Physically Active Learning and Integration

Physically Active Learning and Integration Research

About the project The SIMPAL Project uses sport and Physically Active Learning (PAL) to support the inclusion, well-being, and trauma recovery of Ukrainian refugee children. By integrating movement into education, the project creates more engaging and supportive learning environments that help children adapt and thrive.

SIMPAL is an 18-month pilot project co-funded by the European Union and led by ISCA in partnership with Krokiet and Lama Academy.

About the document Three guides have been developed to help educators, school leaders, and stakeholders understand and apply Physically Active Learning (PAL). Each focuses on a specific theme and offers research-based insights and practical tools.

This guide focuses on the role of PAL in promoting integration and social inclusion, especially for students from refugee or migrant backgrounds. It explores how movement-based learning fosters peer relationships, reduces social barriers, and creates a strong sense of belonging within diverse classrooms.

SIMPAL Project is funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Table of contents Introduction ............................................................................................2 What is Physical Active Learning? ........................................................ 3 Why is Physical Active Learning Important? ........................................ 4 Integration .......................................................................................... 4 Mental Health ..................................................................................... 4 Physical activity ................................................................................. 5 Academic outcomes ........................................................................... 6 Teachers .............................................................................................. 7 Research on PAL and Integration .......................................................... 8 Benefits of PAL for Integration ........................................................... 9 Benefits of PAL for the integration of refugees ................................ 12 Benefits of PAL implementation for teachers. .................................. 13 Challenges in PAL and Integration ....................................................... 14 Challenges in Implementation of PAL ............................................... 15 Challenges for teachers .................................................................... 16 PAL and Integration in practice ............................................................ 17 Tools .................................................................................................. 18 Initiatives ................................................................................................... 20 Projects (good examples) ................................................................ 20 Conclusions ......................................................................................... 22 Bibliography ........................................................................................ 23

PAL and Integration

Introduction Physically Active Learning (PAL) has gained recognition as an innovative approach to improve health and academic results of pupils in schools. Its dynamic teaching proposal integrates movement into academic lessons, creating an engaging and inclusive classroom environment (Chakley et al., 2023). Through Movement, PAL enhances student engagement, learning, and contributes to develop mental and physical well-being. This guide explores these areas and focuses on PAL´s capability to also improve social connections, and promote the integration of all learners, particularly those from diverse or vulnerable backgrounds.

Research shows that PAL can boost students’ motivation, strengthen prosocial behavior, and help develop emotional resilience by combining learning with physical activity in a collaborative setting (Dansk Skoleidræt, 2023; Gónzalez-Pérez et al., 2025). These interactive experiences promote peer support, trust, and a strong sense of belonging—essential for students navigating challenges such as trauma or forced displacement (Berger et al., 2024).

For teachers, PAL presents practical benefits, such as increased motivation, better tools for responding to classroom diversity, and greater access to actionable strategies that bridge research and practice (Daly-Smith et al., 2021). By embracing PAL, educators can transform their classrooms into inclusive, supportive, and inspiring learning spaces.

Here it is presented what PAL is, why it is important, its benefits on integration and for teachers, the challenges in research and implementation. We have also included a collection of tools, initiatives and good practices that can serve as inspiration and as a way to kickstart the use of PAL in more school settings.

Within the framework of the SIMPAL (Sport, Integration & Mental Health through Physical Active Learning) project, we have developed three comprehensive guidelines aiming at supporting teachers and various stakeholders in understanding and implementing PAL. In these three guidelines we have explored the key principles, possibilities, benefits, and challenges of PAL including practical tools and examples to help with inspiration and effective implementation for teachers. In the first one, PAL Concept, we provide a general overview of PAL. PAL and Mental Health examines the relationship between PAL and student well-being, highlighting how PAL practices can positively impact the mental health of students. And finally: PAL and Integration .

Together, these guidelines offer a deep dive into the potential of PAL across different contexts, providing practical insights for effective application.

PAL and Integration

What is Physical Active Learning?

Physically Active Learning (PAL) is the integration of physical movement into the delivery of academic content. It aims to increase physical activity during classroom lessons without sacrificing learning time. This approach enhances both academic engagement and students' physical health, helping to improve focus, memory, and overall cognitive development. (Chalkley et al. 2023; Chalkley et al. 2024) PAL operates on a spectrum, ranging from brief movement breaks to fully integrating physical activities directly connected to academic lessons. The degree of movement varies depending on how it is applied in the classroom. teachers may introduce small, energizing activities, while at the other, complex physical tasks are used to support learning, like using movement to explain math or science concepts.

A significant strength of PAL is its flexibility, allowing for different levels of physical intensity and interaction, stimulating both the body and mind. This method helps build a deeper connection to the content being taught.

PAL also promotes a holistic approach to education by integrating both health and education sectors, recognizing that movement can support both academic success and physical well-being. (Chalkley et al. 2023; Chalkley et al. 2024)

3

PAL and Integration

Why is Physical Active Learning important?

Integration Physically Active Learning (PAL) can significantly enhance students’ social, emotional, and academic development through movement-based, collaborative learning. Its interactive nature promotes prosocial behavior, strengthens peer relationships, and helps to create a sense of inclusion within the classroom (Dansk Skoleidræt, 2023). By encouraging communication, teamwork, and mutual support, PAL helps students develop key interpersonal skills and creates a supportive learning environment where all students—especially those less responsive to traditional methods—can feel more connected and engaged (Gónzalez-Pérez et al., 2025).

PAL is particularly valuable for students from vulnerable or marginalized backgrounds, including trauma-affected or displaced youth. For these students, PAL offers a safe, structured space where movement and peer interaction support emotional regulation, reduce stress, and build a sense of belonging (Berger et al., 2024). Research also shows that PAL can help break down language and cultural barriers, creating inclusive opportunities for refugee students to participate, express themselves, and integrate into the school community (Papageorgiou et al., 2021; Azzarito & Solomon, 2005; Rosenberg, Fejgin & Talmor, 2003). Through shared physical experiences, students develop empathy, trust, and cultural understanding— critical components for a positive school climate and successful social integration (Quarmby et al., 2021a; Shoopack, 2020; Dansk Skoleidræt, 2023). If you want to know more about the relationship between PAL implementation and integration, you can read our guide focused on this topic.

Mental Health Physical Active Learning (PAL) plays a crucial role in supporting students’ mental health and emotional well-being. Engaging in physical activity triggers the release of neurotransmitters such as dopamine, serotonin, and noradrenaline, which help regulate mood and reduce stress responses, thereby preventing anxiety and depression (Homan et al., 2015; Dansk Skoleidræt, 2023). These effects are especially evident in school settings, where regular movement supports emotional resilience, optimism, and relaxation among students (Dansk Skoleidræt, 2023; Gónzalez-Pérez et al., 2025).

