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About the project This document has been developed as part of the Sport, Integration and Mental health through Physically Active Learning (SIMPAL) 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.

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 Who Is This Document For? ................................................................... 2 What is PAL? ............................................................................................ 3 Where Are You on Your PAL Journey? .................................................. 4 What is SIMPAL?...................................................................................... 6 SIMPAL Principles.................................................................................... 7 SIMPAL Methodology ............................................................................. 8 1. PAL Starters ....................................................................................10 2. PAL Explorers ................................................................................ 14 3. PAL Users ....................................................................................... 17 4. PAL Experts ....................................................................................21 Turning the Class into a Detective Team............................................ 25 Mini-EDUball Method ............................................................................ 26 Monthly Challenges............................................................................... 30 Awards and Recognition ....................................................................... 33 PAL Self-Assessment QUIZ .................................................................. 34

Who Is This Document For? Dear Reader, This document is designed for teachers, educators, school leaders and other stakeholders who want to introduce or strengthen Physically Active Learning (PAL) in their classrooms or educational settings. It is primarily addressed to primary school teachers working with children aged 6–9, but it can also be useful for anyone supporting learning and well-being through movement. The document supports professionals at all levels of experience—from those who are completely new to PAL and have not yet experienced their first “aha” moment, to confident practitioners and project-based learning experts seeking fresh tools, structured approaches, and ready-made resources. It provides a clear pathway for anyone interested in using movement, well-being practices and narrative-based activities to improve learning, integration, classroom climate and student well-being. All digital materials linked throughout this guide—videos, movement activities —are freely available for you to use. Building on this PAL foundation, the SIMPAL (Sport, Integration and Mental Health through Physically Active Learning) project shows how these principles can be applied in a broader, more intentional way. SIMPAL is built on the idea that movement can meaningfully support children’s learning, well-being, and social integration—especially in classrooms with diverse cultural or linguistic backgrounds. PAL is one of the key tools we use to achieve these goals. It does not require specialised sports knowledge or advanced training; instead, it offers a simple, flexible approach that helps children learn through movement, stay focused, release tension, and build positive relationships with their peers. Because primary school teachers may have very different levels of experience or knowledge about PAL, this guide introduces PAL in a way that supports those who have never used it before, while also explaining how PAL has been incorporated into the SIMPAL project to serve its core objective of class integration and well-being. The intention is to help you start small, experience early success, and gradually build confidence to try more structured and engaging activities over time. PAL is not an “all-or-nothing” approach—it is a practice that grows naturally from simple first steps into more advanced forms of movement-integrated learning.

What is PAL? Physically Active Learning is the integration of physical movement into the delivery of academic content, aiming 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.1

A key strength of PAL is its flexibility: teachers can choose low-intensity or high-intensity activities, short or long, individual or group-based, depending on their comfort and classroom needs. PAL enhances cognitive functioning, supports mental health, and helps build students’ social skills and interpersonal bonds. 1

Chalkley et al. 2023; Chalkley et al. 2024

Research also highlights PAL’s value for integration and inclusion, as movement reduces language demands, fosters cooperation, and builds connections across cultural backgrounds—especially important for refugee and displaced children.2 Additionally, PAL supports emotional resilience and well-being, helping students regulate stress, improve mood, and stay attentive.3 PAL brings powerful benefits to both individual students and the classroom as a whole—boosting focus, well-being, physical health and engagement. At the same time, it strengthens classroom climate, integration and teacher workflow, creating a more positive, energised and manageable learning environment.

Where Are You on Your PAL Journey?

Our experience shows that educators have different needs, levels of confidence and expectations when it comes to PAL. We recognise this diversity, and for that reason the SIMPAL project offers a gradual, low-pressure introduction for those who are completely new, as well as tools and solutions designed for experienced PAL practitioners who are ready for more advanced challenges. From our experience working closely with teachers, we identify four distinct groups. This classification is designed not only to help you quickly self-assess where you currently are, but also to support you in gradually moving between categories at a comfortable pace—avoiding any sense of overload or overwhelm. This way, you can choose the resources and tools that best match your level, whether you are just beginning your PAL journey, exploring new ideas, using PAL regularly, or ready for more advanced, project-based approaches. Based on these insights, we distinguish four main PAL user categories. PAL Starters Teachers who are completely new to PAL. They prefer simple, ready-to-use activities and short movement moments that require little preparation. At this stage, they are building confidence and discovering how movement can support learning. PAL Explorers Teachers who know what PAL is and understand its benefits but use it only occasionally. They enjoy light, fun activities—especially those that help with group integration—and are beginning to experiment with more regular use of movement during lessons.

