Yes / Positive birth (PB) experiences assist with successful transition into parenthood and psychological growth. Identifying contributing factors, which assist in the achievement of such experiences, could inform birth workers and maternity service providers and improve experiences for future parents. To undertake a systematic review of factors which the birthing person perceived as contributing to their PB experience. Search strategy: Six databases were searched with English language restriction. Grey literature sources and relevant journal content were searched. Main results: Sixty-eight participants were included from studies conducted in Norway, Sweden, the United States (US) and the United Kingdom (UK). The major themes of the thematic synthesis were: strength through preparation; a positive mental attitude; feeling safe and connected through autonomy; the presence of others; and fond memories that were formulated. Findings informed birth workers that their authentic presence is valued by birthing people, and that a person’s or provider’s birthing culture impacts on a person’s perception of their birth experiences. In order to experience PB, maternity services should support individualised care. Conclusions: A PB experience matters to families, and enables self-esteem and confidence to be felt as a new parent. The unique individualised care and authentic presence of the birth workers provided strength, reassurance and encouragement during the birth process. / The author’s master’s was supported by funding from the Yorkshire and Humberside Strategic Health Authority.

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Yes / Physically active learning (PAL) - integration of movement within delivery of academic content - is a core component of many whole-of-school physical activity approaches. Yet, PAL intervention methods and strategies vary and frequently are not sustained beyond formal programmes. To improve PAL training, a more comprehensive understanding of the behavioural and psychological processes that influence teachers' adoption and implementation of PAL is required. To address this, we conducted a meta-synthesis to synthesise key stakeholders' knowledge of facilitators and barriers to teachers' implementing PAL in schools to improve teacher-focussed PAL interventions in primary (elementary) schools. We conducted a meta-synthesis using a five-stage thematic synthesis approach to; develop a research purpose and aim, identify relevant articles, appraise studies for quality, develop descriptive themes and interpret and synthesise the literature. In the final stage, 14 domains from the Theoretical Domain Framework (TDF) were then aligned to the final analytical themes and subthemes. We identified seven themes and 31 sub-themes from 25 eligible papers. Four themes summarised teacher-level factors: PAL benefits, teachers' beliefs about own capabilities, PAL teacher training, PAL delivery. One theme encompassed teacher and school-level factors: resources. Two themes reflected school and external factors that influence teachers' PAL behaviour: whole-school approach, external factors. Ten (of 14) TDF domains aligned with main themes and sub-themes: Knowledge, Skills, Social/Professional Role and Identity, Beliefs about Capabilities, Beliefs about Consequences, Reinforcement, Goals, Environmental Context and Resources, Social influences and Emotion. Our synthesis illustrates the inherent complexity required to change and sustain teachers' PAL behaviours. Initially, teachers must receive the training, resources and support to develop the capability to implement and adapt PAL. The PAL training programme should progress as teachers' build their experience and capability; content should be 'refreshed' and become more challenging over time. Subsequently, it is imperative to engage all levels of the school community for PAL to be fully integrated into a broader school system. Adequate resources, strong leadership and governance, an engaged activated community and political will are necessary to achieve this, and may not currently exist in most schools. / European Union ERASMUS+ Strategic Partnership Fund as part of the Activating Classroom Teachers (ACTivate)- teachers on the move project (NO: 2019–1-NO01-KA203–060324)

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