Additionally, PAL enhances students’ positive self-perception, self-confidence, and self-esteem through a sense of accomplishment and increased enjoyment of learning (Dansk Skoleidræt, 2023; Vazou et al., 2012). These improvements contribute to greater emotional well-being and motivation in the classroom. Physical activity also helps students better manage academic stress, including test-related anxiety, by promoting relaxation and focus (Dansk Skoleidræt, 2023).

4

PAL and Integration

Overall, PAL serves as a valuable tool for promoting mental well-being in educational environments, you can check our document on PAL and Mental Health for more insights.

Physical activity The World Health Organization (WHO) recommends 60 minutes of moderate to vigorous Physical Activity (MVPA) per day in children and adolescents (WHO, 2020).

However, around 4 out of 5 children do not achieve this daily amount, which has increasingly become a public health problem. (Peiris et al., 2022). This is a sign that Physical Education classes are not enough for most of the kids to reach the recommended levels of MVPA and its benefits. As reported by the WHO (2020) and a variety of studies (Rodriguez-Ayllon, 2019; Biddle et al., 2019; Zhou et al., 2024; Peiris et al., 2022) physical activity has positive effects on: 1. Physical health such as: bone health, cardiopulmonary function, muscle fitness, body composition…2. Mental health: well-being, life satisfaction, reduction of anxiety and the risk of experiencing depression…3. Cognitive function 4. Academic outcome.

Schools are places where children and adolescents from diverse socioeconomic backgrounds, ethnicities and fitness levels spend a big amount of time from their days and weeks. This makes the school setting a really appropriate context to help improve kids' health through physical activities, movement and the adoption of healthy habits. (González-Pérez, 2024). Physical Education classes and recess were seen as the space to combat sedentarism in children and adolescents. However, WHO (2020) data indicates that these efforts are insufficient. As a result, interest in alternative ways to promote physical activity within the school setting has risen in recent years.

Physical Active Learning has grown as an alternative way to increase children's healthy behaviours and their general physical activity time. PAL encourages more movement throughout the school day, helping children and adolescents meet the recommended physical activity guidelines set by organizations such as the WHO and CDC (Daly-Smith et al., 2018; Norris et al., 2020). Research has shown that strategies like active classroom breaks, and movement-based lessons increase students' daily step count and moderate-to-vigorous physical activity (MVPA), counteracting sedentary behavior (Schmidt et al., 2020). PAL contributes significantly to children’s health by promoting physical activity and movement within the classroom. Studies have shown that incorporating in-classroom physical activity breaks (IcPAB) can enhance fitness levels, help regulate body mass index (BMI), and reduce anxiety in children (Peiris et al., 2022).

5

PAL and Integration

Academic outcomes Beyond its physical health benefits, PAL has been shown to enhance academic performance and cognitive function. PAL is not only a tool to make children and adolescents more active. Research indicates that cognitive stimulation through physically demanding activities can lead to significant improvements in problemsolving, memory, and executive function, which positively impact academic outcomes in subjects such as mathematics and reading (Peiris et al., 2022). Active breaks (AB) of just 4 minutes, sustained over 8 weeks, have been found to improve attention, concentration, and mathematical calculations (Gónzalez-Pérez et al., 2024). Similarly, various studies emphasize that PAL interventions lead to better academic performance, particularly in attention, memory, and executive functions (Boat et al., 2022; Oliveira et al., 2023). Additionally, teachers in both primary and secondary education have reported that PAL increases students’ engagement, attention, and concentration in lessons (Chalkley et al., 2022; Schmidt et al., 2022).

Another important potentialy of PAL is the improvements on the Time-on Task measurement (TOT), which “refers to the observed amount of time students actively spend on academic tasks. This variable is of particular interest because it serves as an indirect indicator of observable behaviours related to attention, which are critical for academic performance” (Gónzalez-Pérez, 2025).

PAL interventions have been associated with better academic outcomes in mathematics, reading, and problem-solving (Peiris et al., 2022). The cognitive stimulation hypothesis suggests that engaging in movement-based cognitive tasks enhances executive functions such as problem-solving, memory retention, and information processing, ultimately supporting learning and performance across subjects.

In primary education, teachers report that students demonstrate greater behavioral engagement and involvement when PAL is integrated into lessons (Chalkley et al., 2022).

In secondary education, teachers recognize PAL’s benefits for attention and concentration but acknowledge challenges in integrating movement into lessons effectively. They highlight the need for training, resources, and teacher motivation to implement PAL successfully (Schmidt et al., 2022; Gónzalez-Pérez et al., 2025).

6

PAL and Integration

Teachers Physically Active Learning (PAL) is an useful tool also for teachers, as it enriches the overall classroom experience. For educators, PAL can lead to increased motivation and a stronger sense of teaching effectiveness, as it enhances student engagement, creativity, and participation (Riley et al., 2017; Daly-Smith et al., 2021). It also empowers teachers to better support diverse learners by accommodating different learning styles, particularly benefiting students who may struggle in traditional, sedentary settings (Riley et al., 2017; Daly-Smith et al., 2021).

Additionally, PAL helps bridge the gap between research and practice by encouraging teachers to apply and share real-world strategies, making movement-based learning more accessible and practical (Lerum, 2019; Daly-Smith et al., 2021). With effective planning, available resources, and the use of varied school spaces, teachers can seamlessly integrate PAL into daily instruction, enhancing both their professional satisfaction and the learning environment (McMullen et al., 2016; Daly-Smith et al., 2020; Daly-Smith et al., 2021).

7

PAL and Integration

Research on PAL and Integration In recent years, global displacement has reached record highs, meaning significant challenges for host countries and their education systems. As of June 2024, the number of forcibly displaced people worldwide was estimated at 122.6 million, marking an 8% increase from the previous year and continuing a twelve-year upward trend. This includes refugees under UNHCR (United Nations High Commissioner for Refugees) and UNRWA (United Nations Relief and Works Agency for Palestinin Refugees in near East) mandates, asylum-seekers, internally displaced persons (IDPs), and others in need of international protection. Many of them have fled due to persecution, conflict, violence, and human rights violations. Within this population, children represent an imbalanced proportion of this population: although they make up 30% of the global population, they account for 40% of all forcibly displaced people. (UNHCR, 2024b) The ongoing war in Ukraine, for instance, has led to the internal displacement of around 394,000 people in just the first half of 2024, while another 375,700 Ukrainians sought temporary protection or asylum—most in European countries.

(UNHCR, 2024b). Most refugees, however, express a desire to return home if security and adequate living conditions are restored. Over half of Syrian refugees and nearly two-thirds of Ukrainian refugees report willingness to repatriate when possible.