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SIMPAL Pal and Integration report: https://pal.isca.org/simpal-resources-physically-active-learning-integration SIMPAL Pal and Mental Health Report: https://pal.isca.org/simpal-resources-physically-active-learning-mental-health

PAL Users Teachers who use PAL regularly and confidently. They mix digital and traditional PAL strategies, adapt activities to their class needs, and look for richer, more structured movement-based experiences that go beyond simple brain-breaks. These will be introduced later in the document. PAL Experts Teachers who integrate PAL naturally into their broader teaching strategies. They enjoy long-term structures, thematic activities, narrative elements and project-based learning. They appreciate advanced tools and classroom gamification approaches, which will also be explained in later chapters. Want to check which group you belong to? At the end of this document, you will find a 10-question self-assessment test that will help you quickly identify your PAL user profile. This can guide you toward the resources that best support your growth and help you advance to the next level of your PAL journey.

The table above summarises the four PAL user groups and the materials best suited for each of them. It shows how teachers progress from PAL Starters, who benefit most from simple guided videos to PAL Experts, who comfortably use long-form, thematic and narrative activities. Each row highlights the group’s description, the recommended materials for that level, and the “purpose for the group,” which reflects our aspiration to help teachers grow and move to the next stage of using PAL effectively in their daily teaching. The colours visually represent progression: from foundational PAL experiences to richer, multi-step and story-driven activities. The table makes it easy for teachers to identify where they currently are, and which resources will best support their development within the SIMPAL model.

What is SIMPAL? SIMPAL (Sport, Integration and Mental Health through Physically Active Learning) is an international educational project that connects movement, well-being and inclusive learning. Its core idea is to help teachers use PAL strategies to support students’ mental health, strengthen social integration, and make everyday lessons more engaging. The SIMPAL project was implemented in 40 Polish schools across four Polish cities — Wroclaw, Warszawa, Gdansk and Kraków. SIMPAL encourages children to move, cooperate and learn at the same time—building a positive classroom climate and supporting their emotional development. The following document is designed to explain the methodology used in the SIMPAL project to teachers, educators and other stakeholders, so that they can understand the approach and try it within their own schools or educational settings.

SIMPAL Principles The SIMPAL methodology is built on four core principles that guide all activities and materials created within the project.

Integration and Inclusion

Mental and Physical Well-being

Cultural Education

Empowering Teachers

By using movement and play as universal languages, the SIMPAL project creates opportunities for Polish and Ukrainian children to connect, fostering mutual understanding, positive relationships and a sense of belonging.

Activities are designed to support both physical fitness and emotional health. They help children regulate stress, build healthy habits, and contribute to a calm, positive and focused classroom atmosphere.

Through IDA — the Integrative Detective Adventure and Detective Meryl’s story-based missions, students learn about the geography, traditions, culture and everyday life of Poland and Ukraine. These narrative experiences expand their cultural awareness and enrich their overall learning.

Teachers gain access to high-quality, ready-to-use materials as well as dedicated trainings and ongoing support throughout the project. These resources strengthen their professional practice, build confidence in using PAL, and help them create inclusive, engaging lessons that support every child.

SIMPAL Methodology

SIMPAL facilitates the integration of Ukrainian and Polish students while supporting their physical, mental, and social well-being. This innovative initiative leverages the Physically Active Learning (PAL) methodology to create a range of educational materials that combine movement, storytelling, and emotional awareness. This circular diagram presents the full structure and scope of the SIMPAL project. At its centre are the two core goals: integration and well-being. All SIMPAL resources—whether short videos, long story-based episodes, games or teacher materials—are designed to support these goals and help teachers respond to the needs of their classroom in flexible, meaningful ways. The circle is divided into thematic areas that show the range of content offered through SIMPAL. The orange segments represent Cultural Education and the Integrative Detective Adventure (IDA), where students explore Poland and Ukraine through engaging stories, long-format videos and movement-based missions. These activities blend storytelling with learning, helping children discover new places, traditions and languages. The yellow sections highlight content connected to Emotional Awareness and Mindfulness. These include short, easy-to-use videos that focus on breathing, calming down, focus, attention and emotional regulation. Each short video is paired with a

movement-game scenario, allowing teachers to take PAL (Physically Active Learning) beyond the screen. The outer dark ring represents the broader principles that shape the programme: Storytelling, Cultural Education, Emotional Awareness and Mindfulness — all embedded within a physically active learning approach. The white wedge at the bottom reflects resources created for teachers, including trainings, empowerment tools, game scenarios and elements of gamification. Every participating teacher also received a set of mini-EDUballs for their class—lightweight balls with letters, numbers and symbols—which offered an additional, playful way to bring movement into academic tasks. The white centre forms the visual shape of a keyhole, symbolising that SIMPAL materials unlock opportunities for children to learn, connect and feel emotionally safe — especially in mixed groups of Polish and Ukrainian students. All components, regardless of length or format, share a common foundation: movement as a universal language. Through movement, children communicate, cooperate and learn together, reducing language barriers and strengthening classroom integration. Additionally, the project is structured as a sequence of seven monthly challenges that encourage participation. Completing each challenge earns points, and in the spirit of gamification, classes and teachers who stay active within the programme receive recognition and awards. Because SIMPAL requires a certain level of familiarity with Physically Active Learning, the project is designed with PAL Experts as its primary target group—ensuring that experienced teachers feel engaged, supported, and motivated. At the same time, SIMPAL intentionally includes elements that attract and inspire PAL Users, helping them build confidence and gradually transition towards more advanced, immersive PAL practices. Here is a link to a video showing how PAL Experts navigate the project and make use of the SIMPAL materials.

