Moderate-to-vigorous physical activity in primary school children: inactive lessons are dominated by maths and English

by Daly-Smith, Andrew, Hobbs, M., Morris, J.L., Defeyter, M.A., Resaland, G.K., McKenna, J.
Published 2021

The Conforming, The Innovating and The Connecting Teacher: A qualitative study of why teachers in lower secondary school adopt physically active learning

by Øystein, L., Tjomsland, H.E., Leirhaug, P.E., McKenna, J., Quaramby, T., Bartholomew, J., Jenssen, E.S., Daly-Smith, Andrew, Resaland, G.K.
Published 2021

Implementing physically active learning: Future directions for research, policy, and practice

by Daly-Smith, Andrew, Quarmby, T., Archbold, V.S.J., Routen, A.C., Morris, J.L., Gammon, C., Bartholomew, J.B., Resaland, G.K., Llewellyn, B., Allman, R., Dorling, H.
Published 2020

Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence.

by Daly-Smith, Andrew, Morris, J.L., Norris, E., Williams, T.L., Archbold, V., Kallio, J., Tammelin, T.H., Singh, A., Mota, J., von Seelen, J., Pesce, C., Salmon, J., McKay, H., Bartholomew, J., Resaland, G.K.
Published 2021

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

by Daly-Smith, Andrew, Quarmby, T., Archbold, V.S.J., Corrigan, N., Wilson, D., Resaland, G.K., Bartholomew, J.B., Singh, A., Tjomsland, H.E., Sherar, L.B., Chalkley, A., Routen, A.C., Shickle, D., Bingham, D.D., Barber, S.E., van Sluijs, E., Fairclough, S.J., McKenna, J.
Published 2020