Nevertheless,the persistent insecurity and lack of basic services remain substantial barriers, demanding long-term political solutions to address root causes of conflict.

(UNHCR, 2024a) Since 69% of refugees remain in countries bordering their homelands, the pressure on nearby host nations, especially in Europe and the Middle East, continues to grow.

These realities call for robust, sustainable strategies for the integration of refugees, including within the scholar system. As large-scale return remains unlikely in the near term, receiving countries must develop inclusive practices—such as intercultural education and community-based integration efforts—that recognize the long-term nature of displacement and the urgent need to support displaced children’s development and well-being. (UNHCR, 2024a) According to Dansk Skoleidræt (2023), physical activity plays an essential role in improving positive social relationships among children and adolescents. When designed appropriately in terms of intensity, duration, and form, physical activity can promote prosocial behavior—such as empathy, cooperation, and the willingness to support others. It also supports the development of trust and social skills among peers, which are essential for building inclusive communities within schools.

Incorporating movement into the school day has been shown to positively impact several dimensions of school well-being. Findings from Dansk Skoleidræt (2023) indicate that regular movement activities can strengthen students’ sense of belonging within their school and peer groups, enhance feelings of safety, and 8

PAL and Integration

reduce bullying. Furthermore, physical activity supports students’ school motivation and participation, by promoting autonomy and improving their perceived support from teachers.

In this context, Physical Active Learning (PAL) emerges as a particularly effective approach—not only for enhancing engagement and learning outcomes, but also as a means of promoting integration and social inclusion. By embedding movement into everyday teaching across subjects, PAL creates shared, playful, and cooperative learning experiences that encourage interaction between students from diverse backgrounds. These experiences can be especially valuable for refugee pupils, who may face language barriers, cultural differences, or social isolation (Papageorgiou et al., 2021). PAL helps bridge these gaps by promoting collaboration, communication, and mutual understanding through physical activity, making it a powerful tool for supporting the integration of all pupils into the school community Dansk Skoleidræt (2023).

Benefits of PAL for Integration Physically Active Learning (PAL) supports students’ social, emotional, and academic development by combining movement with learning in a collaborative setting. Its interactive nature encourages students to work together, communicate, and support one another, which strengthens prosocial behavior and peer relationships (Dansk Skoleidræt 2023). This shared experience helps create a sense of belonging and integration in the classroom while boosting motivation and engagement—especially for students less responsive to traditional teaching (Gónzalez-Pérez et al., 2025). For trauma-affected or displaced youth, PAL offers a safe and structured way to connect with others, reduce stress, and support emotional regulation through movement and peer interaction (Berger et al., 2024).

Physically Active Learning (PAL) can play a valuable role in improving prosocial behavior and strengthening students’ interpersonal skills. By integrating movement into collaborative tasks, PAL helps to create natural and easier opportunities for students to work together, solve problems collectively, and support each other in achieving common goals. These experiences assist in cultivating empathy, cooperation, and a willingness to act in ways that benefit others—qualities that are foundational to a positive and inclusive learning environment (Gónzalez-Pérez et al., 2025).

Moreover, the social dynamics encouraged through PAL—such as peer interaction, group decision-making, and mutual encouragement—promote trust and respect among students. Engaging in physical activities as part of the learning process also helps break down social barriers, making it easier for students of varying backgrounds and abilities to connect. This strengthens social cohesion within the classroom and contributes to a more supportive school climate (Dansk Skoleidræt, 2023).

9

PAL and Integration

Research highlights that the structured yet flexible nature of PAL activities allows students to develop important social competencies, including active listening, clear communication, conflict resolution, and leadership skills. These competencies not only enhance classroom relationships but also contribute to students’ long-term emotional and social development (Dansk Skoleidræt, 2023; Gónzalez-Pérez et al., 2025).

Physically Active Learning contributes to a stronger sense of belonging within the school and classroom community. By encouraging collaboration and peer interaction, PAL helps students feel more connected to their classmates and more integrated into the school environment. This increased sense of connection is associated with greater feelings of safety, reduced incidents of bullying, and a more inclusive classroom climate. Research shows that engaging in shared physical learning experiences strengthens trust and encourages the formation of positive peer relationships (Dansk Skoleidræt, 2023).

PAL also plays a significant role in enhancing students’ motivation and involvement in school life. By offering an active, hands-on approach to learning, it supports students’ autonomy and creates a sense of ownership over their learning process. The interactive and participatory nature of PAL has been linked to increased enthusiasm, focus, and sustained engagement in academic tasks (Konopka et al., 2015). Teachers have reported that PAL often brings out new strengths in students—especially those who are typically less engaged in traditional classroom settings—allowing them to assume leadership roles and contribute in ways that boost their confidence and selfesteem in ways that were not possible through traditional learning methods (Gónzalez-Pérez et al., 2025).

10

PAL and Integration

Overall, PAL helps students feel more involved not only with the subject matter but also with their classmates and teachers. It supports a learning environment where students are more likely to participate, feel seen and heard, and develop a deeper connection to their peers and school community—ultimately reducing disengagement and social isolation (Dansk Skoleidræt, 2023).

Physically Active Learning (PAL) can also play a significant role in supporting young people's emotional well-being, particularly those who have experienced trauma or displacement. Physical activity, broadly defined as body movement encompassing forms such as play, recreation, walking, and sport (Berger et al., 2024), has been linked to stress relief and emotional regulation. For trauma-exposed youth, including refugee and asylum-seeking children, PAL can provide a safe, structured environment that encourages movement, expression, and connection. Trauma-Informed Physical Activity (TIPA) programs, which integrate an understanding of trauma into physical activity settings, have been shown to improve emotional expression, attention regulation, and mindfulness (Davis & Buchanan, 2020b; Nicotera & Viggiano, 2021; Taggart, 2019). These benefits are essential in helping children deal with the emotional impacts of forced displacement, which often include anxiety, fear, and insecurity.

11

PAL and Integration

Benefits of PAL for the integration of refugees Physically Active Learning (PAL), much like Physical Education (PE), holds great potential as an impulse for integration, particularly for students with refugee backgrounds. PE has long been recognized as a distinct area within the school environment that promotes not only the development of physical skills but also the cultivation of social relationships among peers (Hills, 2007). Its practical and communicative nature often minimizes language and cultural barriers, making it a valuable context for the integration students. According to Rosenberg, Fejgin, and Talmor (2003), the greatest advantage of PE over other subjects lies in its capacity to encourage participation without relying heavily on verbal communication or literacy skills. This creates opportunities for all pupils, regardless of language ability or cultural background, to engage equally and meaningfully in the school community.