We begin by describing the first two groups—PAL Starters and PAL Explorers—and explaining how the materials are structured to give them a positive, low-threshold experience at the beginning of their PAL journey. Our intention is to encourage, not overwhelm, so that teachers can progress naturally and confidently toward expert-level practice. Importantly, all materials, tools and resources were available to every group. PAL Starters could freely use the more advanced options, just as PAL Experts could explore simpler activities. The groups were equal in terms of access; we simply

understood that not all groups would use the materials in the same way or to the same extent. It is also important to note that this segmentation into groups was not defined at the beginning of the project. It emerged from what we observed, learnt and understood during the implementation of SIMPAL. Over time, these patterns helped us design a more supportive pathway—one that recognizes that some teachers may choose not to continue further or may stay in the more junior groups for longer—and that is perfectly fine. The pathway remains flexible, supportive, and designed to meet teachers exactly where they are.

1. PAL Starters

This section is created for teachers with little or none experience in PAL activities but willing to try. PAL Starters is for educators who: ● ● ● ● ●

Are likely to avoid movement activities because they feel unsure how to run them. Stick to traditional lesson formats most of the time Ask simple, practical questions like “Where do I start?” Consider trying PAL activity if it is short and fully guided Happen to worry about losing control of the class during movement

To support teachers at this stage, SIMPAL offers a ‘Recommendations’ catalogue of short videos chosen specifically for PAL Starters. The following activities: ● ● ● ●

Require no preparation, Require no specific knowledge, Take 2–5 minutes, And can be used anytime students need a break, reset, or boost of attention.

No. No.1

Video (clickable)

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Children work individually, they repeat the movements shown on the screen Exercises require only standing space No need to rearrange desks in the classroom The level of difficulty increases gradually Children practice in pairs at their desks They repeat the rhythm and movement sequence shown on the screen Activities are done without leaving their seats

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Children work individually, they repeat the movements shown on the screen Kids follow and repeat each animal-inspired action No need to rearrange desks in the classroom

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Children work individually, they repeat the movements shown on the screen Exercises require only standing space No need to rearrange desks in the classroom The level of difficulty increases gradually WUR-style video where children make choices through movement Theme: deciding which type of cat, they would rather be Requires rearranging the classroom space for safe movement

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WUR-style video where children make choices through movement Theme: deciding how they prefer to spend their free time Requires rearranging the classroom space for safe movement

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Theme: dinosaurs Children practise quick symbol matching Requires rearranging the classroom space for safe movement

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Function: Brain-Breaks Key skill: practising 2D shapes Technical requirements: TV and internet access Duration: 3 min

Function: Brain-Breaks Key skill: Coordination, music memory and rhythm awareness Technical requirements: TV and internet access Duration: 4 min Function: Brain-Breaks Key skill: Coordination, music memory and rhythm awareness Technical requirements: TV and internet access Duration: 4 min Function: Brain-Breaks Key skill: Coordination, Technical requirements: TV and internet access Duration: 3 min

Function: Brain-Breaks, group integration Key skill: decision making Technical requirements: TV and internet access Duration: 4 min

Function: Brain-Breaks Key skill: Fast matching ability Technical requirements: TV and internet access Duration: 3 min

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Theme: Christmas vocabulary Children review Christmas vocabulary Requires rearranging the classroom space for safe movement

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Children follow along the well-known “Head, Shoulders” song Kids repeat movements and lyrics in all three languages (Polish, English, Ukrainian) No need to rearrange desks in the classroom

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Theme: winter & snow Children work individually, they repeat the movements shown on the screen Requires rearranging the classroom space for safe movement

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Function: Brain-Breaks Key skill: English vocabulary, Technical requirements: TV and internet access Duration: 4 min

Function: Brain-Breaks Key skill: Practice of foreign languages Technical requirements: TV and internet access Duration: 2 min

Function: Brain-Breaks Key skill: Coordination Technical requirements: TV and internet access Duration: 3 min

Benefits. These follow-along videos help children: release excess energy, refocus attention, improve mood and return ready to learn4. Technical requirements. To run these videos smoothly, teachers need only a TV set or projector connected to a computer or tablet, internet access, audio speakers (built-in or external) so children can follow the instructions clearly.

Classroom space considerations. Before playing any video, teachers should preview it to understand the movements involved and ensure that the classroom setup is appropriate.

For more benefits see page no 2

Depending on the activity: ● Some videos only require children to stand next to their chairs, with no need to move desks. ● Others involve positions that need more space (e.g., sitting on the floor, kneeling, or lying down), in which case teachers may need to slide desks aside to create a safe open area.

Summary. PAL Starters benefit from simple, flexible activities that make it easy to try PAL even in small or crowded classrooms. At this stage, the focus is on building early success and developing trust in how PAL works. Teachers quickly notice that PAL requires very little preparation, helps children re-engage almost instantly, and improves the classroom atmosphere with minimal effort. Our purpose for this group: To help PAL Starters experience their first meaningful ‘aha moment’ and feel safe and confident enough to try PAL activities across different use cases.

