A five-month, in-depth qualitative study was conducted in five sites across England to examine factors influencing children's involvement in physical activity. Sixty primary school students aged 5-11 years took part in paired interviews, and 38 parents were interviewed in groups. The study found that Children of this .age led a generally active lifestyle achieved through general play with friends, enjoyment of PE and an interest in participation in organised activities with parents. Involvement in physical activity was influenced by perceived enjoyment and social and cultural aspects, a finding Which can be utilised in future health promotion efforts. Among some of the older girls investigated, interest and engagement in physical activity was less enthusiastic.Special programmes and interventions may be needed with members of this group to ensure that a physically active lifestyle is maintained.

A five‐month, exploratory, in‐depth study was conducted in six sites across England with young people aged 11‐15 and the parents of secondary school aged children to identify drivers and barriers to involvement in physical activity. Over 100 young people were interviewed in both secondary school and out‐of‐school settings. Two group interviews were also conducted with parents. Findings highlight that both young people and parents consider physical activity important for physical, mental and social wellbeing. Clear gender differences were found in relation to regular involvement in physical activity. Young women were less likely to engage in active pursuits in and out of school, and were more critical of physical education. The research suggests that the determinants of physical activity in young people are complex. A flexible and differentiated approach to the provision and promotion of physical activity seems needed to meet the changing motivational needs and preferences of this age group.

A five‐month exploratory in‐depth study was conducted in two sites in England with young people age 8‐17 years and adults with a professional or personal interest in health promotion within this age group. Over 90 young people and 40 adults, including parents, teachers, youth workers, health promotion officers, general practitioners and clinical staff, were interviewed. The study aimed to examine adults’ and young peoples’, sometimes differing, beliefs about health, illness and health promotion messages. The findings suggested that young people operate with an integrated concept of health and well‐being which affords high importance to social relations and social activities. Similarly, adults with a broad professional role in relation to young people tended to report that they did not favour a focus on specific health topics, such as drugs, smoking and sexual health, but would prefer to provide a more inclusive approach which takes account of the mental, emotional and social dimensions of health experiences. The research suggests that a narrow focus solely on commonly‐defined priorities, such as drugs and sexual health, may not meet the needs of young people.

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To enhance knowledge of the issues involved in the education and training of health professionals in health promotion, a focused but broad-based literature review took place. More than 70 studies of relevance were selected from the literature on human resource development and education, as well as professional preparation and development in health promotion. Studies reviewed covered current trends in initial professional education and training, continuing professional development, validation and accreditation, and evaluation. In none of these fields was there a significant literature based on systematic evaluation, but weaknesses in current practice were identified. A number of specific recommendations relating to the education and training of health professionals can be indentified. These include: the importance of conceptual development and the capacity to reflect critically on practice; the value of efforts to bridge theory and practice through greater use of workbased systems of professional development; and the need to specify more clearly the health promotion role of health and education professionals so as to facilitate the development of appropriate methods of initial and continuing educaiton and training.

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As part of the work leading to the development of the National Healthy Schools Scheme, an audit was carried out of existing healthy schools schemes in England. This, together with an evaluation of healthy schools activities within eight pilot healthy schools partnerships throughout England funded by the Department of Health and the Department for Education and Employment, formed part of the research underpinning the creation of a National Healthy Schools Standard. Principles for effective working are identified, as well as difficulties likely to be encountered in creating and promoting such a standard.

This paper reports on findings from an evaluation of a pilot accreditation scheme for teachers of sex and relationships education (SRE) in England. The scheme was introduced as part of national measures to reduce rates of teenage conception. Illuminative and participatory methods were used to elicit stakeholder accounts from primary, secondary and special school teachers enrolled in the scheme, their line managers, local SRE coordinators, national officers and national assessors. Data were analysed thematically. This paper describes the process of recruitment to the scheme, competing perspectives on benefits from accreditation, factors hindering and facilitating implementation, and infrastructural support. Overall, the scheme exemplified a number of features of effective professional development for teachers of SRE in schools. A national scheme, developed in the light of findings from this pilot evaluation, is currently being implemented across England.