Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework

Abstract

Background UK and global policies recommend whole-school approaches to improve childrens’ inadequate physical activity (PA) levels. Yet, recent meta-analyses establish current interventions as ineffective due to suboptimal implementation rates and poor sustainability. To create effective interventions, which recognise schools as complex adaptive sub-systems, multi-stakeholder input is necessary. Further, to ensure ‘systems’ change, a framework is required that identifies all components of a whole-school PA approach. The study’s aim was to co-develop a whole-school PA framework using the double diamond design approach (DDDA). Methodology Fifty stakeholders engaged in a six-phase DDDA workshop undertaking tasks within same stakeholder (n=9; UK researchers, public health specialists, active schools coordinators, headteachers, teachers, active partner schools specialists, national organisations, Sport England local delivery pilot representatives and international researchers) and mixed (n=6) stakeholder groupings. Six draft frameworks were created before stakeholders voted for one ‘initial’ framework. Next, stakeholders reviewed the ‘initial’ framework, proposing modifications. Following the workshop, stakeholders voted on eight modifications using an online questionnaire. Results Following voting, the Creating Active Schools Framework (CAS) was designed. At the centre, ethos and practice drive school policy and vision, creating the physical and social environments in which five key stakeholder groups operate to deliver PA through seven opportunities both within and beyond school. At the top of the model, initial and in-service teacher training foster teachers’ capability, opportunity and motivation (COM-B) to deliver whole-school PA. National policy and organisations drive top-down initiatives that support or hinder whole-school PA. Summary To the authors’ knowledge, this is the first time practitioners, policymakers and researchers have co-designed a whole-school PA framework from initial conception. The novelty of CAS resides in identifying the multitude of interconnecting components of a whole-school adaptive sub-system; exposing the complexity required to create systems change. The framework can be used to shape future policy, research and practice to embed sustainable PA interventions within schools. To enact such change, CAS presents a potential paradigm shift, providing a map and method to guide future co-production by multiple experts of PA initiatives ‘with’ schools, while abandoning outdated traditional approaches of implementing interventions ‘on’ schools.

Effectiveness and cost-effectiveness of the GoActive intervention to increase physical activity among UK adolescents: A cluster randomised controlled trial

“…Health Organization's Health Promoting Schools [67], or the Creating Active Schools Framework [68]. It should be noted, however, that the utility and effectiveness of these frameworks has yet to be established comprehensively.…”

Using qualitative research to explore intervention mechanisms: findings from the trial of the Learning Together whole-school health intervention

“…Moreover, our findings suggest that legitimating student expertise and enabling student agency was critical to both the action group and restorative practice [24]. Whereas normal classroom interactions and punitive disciplinary processes cast the student in an essentially passive role, with a body of educational literature portraying student agency in subversive or corrosive terms [44], the action group and restorative sessions gave students more leeway in expressing their perspectives and contributing to solving problems, giving students the role of active community member and not a merely passive learner.…”

“…Schools were asked to recruit diverse students, including those less engaged with school, onto action groups and ensure their full participation. External facilitators were trained to ensure student contributions with the aim of ensuring local decision-making, and implementation was co-produced between staff and students [24]. Schools were also tasked with implementing restorative practice including preventative interventions in classrooms to avoid conflict and more intensive restorative conferences to address conflict.…”

Embedding Active Pedagogies into Pre-Service Teacher Education: Implementation Considerations and Recommendations

“…Co-design emerged as an important feature across the adoption, implementation, and effectiveness dimensions. In particular, 'co-design' here refers to processes that create a shared vision among participants, which has been viewed as effective in the development of school-based physical activity frameworks (39). Co-design was an important feature built into the present study, as it was framed by participatory action research through all stages of the trial.…”

“…is to evaluate the effectiveness of implementation (37). The application of implementation models and theories may be one way to address the research-practice gap and better understand challenges faced by organisations (38,39). The present study may be the rst to use implementation theory to understand the potential of pre-service teacher training to support interventions in real-world school systems.…”