How to Start: A simple step-by-step guide for PAL Starters 1. Pick one short movement video. Choose a 2–5-minute video from the SIMPAL selection. 2. Preview the video quickly. Watch it once so you know what children will be doing. 3. Check basic classroom setup. Children only need space to stand beside their chairs. If the activity requires more room, move the desks aside or take the group to an obstacle-free area. 4. Explain the routine in one sentence For example: “We will stand up, follow the movements, and then sit down ready to learn.”

5. Play the video Press “play” and let children follow along. 6. Observe the energy shift Notice how movement helps them refocus, reset, or release tension. 7. Keep it brief The whole activity takes only a few minutes. 8. Repeat regularly Try the same video again or pick a new one on another day to build routine and confidence. 2. PAL Explorers This section is created for teachers who already know what PAL is and occasionally use it but would like to make it a more regular part of their classroom practice. PAL Explorers are educators who: ● ● ● ● ●

Try PAL occasionally when they find the time, Use movement mostly for fun moments or quick resets, Experiment with simple digital videos (e.g., Would You Rather - WUR), Observe student reactions to decide whether to continue, Still hesitate to plan their own PAL activities from scratch,

At this stage, teachers benefit from short, engaging activities that help them build confidence and establish a rhythm of using PAL more consistently throughout the week. The following activities are recommended for PAL Explorers: ● Require no preparation, ● Are easy to run with minimal guidance, ● Take 2–5 minutes, ● Support fun, integration and group energy, ● And help teachers experiment with simple, low-pressure PAL formats. Suggested materials: ● Brain Breaks — recommended selection5 ● IPD – Would You Rather videos (below)

The same as for PAL Starters – see page 9

No. No.1

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Theme: Spring - children choose between activities related to the season Requires rearranging the classroom space for safe movement Integrative Detective Adventure (IDA) -themed video WUR-style video where children make choices through movement Theme: Animals - children choose their preferred animal from presented options

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Requires rearranging the classroom space for safe movement Integrative Detective Adventure (IDA) -themed video WUR-style video where children make choices through movement

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Integrative Detective Adventure (IDA) -themed video WUR-style video where children make choices through movement

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Integrative Detective Adventure (IDA) -themed video WUR-style video where children make choices through movement Theme: choosing between two different sports Requires rearranging the classroom

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Theme: Food - children choose preferred type of food from presented options Requires rearranging the classroom space for safe movement Integrative Detective Adventure (IDA) -themed video WUR-style video where children make choices through movement Theme: Summer - children choose activities related to the season Requires rearranging the classroom space for safe movement Integrative Detective Adventure (IDA) -themed video WUR-style video where children make choices through movement

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Theme: Back to School - children choose between activities related to school

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Function: Brain-Breaks, group integration Key skill: decision making Technical requirements: TV and internet access Duration: 4 min Function: Brain-Breaks, group integration Key skill: decision making Technical requirements: TV and internet access

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Function: Brain-Breaks, group integration Key skill: decision making Technical requirements: TV and internet access

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Function: Brain-Breaks, group integration Key skill: decision making Technical requirements: TV and internet access

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Function: Brain-Breaks, group integration Key skill: decision making Technical requirements: TV and internet access

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Function: Brain-Breaks, group integration Key skill: decision making Technical requirements: TV and internet access Duration: 4 min

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space for safe movement No.7

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Integrative Detective Adventure (IDA) -themed video WUR-style video where children make choices through movement

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Theme: Autumn - children choose between activities related to the season

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Function: Brain-Breaks, group integration Key skill: decision making Technical requirements: TV and internet access Duration: 4 min

Benefits. For PAL Explorers, short PAL activities and WUR videos quickly improve focus, reduce restlessness and create a more positive, engaging classroom atmosphere. They help children reset between tasks, increase joy and motivation, strengthen cooperation, and support inclusion—while giving teachers an easy, low-preparation way to re-engage students. These quick wins build confidence and consistency, encouraging teachers to use PAL more regularly throughout the week.6 Summary. These benefits help PAL Explorers experience quick wins, see immediate impact, and build the confidence and curiosity needed to become consistent PAL Users. IDA-themed WUR videos, in particular, boost motivation and spark interest in longer IDA episodes. Both the materials for PAL Starters and PAL Explorers are video-based, which minimizes the teacher’s required engagement during the activity and reduces preparation time to almost zero. Our purpose for this group: To help PAL Explorers build consistency by including short PAL moments more regularly throughout the week. How to Start: A simple step-by-step guide for PAL Explorers 1. Pick one short movement video Choose a 2–5-minute video from the SIMPAL selection or an IDA WUR video. Try to identify a regular moment in your daily schedule where such a short activity naturally fits. 2. Preview the video quickly Watch it once so you know what children will be doing and how much space is needed. 3. Check basic classroom setup Children only need enough space to stand beside their chairs. If a little more room is required, move desks aside or take the group to an open area.