Drawing on this foundation, PAL similarly encourages interactive, movement-based activities embedded in academic content, providing a context where students can collaborate, build trust, and share learning experiences that can support overcoming these linguistic and cultural differences. As Azzarito and Solomon (2005) and Doherty & Taylor (2007) emphasize, such approaches can help facilitate the settlement of young refugees by promoting active participation, mutual acceptance, and the celebration of cultural diversity. For refugee students, who may face challenges related to language acquisition, trauma, or social isolation, PAL creates inclusive learning spaces where physical expression and collective movement can strengthen a sense of belonging and emotional safety.

Moreover, the integration of PAL into everyday classroom routines offers students everyday opportunities to develop interpersonal skills such as cooperation, communication, and empathy—skills that are vital for social integration and academic success (Kaylene & Rosone, 2015). When teachers adopt inclusive, task-oriented pedagogies that focus on participation and personal growth rather than competition, they help reduce social comparisons and the reinforcement of stereotypes, which can be detrimental to refugee students (Gugutzer, 2008; Krouwel et al., 2006). In fact, educators have reported that activities involving rhythm, movement, and body language can offer refugee pupils alternative modes of self-expression, allowing them to share their cultural identity while engaging in collective fun and learning activities (Papageorgiou et al., 2021).

Teachers involved in refugee education also highlight that sport and physically engaging activities enable students to learn about one another’s backgrounds, promoting intercultural understanding and mutual respect (Papageorgiou et al., 2021). These findings align with broader research suggesting that PE—and by extension PAL—can help to eliminate cultural barriers and promote equal opportunities for all students (Azzarito & Solomon, 2005; Kaylene & Rosone, 2015).

Thanks to PAL´s ability to contribute to the development of prosocial behaviors and interpersonal skills. Participation in trauma-informed PAL programs can encourage positive relationships and a sense of belonging, which are crucial for children adapting 12

PAL and Integration

to new cultural and social environments (Quarmby et al., 2021a; Berger et al., 2024).

Social and peer relationships, intrapersonal strengths, and respectful boundarysetting are all strengthened through consistent participation in well-designed physical activity programs (Shoopack, 2020; Naste et al., 2018). These elements not only improve the overall school experience for refugee students but also promote inclusion by reducing isolation and increasing their ability to engage with peers and teachers.

Benefits of PAL implementation for teachers The implementation of Physically Active Learning (PAL) offers numerous advantages for teachers, not only enhancing student engagement but also enriching educators' professional development and teaching experience. Research has identified three key benefits for teachers: (i) increased motivation and perceived effectiveness, (ii) improved ability to embrace class diversity, and (iii) greater access to practical knowledge (Daly-Smith et al., 2021).

One of the most significant benefits of PAL is the boost in teachers’ motivation. Many educators report that seeing the positive effects of PAL on students—such as increased engagement, creativity, and participation—encourages them to continue using movement-based teaching strategies (Riley et al., 2017). PAL also facilitates self-reflection, allowing teachers to assess and refine their teaching styles, particularly in terms of improved creativity and student interaction (Daly-Smith et al., 2021). By incorporating movement into lessons, teachers can transform the classroom into a more dynamic and stimulating learning environment, making their own teaching experience more rewarding.

Another major advantage of PAL is its role in helping teachers better understand and support the diverse needs of their students (Riley et al., 2017). PAL provides opportunities for different types of learners to thrive, particularly those who may struggle in traditional, sedentary classroom settings. By integrating movement, teachers can create more inclusive learning experiences that accommodate various learning styles and abilities, ultimately supporting a more equitable educational environment. The physicality of PAL also allows students to express themselves in new ways, particularly in outdoor settings, which can further enhance creativity and engagement (Daly-Smith et al., 2021).

A third key benefit of PAL implementation is its potential to bridge the gap between research and classroom practice. Teachers often express frustration over the lack of practical guidance on how to effectively implement PAL, as much of the supporting evidence remains within academic circles rather than being translated into actionable strategies (Lerum., 2019). However, by adopting PAL, teachers become active participants in this process, generating real-world insights and contributing to a growing body of practice-based knowledge. As more educators integrate PAL and share their experiences, the communication gap between research and practice 13

PAL and Integration

narrows, leading to the development of more effective, evidence-informed teaching strategies.

Despite these benefits, teachers acknowledge that integrating PAL into lessons requires careful planning to ensure it is seamlessly embedded within the curriculum rather than treated as an isolated activity (McMullen et al., 2016). High-implementing teachers have found success by using naturally occurring transition times to incorporate movement, demonstrating that PAL does not always require extensive preparation. Additionally, lesson plans and access to PAL-specific resources play a crucial role in increasing teacher confidence and reducing perceived barriers to implementation (Daly-Smith et al., 2021). Studies have also found that schools that utilize the entire learning environment—including classrooms, halls, playgrounds, and green spaces—maximize PAL’s effectiveness and provide teachers with greater flexibility in their instructional approaches (Daly-Smith et al., 2020).

Finally, while teachers often express concerns about the extra time required to prepare PAL lessons, practical solutions exist to minimize these demands. Keeping activities simple, using readily available resources (like the ones in our last section), and repeating successful strategies over time can significantly reduce planning and setup efforts (Daly-Smith et al., 2021). As teachers gain experience and competence in delivering PAL, the process becomes more efficient, allowing them to fully integrate movement-based learning without adding undue stress to their workload (Daly-Smith et al., 2021).

In summary, implementing PAL benefits teachers by increasing motivation, cultivating a deeper understanding of student diversity, and strengthening the link between educational research and classroom practice. With appropriate support, resources, and training, PAL has the potential to enhance both teaching effectiveness and professional satisfaction, ultimately contributing to a more engaging and dynamic learning experience for both teachers and students.

14

PAL and Integration

Challenges in PAL and Integration While Physically Active Learning offers many social and emotional benefits, it is important to recognize that not all students experience these gains equally (Gónzalez-Pérez et al., 2025; Chalkley et al., 2022; Schmidt et al., 2022). Some individuals may feel socially connected to their peers but still perceive themselves as physically unattractive or lacking competence in physical activity settings. These self-perceptions can limit their willingness or ability to fully engage in PAL and may reduce the positive impact of such programs on their sense of social acceptance and well-being (Lubans et al., 2016).

As noted by Lubans et al. (2016), in such cases, students may have little capacity to improve their feelings of belonging or self-worth through physical activity alone. This highlights the importance of designing inclusive PAL activities that accommodate diverse physical abilities and self-perceptions, and that focus on enjoyment, effort, and participation rather than competition or performance.

Despite the recognized benefits of Physical Education (PE) for refugee inclusion, several significant challenges limit its overall impact. One major concern is the limited time allocated to PE in schools. With only two hours per week typically devoted to PE, its capacity to influence pupils’ social perceptions and promote meaningful inclusion is restricted. (Papageorgiou et al., 2021).

