Physically Active Learning and Mental Health

Physically Active Learning and Mental Health 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 is intended for those interested in how PAL can support students' emotional well-being and resilience. It highlights the links between physical movement and mental health, and offers strategies for using PAL to create more inclusive, supportive classrooms—particularly important for students facing stress, anxiety, or trauma.

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 ........................................................................................... 3 What is Physical Active Learning? ........................................................ 4 Why is Physical Active Learning Important? ........................................ 4 Mental Health............................................................................................... 5 Integration .................................................................................................... 5 Physical activity ........................................................................................... 6 Academic outcomes.....................................................................................7 Teachers....................................................................................................... 8 Research on PAL and Mental Health .......................................................... 9 Benefits of PAL on Mental Health ............................................................. 10 Benefits of PAL implementation for teachers.......................................... 12 Challenges in PAL and Mental Health ....................................................... 15 Challenges in the implementation of PAL ................................................ 15 Challenges for teachers............................................................................. 16 PAL and Mental Health in practice ....................................................... 17 Tools ............................................................................................................ 18 Initiatives ..................................................................................................... 19 Projects (good examples)......................................................................... 20 Conclusions .......................................................................................... 21 Bibliography ........................................................................................ 22

PAL and Mental Health

Introduction In recent years, Physically Active Learning (PAL) has emerged as a promising approach to improve both educational and health outcomes of the children in schools. By integrating purposeful movement into academic lessons, PAL enhances student engagement, learning, contributes to develop mental and physical well-being and helps with the inclusion of children and adolescents (Chakley et al., 2023; Dansk Skoleidræt, 2023; Gónzalez-Pérez et al., 2025). For educators, school leaders, and policy advocates, understanding how to effectively implement PAL is key to making this potential a reality in classrooms (Daly-Smith et al., 2021).

Despite growing interest, the adoption of PAL remains irregular across the different educational settings. Variability in national policies, limited teacher training, and prevailing misconceptions—such as equating PAL with physical education—are some of the significant barriers. Teachers often feel unprepared or unsupported, and many view PAL as an additional workload rather than a pedagogical opportunity. Projects like Creating Active Schools in the UK exemplify efforts to bridge this gap by promoting whole-school strategies and embedding movement as a core part of teaching and learning.

This guide explores the relationship between PAL and mental health, outlines implementation challenges and gives tools, good examples, and formation to help teachers in the creation of more active classrooms. It emphasizes the need for more practical tools, professional development and clearer alignment between health and education goals. Activities such as low-preparation movement tasks, hands-on learning experiences, and classroom-friendly reminders are shown as ways to reduce the perceived burden teachers feel and increase the practicality of PAL in everyday teaching.

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 Physical-Active Learning (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. The second guideline, PAL and Integration , focuses on how PAL can be used as a tool to promote integration and inclusion within diverse educational settings. And finally: PAL and Mental Health. Together, these guidelines offer a deep dive into the potential of PAL across different contexts, providing practical insights for effective application.

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PAL and Mental Health

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)

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Why is Physical Active Learning Important?

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). Overall, PAL serves as a valuable tool for promoting mental well-being in educational environments, check our research on PAL and Mental Health here for more insights. In the following section we will delve deeper into the mental health benefits that PAL can bring to children and adolescents.

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 5

PAL and Mental Health 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.

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.

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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).

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 potentiality of PAL is the improvements on the Time-on Task results of students who engage in PAL lessons (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).

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).

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PAL and Mental Health 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).

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).

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Research on PAL and Mental Health According to Dansk Skoleidræt (2023), physical activity plays a crucial role in promoting mental well-being among children and adolescents. This aligns with the World Health Organization's (WHO, 2022) definition of mental health, which is characterized as "a state of well-being where individuals can realize their abilities,

cope with daily challenges and stress, work productively, and contribute to their community."

This definition encompasses two main dimensions: The well-being dimension: Key elements include joy of life and self-esteem.

The functional dimension: Focuses on how individuals function in daily life under stress and in relation to themselves and their surroundings.

Mental health is recognized as a fundamental human right (WHO, 2022). According to the World Health Organization, various individual, social, and structural factors interact throughout our lives, either supporting or undermining our mental well-being and influencing our position on the mental health continuum (WHO, 2022).