For more benefits see page no 2

4. Explain the routine and simple rules Give one clear instruction such as: “We stand up, follow the movements, and then sit down ready to learn.” If using a WUR video, explain the rules: there are no wrong answers, every choice is good, and the purpose is to learn more about one another in a fun, active way. 5. Play the video Press play and let the children follow along with the movements and choices. 6. Observe the energy shift Notice how movement helps the group refocus, reset, release tension, or reconnect with the lesson. 7. Keep it brief The whole activity should take no more than a few minutes, making it easy to use even on busy days. 8. Introduce regularity Try the same video again the next day or choose a new one. Aim to include these short PAL moments at consistent times throughout the week to build routine, confidence, and smoother classroom transitions. 3. PAL Users This section is created for teachers who already use PAL regularly and confidently and want to explore deeper, more structured ways of integrating movement into learning. PAL Users are educators who: ● ● ● ● ●

Use PAL several times a week or more, Combine digital materials with teacher-led movement activities, Adapt tasks to match learning goals and classroom needs, Transition smoothly in and out of movement during lessons, Actively look for richer, thematic or multi-step PAL experiences.

At this stage, teachers benefit from activities that offer greater depth and structure, connecting movement not only to energy regulation but also to learning, well-being and class dynamics. PAL Users are ready to try materials that build narrative, continuity, or emotional engagement. The following activities are recommended for PAL Users and: ● require minimal preparation, ● provide more structured or thematic content, ● can take 3–10 minutes, depending on the activity, ● support learning, emotional regulation and deeper engagement, ● help teachers build progression beyond simple brain-breaks.

Suggested materials: ● Brain Breaks — recommended selection7 (link) ● IPD – Would You Rather videos (link) ● Well-being (videos and movement games) At this stage, teachers move beyond simply playing a video. They begin preparing supporting materials and guiding follow-up activities that extend what children see on the screen. This requires more involvement but remains manageable and accessible. Teachers are expected to prepare printed games or worksheets related to the video’s theme. The movement game that follows typically requires light teacher involvement, such as moderating the activity, giving simple instructions, and supporting children’s cooperation and reflection. SIMPAL project encourages children to move, cooperate and learn at the same time—building a positive classroom climate and supporting their emotional development. In this project, the primary focus was placed on the two most advanced groups: PAL Users and PAL Experts, as they are ready to engage with more structured, thematic and narrative-based PAL activities. This philosophy is reflected in the Well-being videos designed for PAL Users, which introduce simple, guided practices that help children recognise emotions, calm down after excitement, and reset between learning tasks. Each video is supported by a ready-made movement game that moves PAL beyond the screen and gives teachers an easy tool to build social-emotional skills, improve group atmosphere and strengthen classroom routines. No .

Video (clickable)

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Children learn self-regulation through deep breathing exercises First, they work individually and later in pairs, The video introduces simple breathing techniques that help reduce tension and improve concentration

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The activity helps them build emotional awareness in a simple, playful and relatable way, Children learn to recognise different emotions and their intensity by comparing them to types of weather Practicing ability to use movement to change or improve one’s emotional state

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Function: self-regulation Key skill: breathing Technical requirements: TV and internet access Duration: 4 min Supporting materials (link) Function: building emotional awareness Key skill: recognizing mood by observation Technical requirements: TV and internet access

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Duration: 5 min

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Supporting materials

The same as for PAL Starters – see page 5

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Integrative Detective Adventure (IDA) -themed video Short-term memory training through quick visual tasks Children train attention to detail and quick decision-making

Integrative Detective Adventure (IDA) -themed video Video based on a classic memory gameShort-term memory training through quick visual tasks

This video is a continuation of the original “Pogromcy burz” activity Children learn to recognise different emotions and their intensity by comparing them to types of weather Practicing ability to use movement to change or improve one’s emotional state

A calming meditation that invites children to think about events that make them feel different emotions The activity guides the group into a calmer state, helping them settle, slow down and reconnect with themselves

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(link) Function: training memory Key skill: mindful observation Technical requirements: TV and internet access

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Duration: 4 min

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Supporting materials Function: training memory Key skill: mindful observation Technical requirements: TV and internet access

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Supporting materials Function: building emotional awareness Key skill: recognizing mood by observation Technical requirements: TV and internet access

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Duration: 7 min

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Supporting materials (link) Function: Brain-Breaks, group integration Key skill: decision making

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Supporting materials (link)

Summary. PAL Users experience the deeper benefits of PAL by combining simple energisers with more structured activities that support learning, well-being and class climate. At this stage, movement becomes a regular and intentional part of teaching, helping children focus, regulate emotions and engage more meaningfully with lessons. Materials recommended for this group offer greater depth—such as thematic well-being videos, guided movement games and introductory IDA content—allowing teachers to explore more advanced use-cases with minimal preparation. Our purpose for this group: To help PAL Users strengthen their PAL routines and experiment with more structured, thematic and multi-step activities.

