Yes / To identify co-produced multi-stakeholder perspectives important for successful widespread physically active learning (PAL) adoption and implementation. 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. 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. 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). / The research symposium and workshop were supported by an internal research grant from the School of Sport, Leeds Beckett University

Tyrimo metodika. Tyrimas yra lokalus – momentinis, atliktas 2009 metais Pravieniškių I-uosiuose ir II – uosiuose pataisos namuose. Taikyti du tyrimo metodai – anketinė apklausa ir interviu. Tyrimas vyko tarp pilnamečių kalinių. Anketą (klausimyną) sudarė keturi klausimų/teiginių blokai: I – demografiniai klausimai; II – klausimai/teiginiai apie nuteistųjų asmenų fizinę (sportinę) veiklą ir tam sudarytas sąlygas; III – kalinčiųjų socialinių įgūdžių vertinimas pagal E. Gambrill (1995), IV – nuteistųjų savęs vertinimas. Naudota G. Rosenbergo sudaryta iš dešimties teiginių vertinimo skalė. Skirtumai laikyti statistiškai reikšmingais esant ne didesnei kaip 5 proc. paklaidai (p<0,05). Nuteistųjų apklausai pasirinktas struktūruotas interviu pagal iš anksto turimus klausimus ir numatant klausimų eiliškumą. Anketinėje apklausoje dalyvavo 320 nuteistųjų. Interviu metodu apklausta 17 minėtųjų pataisos namų gyventojų Rezultatai. Pakankami fiziškai aktyvūs nuteistieji sudarė 57,8 proc. visų tyrime dalyvavusių respondentų. Kaip parodė tyrimas, fizinis aktyvumas nuteistųjų tarpe yra statistiškai reikšmingai susijęs su jaunesniu amžiumi. Klausdami nuteistųjų: ,,Ar dalyvaujate sporto varžybose”? nustatėme, kad ir fiziškai pasyvūs kaliniai tokiose varžybose dalyvauja. Tačiau statistiškai reikšmingai jų nėra tiek daug kiek sportuojančių kalinių. Varžybose apskritai nedalyvauja trečdalis sportuojančių ir du trečdaliai nesportuojančių kalinių. Dominuojantis kalinių išsilavinimas sportuojančiųjų... [toliau žr. visą tekstą] / Aim of the study. To evaluate a physical activity as ability to develop for healthy lifestyle and social skills in prisons of Lithuania among the prisoners man. Methods. The research there are topical – instantaneous was done at 2009 in the first and second prisons of Pravieniskes. In the research were used two methods: the questionnaire and interview. Both at one and other of research participated only prisoners (men). The questionnaires consisted of three blocks of questions/propositions: I - demographics questions (age, education, duration of imprisonment, amount of previous convictions); II – questions about physical activity of prisoners. III – evaluation of social skills of prisoners according E.Gambrill (1995). For questioning of prisoners were chose structure interview according beforehand available a questions and predictable a questions succession. At questionnaire poll participated 320 prisoners. In interview were survey 17 already has mention occupant of prisons. Results. An enough physically active prisoners consist 57.8% of all in research to had participated respondents. As shown study, physical active among prisoners are statistics significant relate to more young age. To asked: ,,Do you participate in competition of sport”? to establish fact physically active prisoners participate in such competition. But statistics significant of them is not so much like physically active one. Overall in competition don’t participating third physically active and two third... [to full text]