Psychological and biological factors, such as emotional skills, substance use, and genetic predisposition, can increase vulnerability to mental health issues. Additionally, adverse social, economic, geopolitical, and environmental conditions—including poverty, violence, inequality, and environmental degradation—heighten the risk of developing mental health disorders. While such risks can emerge at any stage of life, they are particularly harmful when experienced during critical developmental periods, such as early childhood (WHO, 2022).

Conversely, protective factors play a crucial role in enhancing resilience across the lifespan. These include individual social and emotional skills, positive social interactions, quality education, stable employment, safe communities, and strong social cohesion (WHO, 2022).

In recent years, concerns regarding the mental health of children and adolescents (ages 6–18) have grown significantly. The World Health Organization reports that one in seven adolescents experiences mental health issues, contributing to 13% of the global disease burden in this age group (Chen et al., 2021). The COVID-19 pandemic has further exacerbated this situation, leading to an increase in depression, anxiety, and other psychological symptoms (Shah et al., 2021).

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Benefits of PAL for Mental Health Engaging in physical activity triggers the release of hormones that enhance mental well-being while also creating opportunities to build positive social relationships.

Scientific literature indicates that physical activity—depending on its intensity, duration, and form—can: Enhance children's and adolescents' positive self-perception and life satisfaction, leading to increased self-confidence and self-esteem. Physical activity strengthens students’ self-worth through the sense of accomplishment it provides (Dansk Skoleidræt, 2023). Additionally, research has shown that incorporating PAL into the classroom can increase students’ intrinsic motivation by enhancing their enjoyment and perceived competence (Vazou et al., 2012).

Improve prosocial behavior, including the ability and willingness to act in ways that benefit others, as well as strengthen social skills and trust among peers.

The collaborative nature of PAL promotes teamwork, communication, and social connectedness, helping students develop social competencies (Dansk Skoleidræt, 2023; Gónzalez-Pérez et al., 2025).

Prevent depression, anxiety, and stress by promoting the release of neurotransmitters such as dopamine, serotonin, and noradrenaline, which regulate mood and reduce stress responses (Homan et al., 2015). Research has demonstrated that physical activity interventions can prevent anxiety and stress while improving overall emotional resilience in students (Dansk Skoleidræt, 2023).

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PAL and Mental Health In addition to this, research suggests that the positive effects of physical activity on well-being are most pronounced when it takes place in a school environment. In this regard, school-based physical activity and movement initiatives can: Strengthen students' resilience, self-confidence, and positive mental health (such as feelings of optimism and relaxation), while also helping to prevent anxiety. Studies have shown that PAL can help to promote a learning environment that actively engages students, increasing their intrinsic motivation and sense of success (Dansk Skoleidræt, 2023; Gónzalez-Pérez et al., 2025).

Increase prosocial behavior, raises social competencies, and reduces students' experience of boredom. PAL helps students feel more engaged and connected with the class, the topics that are being taught and their fellow students, reducing disengagement and social isolation (Dansk Skoleidræt, 2023). Teachers have reported that students participating in PAL show greater behavioral engagement and involvement in class (Chalkley et al., 2022; Schmidt et al., 2022).

Encourage students to develop healthier habits, particularly in populations that do not meet PA guidelines (Cornelius et al., 2020) On top of that, movement during the school day can enhance several aspects of school well-being. Insights from Danish public schools and other studies indicate that these benefits include: Academic well-being: Improving students' perception of their own abilities, concentration, and problem-solving skills. Cognitive stimulation through movement-based learning has been linked to improvements in memory, executive function, and problem-solving skills (Peiris et al., 2022; GónzalezPérez et al., 2025). Physical activity has also been associated with increased cerebral blood flow, optimizing cognitive performance (Gónzalez-Pérez et al., 2025).

Social well-being: Strengthening students' sense of belonging to their school and class communities, increasing feelings of safety, and reducing bullying.

Research indicates that PAL enhances students’ ability to work collaboratively, building trust and stronger peer relationships (Dansk Skoleidræt, 2023).

School motivation and participation: Enhancing students' sense of autonomy and their perception of support and assistance from teachers. PAL provides an interactive and participatory learning environment, which has been linked to increased engagement and enthusiasm for learning (Konopka et al., 2015).

Teachers have also observed that students who are traditionally less engaged in class often take on leadership roles during PAL activities (Gónzalez-Pérez et al., 2025).