Physically Active Learning (PAL) offers a promising solution to this challenge. By embedding physical activity across the broader curriculum—within language, math, science, or social studies lessons—PAL significantly increases the opportunities for movement-based, social interaction during the school day. This means that rather than relying solely on limited PE hours, educators can create daily, ongoing experiences where all students, including refugees, engage collaboratively, build relationships, and develop a sense of belonging. In this way, PAL acts as an extension of PE’s social benefits, amplifying its impact through repetition and consistency.

Challenges in Implementation of PAL Despite the promise of Physically Active Learning (PAL), its adoption and implementation in schools have been slow, highlighting a gap between effective policies promoting physical activity and the realities of day-to-day educational practices. Research across Europe has shown significant variability in how PAL is perceived, operationalized, and prioritized, influenced by multiple levels of decisionmaking. National policies play a crucial role in shaping school priorities and teachers' professional practices, as shown by Chalkley et al. (2022). This emphasizes the need for engagement from a wide range of stakeholders within educational settings to ensure that those involved in or affected by PAL policies and interventions are heard and valued. Initiatives such as Creating Active Schools in the UK reflect efforts to bridge this gap by promoting more comprehensive and inclusive approaches to PAL implementation. (Chalkley, 2023).

15

PAL and Integration

The challenges surrounding PAL can be categorized into five main issues: (1) integrating health and education paradigms, (2) establishing coherent national policies and decision-making frameworks, (3) building confident and competent teachers, (4) adopting a whole-school approach, and (5) strengthening the evidence base for PAL (Chalkley, 2023). One of the most pressing concerns is the dominance of the health paradigm in PAL discussions, leading to misconceptions among teachers. Many educators associate PAL exclusively with high-intensity physical activity or view it as synonymous with Physical Education (PE), believing that specialized training in PE is necessary to incorporate movement into their teaching.

To address this, it is crucial to reframe physical activity as a by-product of PAL rather than its primary objective, thereby helping teachers adopt a more holistic perspective (Chalkley, 2023).

A more effective approach would be to emphasize the pedagogical meaning of movement within teaching practices. Participants in recent studies have suggested that this shift would strengthen the link between PAL and the broader educational goals, allowing for a focus on the quality rather than the quantity of movement (Chalkley, 2023). However, current research in this field is limited in scope, with studies predominantly conducted in high-income countries. There is also, a significant gap in understanding how factors such as gender and ethnicity influence the effectiveness of PAL interventions in low- and middle-income countries (Peiris et al., 2022).

Challenges for teachers Teachers play a crucial role in the adoption and implementation of Physically Active Learning within schools. However, many lack the necessary training and time, leading to low confidence in incorporating movement into their teaching practices and therefore, ditching the possibility of implementing PAL in their classes (Marchant et al., 2019). Without adequate preparation, PAL may be perceived as an additional burden rather than an opportunity to enhance learning, causing hesitation among educators (Daly-Smith et al., 2021). Addressing this gap requires a deeper understanding of teachers’ needs, which can inform the development of comprehensive training programs. By providing structured training, the initial challenges associated with PAL can be minimized, reducing time demands and improving teachers’ ability to implement PAL effectively (Marchant et al., 2019).

Furthermore, empowering teachers through professional development may form more innovative, diverse, and engaging approaches to PAL delivery (Vazou et al., 2020).

Despite the potential benefits, research indicates that some teachers are reluctant to adopt PAL due to fatigue from continuous changes in educational approaches (Skage & Dyrstad, 2019). This resistance may stem from a lack of belief in the effectiveness of PAL, combined with insufficient knowledge and skills to apply it successfully (Daly-Smith et al., 2021). Confidence is a key factor in implementation, as teachers must feel capable of delivering PAL while managing student behavior.

16

PAL and Integration

Concerns about losing classroom control further highlight the importance of equipping teachers with the necessary skills and support to integrate PAL seamlessly into their lessons (Routen et al., 2018).

One of the most significant barriers to PAL implementation is the absence of training in initial teacher education programs. Future teacher preparation courses should incorporate PAL-specific instruction to ensure that new educators are equipped with the skills and confidence to implement it effectively. Research shows that even minimal PAL training enhances teachers' confidence and ability to integrate movement into learning (Goh et al., 2017). Without such training, many teachers continue to view PAL as a distraction from academic instruction rather than an embedded pedagogical strategy (Daly-Smith et al., 2021).

Effective training programs should emphasize the broad benefits of PAL and provide opportunities for hands-on learning. Observing PAL in action and actively engaging in movement-based teaching strategies have been shown to accelerate teachers’ understanding and adoption (Stylianou, et al., 2016). Moreover, tailored, and ongoing support, including practical reinforcement tools such as written reminders, can help sustain implementation over time (Daly-Smith et al., 2021).

Another major concern is the additional time required to design and implement PAL activities. To address this issue, practical strategies such as simplifying activities and using low-preparation exercises can minimize time constraints (Routen et al., 2018).

As teachers become more experienced with PAL, planning and setup time naturally decrease, further easing the transition into active teaching methodologies (DalySmith et al., 2021).

By prioritizing teacher training and support, schools can aid in the creation of a sustainable and effective PAL culture, ensuring that movement-based learning becomes an integral part of educational practice rather than an isolated initiative.

17

PAL and Integration

PAL and Integration in practice: tools, initiatives, and good examples Physically Active Learning (PAL) is more than just a teaching method—it’s a powerful tool for enhancing students' well-being. As we have discussed, research shows that movement-based learning can improve prosocial behavior, reduce stress, and sense of belonging. By integrating physical activity into lessons, you can create more engaging and inclusive classrooms that support both academic achievement and social well-being.

Here we showcase some practical tools, initiatives, and projects: from digital resources like GoNoodle and ACTivate Your Class to school-wide initiatives like The Daily Mile, these examples showcase how movement can transform the learning experience and can help you do the same.

Here you have access to a range of free and structured resources to help integrate PAL strategies into your teaching, promoting healthier, more active, and inclusive learning environments.

Tools GoNodle Description: A web-based platform offering short, interactive videos designed to get students moving during class, integrating dance, yoga, mindfulness, and short bursts of physical activity.

Link: https://www.gonoodle.com Access: Free Origin: USA

“Danny Go!” Description: is a live-action educational children’s show filled with music, movement and silliness. The show inspires learning and off-the-couch exercise for kids ages 3 to 7.

Link: https://www.dannygo.net/ Access: USA Origin: Free

18

PAL and Integration

EduBall Description: A program that uses specially designed educational balls to integrate physical activity with learning, particularly in literacy and numeracy. It offers a range of resources and training to schools and educators to enhance teaching through movement.