Each video is paired with a ready-to-use movement game scenario. The structure is simple: 1. Play the well-being video 2. Run the movement game connected to that theme 3. Illustrations and examples. Below we present two visual elements that accompany this activity – a clickable sample movement game scenario designed as a supporting material for the breathing/calming-down video. On the right, a photo showing children performing the activity from that scenario.

Benefits. This combination of a well-being video followed by its matching movement game helps children: ● keep children physically engaged for a longer period of time, ● extend the activity beyond the classroom or TV area into other school spaces (e.g., corridor, gym, playground), ● turn a short, screen-based moment into a richer, more varied learning experience, ● help children calm down or re-focus after periods of restlessness, ● support emotional regulation by combining stillness (video) with controlled movement (game), ● strengthen children’s awareness of their own body, breathing, and emotions, ● build emotional awareness of both self and others, improving empathy and social understanding, ● practice proven ways to transform a bad mood into a good one through movement-based group fun and play, ● improve overall readiness to return to learning with better concentration and emotional balance. For PAL Users, this approach keeps preparation practical and minimal while adding meaningful depth to PAL. The video still requires almost no effort from the teacher—simply pressing “play” is enough for children to engage. The accompanying movement game, however, introduces a new layer: it may require preparing simple printed materials and light teacher moderation, such as giving clear instructions, guiding the flow of the activity, and supporting children’s cooperation. These scenarios help take

PAL beyond the screen, offering richer, more interactive experiences. Using the video together with the movement game scenario creates a balanced experience: the video introduces the well-being theme in a clear and structured way, while the game allows children to explore the same idea physically, socially, and in a more flexible space. This combination strengthens emotional regulation, supports attention, and helps children generalise calming or reflective strategies beyond the screen-based activity. How to Start: A simple step-by-step guide for PAL Users 1. Choose one short well-being video Pick a video focused on breathing, calming down, emotional awareness, or simple regulation skills. 2. Preview the video quickly before the lesson Watch it once to see what movements or instructions appear and how the video connects to the movement game. 3. Prepare the classroom Children can stand beside their chairs. If the movement game requires space or materials, organise the room accordingly. 4. Prepare the movement game materials in advance Print the required cards, worksheets or game elements before the lesson so the activity can run smoothly. 5. Play the video Press play and let children follow the actions on the screen. 6. Run the matching movement game Use the ready-made game scenario connected to the video’s theme. Guide the flow, give simple instructions, and support cooperation. 7. Keep it short and simple The full activity—video plus movement game—still stays brief and manageable. 8. Repeat on another day Try the same routine with a new video or reuse a familiar one. Over time, this builds consistency and deeper PAL habits. 4. PAL Experts This section is created for teachers who use PAL naturally and confidently across their teaching and are ready for the most advanced, immersive PAL experiences offered in the project. PAL Experts are educators who: ● Use movement to support learning, emotional regulation and problem-solving ● Design or customise PAL-rich activities independently

● Combine PAL with longer cooperation tasks, storytelling elements and extended learning sequences ● Confidently run multi-step activities such as IDA episodes or well-being-based sets ● Have the potential to become PAL ambassadors within their school community, inspiring others to adopt the method At this stage, teachers are ready to integrate movement not only as a moment in the lesson, but as a meaningful part of the lesson’s structure, rhythm and narrative. They benefit from activities that offer depth, continuity and imagination—experiences that bring students into a shared world and allow movement to support learning, creativity and social connection. PAL Experts have access to all materials used by PAL Starters, PAL Explorers and PAL Users, but they also receive the most advanced resources—story-based episodes and multi-step activities that take PAL beyond the screen and into richer, more immersive learning environments. For PAL Experts the project offers a richer, story-driven experience where movement, imagination, and cultural learning come together. Children role-play as detectives, stepping into a fictional world that unfolds across multiple episodes. The entire story is structured like a TV season, divided into 11 episodes, each 20–30 minutes long. Teachers may choose to watch the episodes in the correct sequence to follow the full narrative arc, or they can select individual episodes and use them as stand-alone, one-off activities. For those who wish to follow the full storyline, here is the full series in its original order:

No. No.1

Video (clickable)

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Children meet Detective Meryl, who introduces them to the IDA Academy and invites them to begin their training. During the training, they practice using their detective tools The episode ends with a cliffhanger: the children are told to prepare for their very first mission Kids begin their first real mission as young detectives. They explore various locations in Warsaw, each hiding a clue. At every stop, they solve movement-based riddles and mini-tasks. Step by step, they get closer to finding the solution to the riddle

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Location: Office Country: n/a Duration: 21 min

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Location: Warsaw Country: Poland Duration: 19 min

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Kids join Detective Meryl to help her solve a new mystery in Ukraine. They visit the Museum of Microminiatures, a place full of tiny but surprising exhibits.

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Location: Kyiv Country: Ukraine Duration: 25 min

Kids arrive in Wroclaw to follow the traces left by the local “Krasnale” — the famous dwarfs the city is known for. The episode is full of surprises, hidden hints and playful encounters around the city.