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PAL and Mental Health Reduction in test anxiety and stress: Physical activity has been shown to alleviate test-related stress by promoting relaxation, improving focus, and reducing physiological symptoms of anxiety (Dansk Skoleidræt, 2023).

Research further suggests that integrating movement into the school day enhances students’ ability to manage stress and maintain concentration on academic tasks (Piepmeier & Etnier, 2015).

Furthermore, research exploring classroom-based PA and physical activity self-efficacy suggests that integrating physical activity into learning environments can positively influence students' confidence in engaging in different intensities and durations of exercise. A study on the use of pedal desks in high school classrooms demonstrated that students using the desks either maintained or improved their self-efficacy levels, while those in the control group experienced no change or a decline. These findings indicate that physical activity-based interventions encourage students to develop healthier habits, particularly among populations that do not meet PA guidelines (Cornelius et al., 2020).

By integrating movement into the school environment, PAL serves as a powerful tool for enhancing students' mental well-being, creating a positive classroom climate, and supporting both their academic and emotional development. This approach helps transforming traditional learning spaces into dynamic, engaging environments that support students’ psychological resilience, social engagement, and cognitive growth.

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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; Halvorse, 2023). 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).

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PAL and Mental Health 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 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, stimulating 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.

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Challenges in PAL and Mental Health The relationship between PAL and mental health remains an area of debate.

Methodological inconsistencies, such as variations in intervention duration and a lack of standardized reporting on PAL dosage, contribute to these discrepancies.

Inconsistencies in reporting duration and frequency further complicate result comparisons (Norris et al., 2020).

Future studies should address these methodological gaps by increasing sample sizes and incorporating objective measures of PAL intensity. Additionally, collecting postintervention data would provide deeper insights into the sustainability and long-term impact of PAL strategies (González-Pérez, 2025). To maximize these benefits, a more cohesive and evidence-based approach to PAL implementation is needed, ensuring that movement is effectively integrated into pedagogy while acknowledging the diverse educational contexts in which it operates.

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 (Chalkley et al. 2022). This underscores 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).

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 15

PAL and Mental Health educational goals, allowing for a focus on the quality rather than the quantity of movement (Chalkley, 2023).

Current research, however, is limited in scope, with studies predominantly conducted in high-income countries. There is a significant gap in understanding how factors such as gender and ethnicity influence the effectiveness of PAL interventions, as well as a need for more research 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.

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’ 16

PAL and Mental Health 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.

PAL and Mental Health 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 concentration, reduce stress, and boost overall mental health. By integrating physical activity into lessons, you can create more engaging and inclusive classrooms that support both academic achievement and emotional 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, encouraging healthier, more active learning environments

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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

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

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

Active Kids Description: It displays a variety of Programs and tools designed to improve children's health, cognitive function, and well-being through physical activity and PAL. Link: https://activekids.org/resources/ Access: Free + extra resources if you register Origin: USA 18

PAL and Mental Health

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

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Projects (good examples) 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

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

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

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 20

PAL and Mental Health

Conclusions Physically Active Learning can transform classrooms into dynamic spaces where movement supports—not distracts from—learning. However, as we have seen, its successful implementation requires changes in mindset, adequate training, and supportive school environments. Teachers are in the centre of this transformation. To empower them through professional development, practical and easy to implement strategies, and policy support is essential to achieve this goal.

The benefits of PAL are extensive. Evidence shown here suggests that integrating movement into lessons can contribute on many levels to improve children and adolescents mental health and well being as well as improve attention, motivation, and academic performance. Moreover, PAL offers inclusive opportunities for all learners to engage in ways that support their individual needs, encouraging a more equitable and responsive classroom environment. It promotes social interaction, strengthens teacher-student relationships, and can help build a positive school culture focused on both well-being and achievement.

As we have seen in this document, PAL is not about adding more to a teacher’s plate but about teaching in a different way—more actively, more inclusively, and often more joyfully. When teachers are equipped with the right tools and confidence, PAL can become a natural extension of effective pedagogy. Initiatives such as Creating Active Schools offer valuable models for system-wide change, while research continues to guide best practices for different contexts.

To fully realize the benefits of PAL, schools must promote a culture that values movement as a meaningful part of learning. This involves collaboration across sectors, investment in teacher education, and a commitment to inclusive and evidence-based approaches. By working together, we can ensure that PAL becomes a lasting, impactful part of every child’s educational journey.

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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.

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