Link: https://eduball.awf.wroc.pl/?lang=en Access: Paid Origin: Poland

YLHC Yorkshire & Humber Learning Community Description: Online learning tool that includes a couple of self-paced modules with instructional videos, reading materials, and practical activities. Participants receive guidelines on implementing PAL strategies, case studies, and resources to support lesson planning. The course also offers interactive elements, such as quizzes and reflection tasks, to reinforce learning.

Link: https://www.yhlearning.co.uk/bundles/pal Access: Free Origin: USA

ACTivate your class Description: The ACTivate project offers free resources to help educators integrate Physically Active Learning (PAL) into their teaching. It includes an Elearning courses for teacher students and practicing educators to develop PAL skills. PAL activities repository with easy-to-implement lesson ideas. European PAL curriculum providing a structured framework for PAL integration in schools.

Link: https://www.activateyourclass.eu/pal/ Access: Free Origin: EU

Fagene i bevægelse Description: Danish national project offering E-learning and workshops in PAL for teachers, including tools like 'The Puzzle' to support activity integration.

Link: https://www.xn--fageneibevgelse-6lb.dk/ Access: Free Origin: Denmark

19

PAL and Integration

Initiatives Move to Improve Organization: We Teach New York Description: Includes a variety of resources to incorporate movement into classroom lessons for elementary school students with structured activities integrating movement into subjects like math, reading, and social studies.

Link: https://www.weteachnyc.org/resources/?q=Move+to+improve&sortBy%5B%5D= Relevance Access: Free Origin: USA

The Daily Mile Organization: INEOS Description: This initiative Encourages children to run or jog for 15 minutes every day, improving fitness, mental health, and social engagement.

Link: https://thedailymile.co.uk Access: Free Origin: UK

Prosocial and Active Learning (PAL) Classrooms Description: professional development program is designed to the effective implementation of PAL in the classroom setting Link: https://pal.emints.org Access: Registration as a school Origin: USA

20

PAL and Integration

Projects (good examples) Tagtiv8 Description: Tagtiv8 brings learning to life by combining movement with Math and English lessons for elementary students. With structured activities, interactive resources, and teacher training, it helps educators create engaging, active classrooms that boost learning and reduce sedentary time.

Link: https://tagtiv8.com/ Access: Paid resources Origin: UK

CAER: Physician Active Learning Description: In the city of Bradford, the Centre for Applied Education Research are developing are investigating the “short-term impact of classroom movement breaks and physically active learning on concentration, behaviour and learning”.

You can follow their progress and their findings in this link.

Link:https://caer.org.uk/projects/physically-active-learning-pal/ Access: Free

Alliance for a Healthier Generation Description: Through a wide variety of resources and topics, including PAL, they help with the creation of healthier environments and communities that support kids physical, emotional and social well-being.

Link:https://www.healthiergeneration.org/app/resources?resources_tags=fitness -break Access: Free with an account Origin: USA

Creating Active Schools: CAS Description: Their “professional development programme supports schools to create happy and healthy environments through physical activity.”

Link: https://www.creatingactiveschools.org/ Access: Free for schools, need to sign up.

Origin: UK

21

PAL and Integration

Conclusions Physically Active Learning (PAL) can transform classrooms into inclusive, dynamic spaces where movement supports both academic success and social connection. As this guide has shown, PAL is not just about adding activity to lessons—it is about reimagining the learning environment to better serve the needs of all students, including those from diverse cultural backgrounds or with experiences of displacement. When used intentionally, PAL becomes a powerful tool for strengthening integration, building a sense of belonging, and supporting students’ emotional well-being.

Physically Active Learning is not just about adding activity to lessons—it is about reimagining the learning environment

The benefits of PAL are extensive and particularly relevant in multicultural classrooms.

Research presented here highlights that PAL improves attention, motivation, and academic performance, while also encouraging prosocial behavior, peer cooperation, and empathy. For students who may face barriers to participation—such as language, trauma, or social isolation—PAL offers accessible and collaborative ways to engage, reduce stress, and connect meaningfully with classmates. By focusing on shared experiences and physical expression, PAL helps break down social barriers and promotes a culture of mutual respect and inclusion.

Importantly, implementing PAL does not require a complete curricular renovation.

With small, purposeful steps—such as incorporating movement into transitions, using simple group-based activities, and repeating effective routines—teachers can begin integrating PAL into everyday practice. As the evidence shows, this shift can be deeply rewarding for both students and educators, especially when supported by adequate training, resources, and a school-wide commitment to inclusion.

To fully realize the integrative potential of PAL, schools must promote a culture that values movement not just as a health strategy, but as a core element of inclusive and intercultural education. This requires cross-sector collaboration, investment in teacher education, and the adoption of evidence-based approaches that are sensitive to the diverse needs of learners. When teachers are empowered with the right tools and mindset, PAL becomes more than a pedagogical technique—it becomes a foundation for equity, belonging, and educational opportunity for all.

22

PAL and Integration

Bibliography -Azzarito, L. & Solomon, M. A. (2005). A reconceptualization of physical education: The intersection of gender/race/social class. Sport, Education and Society, 10(1), 25-47. https://doi.org/10.1080/135733205200028794 -Berger, E., O’Donohue, K., Jeanes, R., & Alfrey, L. (2024). Trauma-informed practice in physical activity programs for young people: A systematic review. Trauma, Violence, & Abuse, 25(4), 2584-2597. https://doi.org/10.1177/15248380231218293 -Biddle, S. J., Ciaccioni, S., Thomas, G., & Vergeer, I. (2019). Physical activity and mental health in children and adolescents: An updated review of reviews and an analysis of causality.

Psychology of sport and exercise, 42, 146-155. https://doi.org/10.1016/j.psychsport.2018.08.011 -Boat, R., Cooper, S. B., Carlevaro, F., Magno, F., Bardaglio, G., Musella, G., & Magistro, D. (2022). 16 Weeks of physically active mathematics and English language lessons improves cognitive function and gross motor skills in children aged 8–9 years. International Journal of Environmental Research and Public Health, 19(24). https://doi.org/10.3390/ijerph192416751 -Chalkley, A. E., Mandelid, M. B., Thurston, M., Daly-Smith, A., Singh, A., Huiberts, I., Archbold, V. S. J., Resaland, G. K., & Tjomsland, H. E. (2022). “Go beyond your own comfort zone and challenge yourself”: A comparison on the use of physically active learning in Norway, The Teaching and Teacher Education, 118.