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Location: Wroclaw Country: Poland Duration: 25 min

During the adventure, Wattson — Detective Meryl’s friend who looks like a light bulb — is accidentally taken to Lviv As he gets lost in the city, the young detectives set out to follow his traces.

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Location: Lviv Country: Ukraine Duration: 23 min

Kids take part in a new level of detective training as the challenges in the mission become more difficult. Detective Meryl helps them upgrade and adjust their tools, showing how to use them in more complex situations.

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Location: Office Country: n/a Duration: 33 min

Kids arrive in Torun, a city famous for its gingerbread cookies and for Nicolaus Copernicus, the astronomer who “stopped the Sun and moved the Earth.” They follow clues hidden among Torun’s historic streets, gingerbread workshops, and places connected to Copernicus.

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Location: Torun Country: Poland Duration: 30 min

Kids travel to Odesa to investigate a mysterious clue that suddenly appears in the mission. They follow the trail left across the city, uncovering hints hidden in well-known spots.

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Location: Odesa Country: Ukraine Duration: 27 min

Kids arrive in Gdansk to investigate Neptune’s trident, the famous symbol of the city. Step by step, they piece together the mystery behind the missing trident and why its recovery is crucial.

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Location: Gdansk Country: Poland Duration: 26 min

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After solving clues across many cities, the young detectives finally discover the place where their friend Krokiet is stuck. They face a series of final challenges that test their courage, teamwork and determination.

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Location: Kryvyi Rih Country: Ukraine Duration: 24 min

Just when the detectives think their mission is over, they learn it’s not the end yet. With the unexpected help of Kraków’s pigeons, the young detectives follow new clues.

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Location: Krakow Country: Poland Duration: 23 min

Turning the Class into a Detective Team. For PAL Experts, the SIMPAL project offers a uniquely immersive learning experience. 1. Each class receives a full set of detective-themed materials that allow children to step into the role of young investigators and fully participate in the Integrative Detective Adventure (IDA). Students receive Detective ID cards, a Class Progress Board, and individual folders for storing evidence and worksheets

2. Children personalise these materials—writing their names, adding photos, decorating their folders—which immediately increases ownership and excitement. This simple act of personalisation turns the detective tools into meaningful artefacts and strengthens their engagement. As the adventure unfolds, students complete evidence cards after each episode, solve puzzles, track their investigation on the shared detective board, and learn about the Polish and Ukrainian cities they “visit” through the storyline.

3. Wearing detective badges or accessories, children eagerly take part in role-play, reinforcing collaboration, imagination and deeper immersion in the narrative. These materials transform the classroom into a story world. They support long-form, multi-step PAL activities and help children feel like an active part of the mission—not just viewers.

Each detective episode is paired with a movement game scenario, reinforcing storyline elements through physical activity. For some movement activities, the children first had to prepare the elements by cutting and colouring them.

Mini-EDUball Method As part of the SIMPAL programme, all participating teachers were invited to a dedicated training session on the mini-EDUballs method. Mini-EDUballs are small, lightweight, safe balls designed specifically for Physically Active Learning. They make it easy to turn academic tasks into short, dynamic movement activities that activate multiple senses, improve coordination, increase focus, and strengthen peer interaction. In this way, mini-EDUballs method directly reinforce the core principles of PAL—active engagement, multisensory learning, teamwork, and learning through movement.

Mini-EDUballs method also play an important role in SIMPAL, where movement is used not only for learning, but also for integration, emotional regulation, and building a positive classroom climate. The cooperative, playful format of mini-EDUball tasks helps children connect with one another, reduces tension, and supports inclusive participation—key goals of SIMPAL’s integration-focused approach. Every teacher received a full set of mini-EDUballs along with five IDA-themed game scenarios, giving them ready-made tools for bringing narrative-based, hands-on PAL activities into their daily teaching and into the SIMPAL challenge structure.

Summary. PAL Experts take Physically Active Learning to its fullest potential. They use movement not only as short energisers but as a meaningful part of long-form lessons, storytelling, cooperation tasks and problem-solving activities. At this stage, teachers confidently combine videos, movement-game scenarios and thematic materials—especially the Integrative Detective Adventure (IDA)—to create immersive, multi-step learning experiences. Detective tools such as ID cards, evidence sheets, progress boards and mini-EDUballs method strengthen the sense of role-play and bring students deeper into the story world. PAL becomes both a teaching method and a classroom culture: a way to regulate emotions, build integration, learn about Poland and Ukraine, and keep students genuinely engaged. The goal for this group: Our goal is to support PAL Experts in fully integrating PAL into long-term teaching, becoming leaders and ambassadors in their school community, and helping them gain the recognition their skills and mindset deserve Benefits. Using long-form detective episodes paired with movement-game scenarios and immersive classroom materials helps children: ● engage more deeply by following a longer storyline that sustains attention and motivation, ● move beyond simple exercises into problem-solving, teamwork and multi-step challenges, ● explore cultural knowledge through active tasks, learning about Polish and Ukrainian cities in an embodied, memorable way, ● strengthen cooperation skills by working together to solve puzzles, find clues and complete detective missions, ● feel a strong sense of belonging as the class becomes a shared “detective team,” ● build confidence through personalised detective materials (ID cards, evidence folders, progress board), ● develop emotional regulation by transitioning smoothly between calm focus (videos) and purposeful movement (games), ● increase empathy and social understanding through narrative-based tasks that require listening, observing and supporting peers, ● experience movement in a meaningful context—not as a break, but as an integral part of completing the mission, ● improve readiness for learning by combining imagination, physical activity and collaborative tasks into a coherent, energising experience.