Fiziškai aktyvūs studentai yra ypatinga jaunimo grupė, kuriai būdingas didesnis dėmesingumas savo sveikatos būklei,padidintas fizinis krūvis,aktyvesnis kasdienio gyvenimo ritmas,todėl ypatingai svarbi yra taisyklinga mityba,bei tikslingas maisto papildų vartojimas.Tikslas:Ištirti ir išanalizuoti fiziškai aktyvių studentų maisto papildų vartojimo ypatumus.Uždaviniai:1)Nustatyti ir įvertinti maisto papildų vartojimą tarp fiziškai aktyvių VU studentų:vartojimo paplitimą, vartojamas maisto papildų rūšis;2)Ištirti maisto papildus vartojančių/nevartojančių fiziškai aktyvių VU studentų gyvensenos ypatumus bei mitybos įpročius;3)Išsiaiškinti kokiu tikslu vartojami/nevartojami maisto papildai;4)Nustatyti maisto papildų pasirinkimą lemiančius kriterijus;5)Išsiaiškinti fiziškai aktyvių VU studentų požiūrį į maisto papildų efektyvumą, vartojimo būtinumą, finansinį prieinamumą.Metodai:duomenys buvo renkami anketinės apklausos metodu.Tyrime dalyvavo 426 Vilniaus universiteto sporto ir sveikatos centro užsiėmimus lankantys studentai(jie traktuojami kaip fiziškai aktyvūs studentai).Statistinei duomenų analizei buvo naudojamas programinis statistinių duomenų paketas SPSS 17.0. Kokybinių duomenų skirtumų patikimumas nustatytas pagal &#967;2 kriterijų.Statistinio reikšmingumo lygmuo p<0,05.Išvados:Maisto papildų vartojimas studentų tarpe sumažėjo,bet stabilizavosi.Maisto papildus dažniau vartoja moterys nei vyrai.Maisto papildų vartojimas priklauso nuo pajamų.Daugeliui studentų maisto papildai... [toliau žr. visą tekstą] / Physically active students are a special group of young people, which is characterized by greater of attention their health status, increased physical activity, increased daily rhythm of life, thus it is extremely important is the correct diet and appropriate use of dietary supplements.Overall aim of study: Investigate and analyze food supplements usage among physically active students. The study included 426 University Health Centre and sports activities visiting students.Tasks:1)to investigate food supplements usage among Vilnius university students: prevalence rate of food supplements usage and type of taken food supplements;2)to investigate general lifestyle characteristics and some health and nutrition rates among food supplements;3)to investigate the purpose for which the nutritional supplements used/not used; 4)to investigate some peculiarities, related with purposeful choose;5)to investigate the views of the effectiveness of dietary supplements, consumer need for financial accessibility.Methods:Data were collected using a questionnaire survey method.The study included 426 Vilnius University Health Centre and sports activities visiting students.Data obtained from were analyzed using SPSS 17.0 software.Qualitative differences in the reliability of the data set in accordance with &#967;2 test.The statistical significance level of p<0.05.Conclusions:Food supplement use among students has decreased, but stabilized.Food supplements are often used female than by male.Food... [to full text]

Introduction and Background Aventure AB has created a "between-meal beverage" with high protein and energy content aimed at older and/or physically active individuals. Aventure AB wished to transform this high energy drink to a plant-based product, because of the growing trend of plant-based diets. Aim The aim of this project was to replace the protein source in the beverage ”Skaka &amp; smaka - strawberry taste”, while maintaining good flavour and texture. The original beverage contains whey protein, which was to be replaced with a vegetable source. Materials and methods A new plant-based beverage was developed from the original recipe. Four different alternative protein sources were added and evaluated with regard to taste, visual look, pH, dry matter, viscosity, brix, protein and energy content. To beverages based on different protein sources, four different juice concentrates were added in varying combinations and concentrations. Aromas were also added and a change of the fruit-purée recipe was made. The salt concentration was modified. The final product was evaluated through a consumer sensory analysis at a sports centre in Lund. The participants were asked to judge it by first impression, colour, odour, flavour, texture and overall impression on a 9-point hedonic scale. 76 individuals participated and compared the original beverage with the new plant-based one. Results and Discussion A beverage containing pea protein with a combination of a new fruit purée with a reduced amount of strawberries but an increased amount of bananas was selected as the most promising candidate. Further improvement of this beverage included addition of a juice concentrate mixture (6 mL/100 g), containing 50 % apple concentrate + 50 % lime concentrate. The salt content in the beverage was 0.03 g salt/100 g beverage. The sensory analysis revealed a significant difference regarding the first impression and flavour in favour of the original beverage, while a significant difference in colour appeared in favour of the new one containing pea protein. 19.6 % of the participating women, and 22.5 % of the men claimed that they would buy the new plant-based beverage. Conclusion A plant-based version of Skaka &amp; smaka has been developed, and the sensory analysis indicates that the new product has potential on today's market. However, the beverage requires further development to satisfy all the needs within the target group.

This study is about how educators understand the task of increasing physical activity to acheive a safe school environment. The purpose of the study was to investigate and describe the experience for the school´s educators of implementing physical activity in their teaching in the school´s different environments and to examine the educators´ experience of the relationship between students physical activity and their security and studytranquillity. The introduction of break activities during the schoolday is part of the school´s work for security and studytranquillity. My empiric material is based on seven interviews with educators who work with students in preschoolclass to grade two. These semi-structured interviews were conducted at the school where I work. The recorded interviews were transcribed verbatim. I have used grounded theory to analyze my data. The categories that emerged from the interview results were: motives for physical activity, design of physical activity, challenges with physical activity, conditions for physical activity, and development of physical activity. The result I obtained through further analysis of the above categories shows two core categories which constitute of the function of physical activity. These two core categories are: physical activity to achieve results in other areas/subjects and physical activity as intrinsic value.