Netherlands and the UK. https://doi.org/10.1016/j.tate.2022.103825 -Chalkley, A., Mandelid, M. B., Singh, A., Resaland, G. K., & Daly-Smith, A. (2023). Reframing physically active learning as movement-centred pedagogy: a European priority action framework. International Journal of Behavioral Nutrition and Physical Activity, 20(1), 101. https://doi.org/10.1186/s12966-023-01503-4 -Chalkley, A. E., Mandelid, M. B., Thurston, M., Tjomsland, H. E., Morris, J. L., Kallio, J., & DalySmith, A. (2024). Finding the sweet spot of physically active learning: A need for co-ownership by public health and education. Teaching and Teacher Education, 148, 104695. https://doi.org/10.1016/j.tate.2024.104695.

-Chen, T., Ou, J., Li, G., & Luo, H. (2024). Promoting mental health in children and adolescents through digital technology: a systematic review and meta-analysis. Frontiers in Psychology, 15, 1356554. https://doi.org/10.3389/fpsyg.2024.1356554 -Daly-Smith, A. J., Zwolinsky, S., McKenna, J., Tomporowski, P. D., Defeyter, M. A., & Manley, A. (2018). Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: Understanding critical design features. BMJ Open Sport and Exercise Medicine, 4(1), 1–16. https://doi.org/10.1136/bmjsem- 2018-000341 -Daly‐Smith, A., Quarmby, T., Archbold, V. S. J., Routen, A. C., Morris, J. L., Gammon, C., & others. (2020). Implementing physically active learning: Future directions for research, policy,

23

PAL and Integration

and practice.

Journal of Sport https://doi.org/10.1016/j.jshs.2019.05.007

and

Health

Science,

9(1),

41–49.

-Daly-Smith, A., Morris, J. L., Norris, E., Williams, T. L., Archbold, V., Kallio, J., ... & Resaland, G. K. (2021). Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence. International Journal of Behavioral Nutrition and Physical Activity, 18, 1-20. https://doi.org/10.1186/s12966-02101221-9 -Dansk Skoleidræt. (2023). Fysisk aktivitet og trivsel: Faktaark. Dansk Skoleidræt. Available at: https://skoleidraet.dk/wp-content/uploads/2024/04/fysisk-aktivitet-og-trivsel-faktaarkdansk-skoleidraet-2023.pdf -Davis, L., & Buchanan, R. (2020b). Trauma-informed practices in rural education. Theory & Practice in Rural Education, 10(1), 24–41. https://doi.org/10.3776/tpre.v10n1p24-41 -Doherty, A. & Taylor, T. (2007). Sport and physical recreation in the settlement of immigrant youth. Leisure, 31(1), 27-55. https://doi.org/10.1080/135733205200028794 -Goh, T. L., Hannon, J. C., Webster, C. A., & Podlog, L. (2017). Classroom teachers’ experiences implementing a movement integration program: Barriers, facilitators, and continuance.

Teaching and Teacher Education, 66, 88-95 https://doi.org/10.1016/j.tate.2017.04.003 -González-Pérez, M., Sánchez-Oliva, D., Grao-Cruces, A., Cano-Cañada, E., Martín-Acosta, F., Muñoz-González, R., ... & Camiletti-Moirón, D. (2024). Effects of the inclusion of physical activity in secondary education academic classes on educational indicators and health markers: rationale and methods of the ACTIVE CLASS study. Frontiers in Public Health, 11, 1329245. https://doi.org/10.3389/fpubh.2023.1329245 -González-Pérez, M., Sánchez-Oliva, D., Martín-Acosta, F., Ruiz-Hermosa, A., CamilettiMoirón, D., & Grao-Cruces, A. (2025). A mixed-methods approach of the effect of physically active learning on time-on-task in the secondary education class: The ACTIVE CLASS study.

Learning and Instruction, 97, 102091-. https://doi.org/10.1016/j.learninstruc.2025.102091 -Gugutzer, R. (2008). The body as a cultural phenomenon. Sport–Integration–Europe, 207.

Available at: https://www.researchgate.net/profile/Petra-GiessStueber/publication/263374546_Sport_-_Integration__Europe_Widening_Horizons_of_Intercultural_Education/links/561238b308aec422d11736e1/ Sport-Integration-Europe-Widening-Horizons-of-Intercultural-Education.pdf#page=211 -Hills, L. (2007). Friendship, physicality, and physical education: An exploration of the social and embodied dynamics of girls’ physical education experiences. Sport Education and Society, 12(3), 335-354. https://doi.org/10.1080/13573320701464275 -Homan, P., Neumeister, A., Nugent, A. C., Charney, D. S., Drevets, W. C., & Hasler, G. (2015).

Serotonin versus catecholamine deficiency: Behavioral and neural effects of experimental depletion in remitted depression. Translational Psychiatry, 5(3), e532–e539. https://doi.org/10.1038/TP.2015.25

24

PAL and Integration

-Kaylene, P. & Rosone, T. L. (2015). Multicultural perspective on the motivation of students in teaching physical educa- tion. The International Journal of Social Sciences, 4(1), 115-126.

10.26811/peuradeun.v4i1.90 -Konopka, C. L., Adaime, M. B., & Mosele, P. H. (2015). Active teaching and learning Creative Education, 6(14), 1536–1545. methodologies: Some considerations. doi.org/10.4236/ce.2015.614154 -Krouwel, A., Boostra, N., Duyvendak, J. W., & Veldboer, L. (2006). A good sport? Research into the capacity of recreational sport to integrate Dutch minorities. International Review for the Sociology of Sport, 41(2), 165-180. https://doi.org/10.1177/1012690206075419 -Lerum, Ø., Bartholomew, J., McKay, H., Resaland, G. K., Tjomsland, H. E., Anderssen, S. A., Leirhaug, P.E & Moe, V. F. (2019). Active smarter teachers: primary school teachers’ perceptions and maintenance of a school-based physical activity intervention. Translational Journal of the American College of Sports Medicine, 4(17), 141-147.

10.1249/TJX.0000000000000104 -Lubans, D., Richards, J., Hillman, C., Faulkner, G., Beauchamp, M., Nilsson, M., ... & Biddle, S. (2016). Physical activity for cognitive and mental health in youth: a systematic review of mechanisms. Pediatrics, 138(3). https://doi.org/10.1542/peds.2016-1642 -Marchant, E., Todd, C., Cooksey, R., Dredge, S., Jones, H., Reynolds, D., Stratton, G., Dwyer, R., Lyons, R,. & Brophy, S. (2019). Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views. PloS one, 14(5), e0212242. https://doi.org/10.1371/journal.pone.0212242 -McMullen, J., Kulinna, P., & Cothran, D. (2014). Physical activity opportunities during the school day: Classroom teachers’ perceptions of using activity breaks in the classroom. Journal of teaching in physical education, 33(4), 511-527. https://doi.org/10.1123/jtpe.2014-0062 -Naste, T. M., Price, M., Karol, J., Martin, L., Murphy, K., Miguel, J., & Spinazzola, J. (2018).

