process evaluation was conducted at follow-up., Results: In the feasibility study, teachers reported good acceptability of PAL training and mixed experiences of delivering PAL. In the pilot study, teachers' acceptability of training was lower and teachers identified aspects of the training in need of review, including the outdoor PAL training and learning challenge of PAL strategies. In both studies, students and assistant head teachers reported good acceptability of the intervention. Preliminary effectiveness for reducing students' sedentary time was not demonstrated in either study., Conclusions: No evidence of preliminary effectiveness on the primary outcome and mixed reports of teachers' acceptability of PAL training suggest the need to review the training. The results do not support continuation of research with the current intervention., Trial Registration Number: ISRCTN38409550., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2019. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)

Published
2019
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34. Physical Activity and Children in Care: A Scoping Review of Barriers, Facilitators, and Policy for Disadvantaged Youth.

Author

Quarmby T and Pickering K

Subjects
Adolescent, Child, Humans, Vulnerable Populations, Child Care methods, Exercise physiology
Abstract

Background: It is argued that regular engagement in physical activity (PA) has the potential to mitigate the negative health and educational outcomes that disadvantaged children living in care frequently face. However, little is currently known about children in care's participation in PA. This scoping review primarily aimed to identify barriers and facilitators to PA participation for children in care., Methods: The main phases of the scoping review were 1) identifying relevant studies; 2) selecting studies based on predefined inclusion criteria; 3) charting the data; and 4) collating, summarizing, and reporting the results. All relevant studies were included in the review regardless of methodological quality and design., Results: The 7 articles that met the inclusion criteria were published between 1998 and 2013 and conducted in the USA (3), England (2), and Norway (2). A social ecological model was incorporated to map results against levels of influence., Conclusions: Various factors influence PA engagement for children in care. Barriers include low self-efficacy, instability of their social environment, which impacts on schooling and maintaining friendship groups, and, specific institutional practices and policies that may prevent access to PA. Before fully considering policy implications, further research with children in care is warranted in this area.

Published
2016
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