{"id":35750,"date":"2026-03-06T03:09:55","date_gmt":"2026-03-06T03:09:55","guid":{"rendered":"https:\/\/ispah.tecology-hosting.co\/?p=35750"},"modified":"2026-03-06T03:10:00","modified_gmt":"2026-03-06T03:10:00","slug":"is-the-way-we-frame-physically-active-learning-holding-us-back","status":"publish","type":"post","link":"https:\/\/ispah.tecology-hosting.co\/ar\/is-the-way-we-frame-physically-active-learning-holding-us-back\/","title":{"rendered":"Is the way we frame physically active learning holding us back?\u00a0"},"content":{"rendered":"<h3 class=\"wp-block-heading\"><em>How a shift to movement\u2011centred pedagogy can strengthen research\u2013practice alignment and improve sustainability in schools.<\/em>\u00a0<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"what-is-it-about-1\">\u0645\u0627 \u0627\u0644\u0623\u0645\u0631\u061f<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">In recent years, physically active learning (PAL) has gained considerable attention for its potential to enhance both <a href=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/31619381\/\" target=\"_blank\" rel=\"noreferrer noopener\">health and educational outcomes<\/a>. Yet, despite strong supporting evidence, there are many challenges to broaden uptake in schools. These challenges often include <a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S0883035517312685\" target=\"_blank\" rel=\"noreferrer noopener\">time constraints, a supportive school climate, and resource availability<\/a>. Concurrently, some scholars also underscore that integration has been <a href=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/27182986\/\" target=\"_blank\" rel=\"noreferrer noopener\">researcher-driven<\/a>, with a strong emphasis <a href=\"https:\/\/www.frontiersin.org\/journals\/sports-and-active-living\/articles\/10.3389\/fspor.2023.1228340\/full\" target=\"_blank\" rel=\"noreferrer noopener\">on health parameters<\/a>, which can <a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S2095254619300699\" target=\"_blank\" rel=\"noreferrer noopener\">undermine teachers and their contexts<\/a>. To address these challenges, a growing body of research suggests that successful integration and sustainment of PAL requires teachers to have sufficient competence and capability to enact <a href=\"https:\/\/link.springer.com\/article\/10.1186\/s12966-021-01221-9\" target=\"_blank\" rel=\"noreferrer noopener\">PAL into their everyday practice<\/a>.\u00a0\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Consequently, several projects have thus shifted attention from short training courses to more systematic efforts to <a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/00313831.2025.2459905#d1e425\" target=\"_blank\" rel=\"noreferrer noopener\">build teachers&#8217; capability<\/a>. Central to the success of building systemic efforts is facilitating collaboration among policymakers, researchers, and teachers. However, this may be challenging, as PAL is perceived, operationalised, and prioritised <a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S0742051X24002270\" target=\"_blank\" rel=\"noreferrer noopener\">differently across stakeholders<\/a>. One possible explanation for why PAL continues to struggle to become a sustainable practice in schools is thus <a href=\"https:\/\/link.springer.com\/article\/10.1186\/s12966-023-01503-4\" target=\"_blank\" rel=\"noreferrer noopener\">the way it is framed.<\/a>&nbsp;&nbsp;&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">To overcome these challenges, we have proposed reframing PAL as a <a href=\"https:\/\/www.frontiersin.org\/journals\/sports-and-active-living\/articles\/10.3389\/fspor.2025.1712844\/full#s6\" target=\"_blank\" rel=\"noreferrer noopener\">movement-centred pedagogy (MCP)<\/a>, as it represents a more holistic term that encompasses broader movement, pedagogy, and educational purposes.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>What is movement-centred pedagogy?<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong><em>Movement =<\/em><\/strong> progress beyond the narrow vision of minutes of moderate to vigorous physical activity to reflect a broader appreciation of physical activity.\u00a0<\/li>\n\n\n\n<li><strong><em>Centred =<\/em><\/strong> Reflects the purpose of the movement and its role in providing a connection with the subject content.\u00a0<\/li>\n\n\n\n<li><strong><em>Pedagogy =<\/em><\/strong> Reflects a wider conception of the teaching-learning process in education that includes teachers\u2019 choices and judgements about how, why, where, and when to integrate movement into teaching.