Equine facilitated therapy for complex trauma (EFT-CT). Journal of Child & Adolescent Trauma, 11(3), 289–303. https://doi.org/10.1007/s40653-017-0187-3 -Nicotera, N., & Viggiano, E. (2021). A pilot study of a trauma- informed yoga and mindfulness intervention with young women incarcerated in the juvenile justice system. Journal of Addictions & Offender Counseling, 42(2), 80–96. https://doi.org/10.1002/jaoc.12095 -Norris, E., Van Steen, T., Direito, A., & Stamatakis, E. (2020). Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: A systematic review and meta-analysis. British Journal of Sports Medicine, 54(14), 826–838. https://doi.org/10.1136/bjsports-2018-100502 -Oliveira, D. N., Silva, E. C. M., Barboza, L. L. S., Thuany, M., Araújo, R. H. O., Silva, R. J. S., Gomes, T. N., Schmitz, H., Tejada, J., & Silva, D. R. (2023). Effects of two years of physically active lessons on cognitive indicators in children. Scientific Reports, 13(1), 1–9. https://doi.org/10.1038/s41598-023-35644-0

25

PAL and Integration

-Papageorgiou, E., Digelidis, N., Syrmpas, I., & Papaioannou, A. (2021). A needs assessment study on refugees’ inclusion through physical education and sport. Are we ready for this challenge?. Physical Culture and Sport, 91(1), 21-33. https://doi.org/10.2478/pcssr-20210016 -Peiris, D. L. I. H. K., Duan, Y., Vandelanotte, C., Liang, W., Yang, M., & Baker, J. S. (2022).

Effects of in-classroom physical activity breaks on children’s academic performance, cognition, health behaviours and health outcomes: a systematic review and meta-analysis of randomised controlled trials. International journal of environmental research and public health, 19(15), 9479. https://doi.org/10.3390/ijerph19159479 -Quarmby, T., Sandford, R., Green, R., Hooper, O., & Avery, J. (2021). Developing evidenceinformed principles for trauma- aware pedagogies in physical education. Physical Education and Sport Pedagogy, 27(4), 440–454. https://doi.org/10.1080/ 17408989.2021.1891214 -Riley, N., Lubans, D., Holmes, K., Hansen, V., Gore, J., & Morgan, P. (2017). Movement-based mathematics: enjoyment and engagement without compromising learning through the EASY minds program. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 1653-1673. https://doi.org/10.12973/eurasia.2017.00690a -Rodriguez-Ayllon, M., Cadenas-Sánchez, C., Estévez-López, F., Muñoz, N. E., MoraGonzalez, J., Migueles, J. H., ... & Esteban-Cornejo, I. (2019). Role of physical activity and sedentary behavior in the mental health of preschoolers, children and adolescents: a systematic review and meta-analysis.

Sports medicine, 49(9), 1383-1410. https://doi.org/10.1007/s40279-019-01099-5 -Rosenberg, D., Fejgin, N., & Talmor, R. (2003). Perceptions of immigrant students on the absorption process in an Israeli physical education and sport college. European Journal of Physical Education, 8(1), 52-77. https://doi.org/10.1080/1740898030080105 -Routen, A. C., Johnston, J. P., Glazebrook, C., & Sherar, L. B. (2018). Teacher perceptions on the delivery and implementation of movement integration strategies: The CLASS PAL (Physically Active Learning) Programme. International Journal of Educational Research, 88, 48-59. https://doi.org/10.1016/j.ijer.2018.01.003 -Quarmby, T., Sandford, R., Green, R., Hooper, O., & Avery, J. (2021). Developing evidenceinformed principles for trauma- aware pedagogies in physical education. Physical Education and Sport Pedagogy, 27(4), 440–454. https://doi.org/10.1080/ 17408989.2021.1891214 -Schmidt, S. K., Reinboth, M. S., & Resaland, G. K. (2020). Changes in physical activity , physical fitness and well-being following a school-based health promotion program in a Norwegian region with a poor public health profile : A non-randomized controlled study in early adolescents. International Journal of Environmental Research and Public Health, 17(3), 1–17. https://doi.org/10.3390/ijerph17030896 -Schmidt, S., Bratland-Sanda, S., & Bongaardt, R. (2022). Secondary school teachers’ experiences with classroom-based physically active learning: “I’m excited, but it’s really hard.”. Teaching and Teacher Education, 116, Article 103753. https://doi.org/ 10.1016/j.tate.2022.103753

26

PAL and Integration

-Skage, I., & Dyrstad, S. M. (2019). ‘It’s not because we don’t believe in it...’: Headteachers’ perceptions of implementing physically active lessons in school. BMC Public Health, 19(1), 1674. https://doi.org/10.1186/s12889-019-8021-5 -Stylianou, M., Kulinna, P. H., & Naiman, T. (2016). ‘… because there’s nobody who can just sit that long’ Teacher perceptions of classroom-based physical activity and related management issues.

European Physical Education Review, 22(3), 390-408. https://doi.org/10.1177/1356336X1561396 -Taggart, L. (2019). Proprioceptive activities to lower stress (PALS) program (Publication No. 13863637) [Doctoral thesis, Arizona State University]. ProQuest Dissertations and Theses Global.

-UNHCR. (2024a). Global trends: Forced displacement in 2023. United Nations High Commissioner for Refugees. https://www.unhcr.org/global-trends-report-2023 -UNHCR. (2024b). Mid-year trends 2024. United Nations High Commissioner for Refugees. https://www.unhcr.org/mid-year-trends-report-2024 -Vazou, S., Gavrilou, P., Mamalaki, E., Papanastasiou, A., & Sioumala, N. (2012). Does integrating physical activity in the elementary school classroom influence academic motivation? International Journal of Sport and Exercise Psychology, 10(4), 251–263. https://doi.org/10.1080/1612197X.2012.682368 -Vazou, S., Webster, C. A., Stewart, G., Candal, P., Egan, C. A., Pennell, A., & Russ, L. B. (2020).

A systematic review and qualitative synthesis resulting in a typology of elementary classroom movement integration interventions.

Sports medicine-open, 6, 1-16. https://doi.org/10.1186/s40798-019-0218-8 -World Health Organization. (2020). WHO guidelines on physical activity and sedentary behaviour.

World Health Organization.

Available at: https://www.who.int/publications/i/item/9789240015128 -Zhou, X., Li, J., & Jiang, X. (2024). Effects of different types of exercise intensity on improving health-related physical fitness in children and adolescents: A systematic review.

Scientific Reports, 14(1), 14301. https://doi.org/10.1038/s41598-024-64830-x

27

SIMPAL Project is funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Partners

Learn more about the project www.pal.isca.org/SIMPAL