Yes / 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. 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. 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. 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. 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. 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. 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. ISRCTN38409550.

Yes / A large majority of primary school pupils fail to achieve 30-min of daily, in-school moderate-to-vigorous physical activity (MVPA). The aim of this study was to investigate MVPA accumulation and subject frequency during academic lesson segments and the broader segmented school day. Methods: 122 children (42.6% boys; 9.9 ± 0.3 years) from six primary schools in North East England, wore uniaxial accelerometers for eight consecutive days. Subject frequency was assessed by teacher diaries. Multilevel models (children nested within schools) examined significant predictors of MVPA across each school-day segment (lesson one, break, lesson two, lunch, lesson three). Results: Pupils averaged 18.33 ± 8.34 min of in-school MVPA, and 90.2% failed to achieve the in-school 30-min MVPA threshold. Across all school-day segments, MVPA accumulation was typically influenced at the individual level. Lessons one and two—dominated by maths and English—were less active than lesson three. Break and lunch were the most active segments. Conclusion: This study breaks new ground, revealing that MVPA accumulation and subject frequency varies greatly during different academic lessons. Morning lessons were dominated by the inactive delivery of maths and English, whereas afternoon lessons involved a greater array of subject delivery that resulted in marginally higher levels of MVPA. / This research was funded by Redcar and Cleveland Borough Council.

Yes / 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. / This work was supported by Norwegian Directorate for Higher Education and Skills: [Grant Number 2019-1-NO01-KA203-060324]. The authors of this manuscript were supported and funded by the European Union ERASMUS+Strategic Partnership Fund as part of the Activating Classroom Teachers (ACTivate) project.

Yes / The adoption of physically active learning (PAL) in schools is becoming more widespread. To understand how PAL is being used in different countries and explore if and how methods and strategies differ, this paper draws cross-national comparisons in primary school teachers' use of PAL. Thirteen focus groups were conducted with 54 teachers from Norway, the Netherlands and the UK. Four themes were identified using thematic analysis: 1) teachers' values and beliefs about PAL; 2) influence of school context; 3) influence of the national policy context and; 4) managing teacher dissonance when using PAL. Use of PAL was related to teachers' values and beliefs and the degree to which these aligned with the context of the school and the wider educational system. The findings underline the importance of addressing teachers’ competence, opportunity and agency to use PAL in different contexts. / The authors of this manuscript were supported and funded by the European Union ERASMUS + Strategic Partnership Fund as part of the Activating Classroom Teachers project, ACTivate (Grant no 2019-1-N001-KA203-063024).

Yes / Physically active learning (PAL) has emerged as a promising way of eliciting health and education-based outcomes for pupils. Concurrently, research suggests large variability in how PAL is perceived, operationalized, and prioritized in practice across Europe. Therefore, this study aimed to co-develop a framework for action to support the adoption and implementation of PAL. Adopting a design thinking approach, 40 international stakeholders representing 13 countries engaged in an idea generation workshop during a two-day PAL international conference. Participants included professionals from research (n = 20), practice (n = 4) and policy (n = 1) or a combination (n = 15). Their experience with PAL ranged from none to 19 years (with an average of 3.9 years). Participants were allocated into one of six heterogeneous and multidisciplinary groups and led through interactive tasks to identify: the landscape for PAL across Europe, barriers to the adoption and implementation of PAL, and key objectives for research, policy and practice to improve the adoption and implementation of PAL. All discussions were audio recorded and prioritized objectives were transcribed verbatim and analysed using inductive qualitative content analysis. Five interlinked and mutually reinforcing themes were identified: (1) Integration of the health and education paradigms (2) Coherent national policy and decision making (3) Building confident and competent teachers (4) Adopting a whole school approach for PAL (5) Strengthening the evidence base for PAL. The priority action framework identifies five key areas for action to facilitate PAL adoption and implementation across Europe. Central to the success of border uptake of PAL is the integration of the health and education paradigms. To achieve this aim, reframing PAL as movement-centered pedagogy would provide a more holistic and inclusive perspective. / The authors of this manuscript were supported and funded by the European Union ERASMUS + Strategic Partnership Fund as part of the Activating Classroom Teachers project, ACTivate (Grant no 2019-1-N001-KA203-063024).