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

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Co-designing policy, practice, and research directions for whole-school physical activity: towards sustainable culture change

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月17日

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  • Anna Chalkley,
  • Zoe Helme,
  • Ellen Silva,
  • Shania Boom,
  • Victoria Archbold,
  • Daniel Bingham,
  • Amika Singh,
  • Antti Bloom,
  • Caterina Pesce,
  • Collin A. Webster,
  • Edd Riley-Gibson,
  • Esther van Sluijs,
  • Gabriella McLoughlin,
  • Geir Kåre Resaland,
  • Jo Salmon,
  • John Bartholomew,
  • Juana Willumsen,
  • Katrin Mägi,
  • Lauren Clifford,
  • Lawrence Foweather,
  • Mathias Brekke Mandelid,
  • Merike Kull,
  • Natalie Lander,
  • Nicole Nathan,
  • Spyridoula Vazou,
  • Stuart Fairclough,
  • Tuija Tammelin,
  • Andy Daly-Smith

摘要

Background

Whole-school physical activity (WSPA) approaches are recognised globally as a key investment for increasing children’s activity levels. Their success depends on translating national policy into effective school practices through systems-level thinking and multi-stakeholder collaboration. This study aimed to use an experience-based co-design process to produce and prioritise future directions for WSPA policy, practice and research by engaging international stakeholders to identify key roles, needs, and actionable recommendations.

Methods

The co-design process took place during a two-day international conference on Whole-School Physical Activity (#WSPA2024). Adopting a design thinking approach, 152 international stakeholders representing 16 countries engaged in two co-design workshops. Participants included professionals representing the policy (n = 64), practice (n = 26), or research (n = 62) sectors. Participants undertook tasks in either same stakeholder or mixed stakeholder groupings to explore and prioritise future needs for policy, practice, and research related to WSPA. All discussions were audio recorded, transcribed verbatim, and analysed using inductive thematic and content analysis. Prioritised actions were synthesised and recommendations to support the future of WSPA were drafted. Stakeholders reviewed the drafted recommendations and proposed modifications using an online questionnaire.

Results

Twenty-four recommendations (10 for policymakers, eight for practitioners, and six for researchers) to prioritise and plan for WSPA were developed. These are represented by six interlinked themes reflecting conditions for change: systems thinking, partner engagement and collaboration, equity and inclusion, evidence-based and action orientated, knowledge mobilisation, support and capacity building.

Conclusions

WSPA approaches should be viewed as a long-term systems change agenda requiring aligned policy, adaptable practice, and innovative research. The WSPA recommendations provide a platform for multi-sector collaboration, co-production, and investment in scalable, context-sensitive solutions.