\u00a0\u00a0<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/link.springer.com\/article\/10.1186\/s12966-023-01503-4\" target=\"_blank\" rel=\"noreferrer noopener\">Reframing PAL as MCP offers a broader<\/a>, more educationally grounded way to include physical activity as an integral part of teaching and learning (Figure 1). Turning attention towards pedagogical judgements can empower teachers to exercise their agency and utilise movement in teaching in ways that are coherent, accessible, and sustainable in real classroom settings. Rather than an \u2018add-on\u2019, MCP is intended to represent a deeper and seamless integration. Importantly, MCP offers a term that can strengthen the field\u2019s pedagogical underpinnings and promote a more coherent <a href=\"https:\/\/www.frontiersin.org\/journals\/sports-and-active-living\/articles\/10.3389\/fspor.2025.1712844\/full\" target=\"_blank\" rel=\"noreferrer noopener\">synthesis of health and educational perspectives<\/a>. Such a development towards the deeper appreciation of physical activity mirrors developments in <a href=\"https:\/\/www.frontiersin.org\/journals\/sports-and-active-living\/articles\/10.3389\/fspor.2020.00072\/full\" target=\"_blank\" rel=\"noreferrer noopener\">the broader field<\/a>. For these reasons, attending to MCP can represent more than a semantic shift. It can influence stakeholders to prioritise and engage more <a href=\"https:\/\/www.frontiersin.org\/journals\/sports-and-active-living\/articles\/10.3389\/fspor.2025.1712844\/full#s6\" target=\"_blank\" rel=\"noreferrer noopener\">broadly with movement and education<\/a>.\u00a0\u00a0<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"why-is-it-important-2\">\u0644\u0645\u0627\u0630\u0627 \u0647\u0648 \u0645\u0647\u0645\u061f<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">PAL is distinct as it has evolved from a need to balance competing interests between academic pursuits and time spent on physical activity. As such, previous research has often positioned PAL as a health initiative embedded within education to promote learning outcomes. Although this has contributed valuable evidence, its narrow conception may have limited broader educational purposes and opportunities.\u00a0\u00a0<\/p>\n\n\n\n<figure data-wp-context=\"{&quot;imageId&quot;:&quot;6a9d450574fb0&quot;}\" data-wp-interactive=\"core\/image\" data-wp-key=\"6a9d450574fb0\" class=\"wp-block-image aligncenter size-full is-resized wp-lightbox-container\"><img decoding=\"async\" width=\"624\" height=\"468\" data-wp-class--hide=\"state.isContentHidden\" data-wp-class--show=\"state.isContentVisible\" data-wp-init=\"callbacks.setButtonStyles\" data-wp-on--click=\"actions.showLightbox\" data-wp-on--load=\"callbacks.setButtonStyles\" data-wp-on--pointerdown=\"actions.preloadImage\" data-wp-on--pointerenter=\"actions.preloadImageWithDelay\" data-wp-on--pointerleave=\"actions.cancelPreload\" data-wp-on-window--resize=\"callbacks.setButtonStyles\" src=\"https:\/\/ispah.tecology-hosting.co\/wp-content\/uploads\/2026\/03\/Picture-3.png\" alt=\"Picture\" class=\"wp-image-35752\" style=\"width:624px;height:auto\" \/><button\n\t\t\tclass=\"lightbox-trigger\"\n\t\t\ttype=\"button\"\n\t\t\taria-haspopup=\"dialog\"\n\t\t\tdata-wp-bind--aria-label=\"state.thisImage.triggerButtonAriaLabel\"\n\t\t\tdata-wp-init=\"callbacks.initTriggerButton\"\n\t\t\tdata-wp-on--click=\"actions.showLightbox\"\n\t\t\tdata-wp-style--right=\"state.thisImage.buttonRight\"\n\t\t\tdata-wp-style--top=\"state.thisImage.buttonTop\"\n\t\t>\n\t\t\t<svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"12\" height=\"12\" fill=\"none\" viewbox=\"0 0 12 12\">\n\t\t\t\t<path fill=\"#fff\" d=\"M2 0a2 2 0 0 0-2 2v2h1.5V2a.5.5 0 0 1 .5-.5h2V0H2Zm2 10.5H2a.5.5 0 0 1-.5-.5V8H0v2a2 2 0 0 0 2 2h2v-1.5ZM8 12v-1.5h2a.5.5 0 0 0 .5-.5V8H12v2a2 2 0 0 1-2 2H8Zm2-12a2 2 0 0 1 2 2v2h-1.5V2a.5.5 0 0 0-.5-.5H8V0h2Z\" \/>\n\t\t\t<\/svg>\n\t\t<\/button><figcaption class=\"wp-element-caption\"><em>Figure 1. The distinction between physically active learning and movement-centred pedagogy.<\/em>\u00a0<\/figcaption><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Reframing the concept as MCP matters because it positions movement as pedagogy, rather than as interventions. This means that movement is not simply treated as a mechanism for increasing physical activity and learning, but a catalyst for pupils\u2019 growth, engagement, and well-being. Positioning movement as a starting point for teachers&#8217; daily work provides a more flexible, pedagogically meaningful concept that can strengthen the <a href=\"https:\/\/www.frontiersin.org\/journals\/sports-and-active-living\/articles\/10.3389\/fspor.2025.1712844\/full#s6\" target=\"_blank\" rel=\"noreferrer noopener\">connection between research and classroom practice<\/a>. Moreover, teachers are more likely to integrate, adopt, and sustain it. The reframing of PAL as MCP is important because it shows that changing the language can change practice, support co-creation, and increase context-sensitivity. MCP aligns strongly with ISPAH\u2019s Whole-School programs investment. It shifts movement from being an \u2018add-on initiative\u2019 to becoming embedded in everyday teaching practice, supporting sustainable, system-level change rather than short-term projects.\u00a0<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"take-home-messages-3\">\u0631\u0633\u0627\u0626\u0644 \u0625\u0644\u0649 \u0627\u0644\u0645\u0646\u0632\u0644<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Framing can impact how movement in schools is integrated, adapted, and sustained.\u00a0<\/li>\n\n\n\n<li>Framing can inform, set boundaries and define a concept. This may impact which stakeholders intervene and engage with the problems and solutions.\u00a0\u00a0\u00a0<\/li>\n\n\n\n<li>Moving from \u201cphysically active learning\u201d to \u201cmovement-centred pedagogy\u201d may increase teacher ownership, agency and autonomy.\u00a0<\/li>\n\n\n\n<li>Embedding movement <em>within<\/em> teaching, rather than <em>adding it on<\/em>, supports whole-school change\u00a0<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>\u0645\u0646 \u062a\u0623\u0644\u064a\u0641: <\/strong>Mathias Mandelid<sup>1 <\/sup>&amp; Anna Chalkley<sup>2<\/sup><\/p>\n\n\n\n<p class=\"has-x-small-font-size wp-block-paragraph\">1 Western Norway University of Applied Sciences\u00a0\u00a0<\/p>\n\n\n\n<p class=\"has-x-small-font-size wp-block-paragraph\">2 University of Bradford<\/p>","protected":false},"excerpt":{"rendered":"<p>How a shift to movement\u2011centred pedagogy can strengthen research\u2013practice alignment and improve sustainability in schools.\u00a0 What is it about? In recent years, physically active learning (PAL) has gained considerable attention for its potential to enhance both health and educational outcomes. Yet, despite strong supporting evidence, there are many challenges to broaden uptake in schools. These [&hellip;]<\/p>\n","protected":false},"author":1154,"featured_media":35753,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jf_schedule_form":"","_jf_limit_responses":"","country-income-classification":"","slim_seo":{"title":"Is the way we frame physically active learning holding us back?\u00a0 - ISPAH","description":"How a shift to movement\u2011centred pedagogy can strengthen research\u2013practice alignment and improve sustainability in schools. \u00a0 What is it about? In recent years,"},"_slim_seo_primary_term_category":0,"_slim_seo_primary_term_post_tag":0,"footnotes":""},"categories":[82,23,96],"tags":[444,443,442,441],"class_list":["post-35750","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-8-investments","category-blog","category-whole-school-programmes","tag-classroom-based-physical-activity","tag-movement-integration","tag-movement-centred-pedagogy","tag-physically-active-learning"],"_links":{"self":[{"href":"https:\/\/ispah.tecology-hosting.co\/ar\/wp-json\/wp\/v2\/posts\/35750","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ispah.tecology-hosting.co\/ar\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ispah.tecology-hosting.co\/ar\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ispah.tecology-hosting.co\/ar\/wp-json\/wp\/v2\/users\/1154"}],"replies":[{"embeddable":true,"href":"https:\/\/ispah.tecology-hosting.co\/ar\/wp-json\/wp\/v2\/comments?post=35750"}],"version-history":[{"count":1,"href":"https:\/\/ispah.tecology-hosting.co\/ar\/wp-json\/wp\/v2\/posts\/35750\/revisions"}],"predecessor-version":[{"id":35754,"href":"https:\/\/ispah.tecology-hosting.co\/ar\/wp-json\/wp\/v2\/posts\/35750\/revisions\/35754"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ispah.tecology-hosting.co\/ar\/wp-json\/wp\/v2\/media\/35753"}],"wp:attachment":[{"href":"https:\/\/ispah.tecology-hosting.co\/ar\/wp-json\/wp\/v2\/media?parent=35750"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ispah.tecology-hosting.co\/ar\/wp-json\/wp\/v2\/categories?post=35750"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ispah.tecology-hosting.co\/ar\/wp-json\/wp\/v2\/tags?post=35750"}],"curies":[{"name":"\u062f\u0628\u0644\u064a\u0648 \u0628\u064a","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}