How to Start: A simple step-by-step guide for PAL Experts 1. Check which IDA episode is required for the current challenge Before each challenge, teachers receive an email with the full challenge description, links to the correct IDA episode, important dates and detailed instructions. Review this information to ensure you are using the correct episode and materials for the month. 2. Prepare detective materials in advance Give each child their Detective ID card, evidence folder and any necessary printouts. Set up the Class Progress Board if you plan to track mission outcomes. 3. Introduce the mission narrative Briefly remind children where the story left off and what today’s destination or challenge is. A single sentence is enough: “Today we travel to Kyiv to solve a new part of the mystery.” 4. Play the detective episode Press “play” and let the story unfold. Encourage the class to participate actively in the movement-based clues and tasks within the video. 5. Transition to the movement game After the episode, guide students through the matching movement-game scenario. This takes the activity beyond the screen and into the physical classroom space (or corridor, gym or outdoor area). 6. Collect evidence Let students complete their evidence sheets, solve puzzles or reflect on clues. They can store these in their personal detective folders. 7. Update the Class Progress Board Mark the completed mission, stick new evidence on the board or unlock a new storyline step. This reinforces continuity and builds anticipation for the next episode. 8. Wrap up with a short reflection Ask one or two simple questions: “What helped us solve the mystery today?” “How did movement help us stay focused?” Keep this short—1 minute is enough 9. Repeat regularly using all materials assigned to the challenge Alongside the IDA episode, use the other challenge materials provided—such as the well-being video with its matching movement game or the IDA-themed WUR video. This helps maintain variety, strengthens routines and keeps children engaged throughout the month.

Monthly Challenges The SIMPAL project was organised into seven monthly challenges, each designed to guide classes step by step into more confident and creative use of Physically Active Learning. With every challenge, teachers and students engaged with high-quality digital PAL materials, expanded their movement-based learning routines, and fostered stronger class integration. Except for the very first challenge—which served as a light, introductory warm-up—each monthly challenge contained three core video components: ● IDA-themed “Would You Rather” (WUR) video - a short, dynamic activity where children made choices through movement, helping them activate their bodies and connect emotionally with the storyline. ● Long-form IDA episode with a matching movement game scenario - A narrative-driven detective adventure that deepened students’ engagement with the fictional world, encouraged imagination, and provided meaningful context for movement-based tasks. ● Well-being video with a matching movement game scenario - A calming, regulating, or energising activity paired with a ready-to-use classroom game. These scenarios extended practice beyond the screen and supported children’s emotional balance, attention, and teamwork. ● IDA-themed scenarios for games using mini-EDUballs, allowing teachers to enrich challenges with playful, hands-on movement activities that reinforced both learning and story elements.

Challenge

Physical Activity Scenarios

Video content Challenge #1: 1. Episode 1 – Training (IDA) 2. Episode 1a – Warsaw (IDA) 3. WUR video – Sport (IDA)

Challenge #2: 1. Episode 2 – Kyiv (IDA) 2. WUR video – Spring (IDA) 3. Let’s make some bubbles

Printed and delivered to schools

Available for printing (PDF files)

Starter Pack (IDA): Guide for teachers Progress Board Welcome letter for children Detective ID cards Detective folder Episode 1 (IDA): 6. Script for E1 7. Script for E1 (attachments) 8. Script for E1 (worksheets) Episode 1a (IDA): 9. Script for E1a 10. Script for E1a (worksheets) 1. 2. 3. 4. 5.

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Episode 2 (IDA): Script for E2 Script for E2 (worksheets)

Well-being: Bubbles worksheet

Challenge #3: 1. Episode 3 – Wroclaw (IDA) 2. WUR video – Spring (IDA) 3. Storm Busters Challenge #4: 1. Episode 4 – Lviv (IDA) 2. WUR video – Animals (IDA) 3. Mindfulness

Challenge #5: 1. Episode 5 – Gdansk (IDA) 2. WUR video – Food (IDA) 3. Memory Game Challenge #6: 1. Episode 6 – Kryvyi Rih 2. WUR video - School (IDA) 3. Storm Busters 2

Challenge #7: 1. Episode 7 – Kraków 2. WUR video - Autumn 3. Lighten up!

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Episode 3 (IDA): Script for E3 Script for E3 (worksheets)

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Episode 4 (IDA): Script for E4 Script for E4 (worksheets)

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Episode 5 (IDA): Script for E5 Script for E5 (worksheets)

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Episode 6: Script for E6 Script for E6 (worksheets)

Storm Busters: Memocje - materiały

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EPISODE 7: Script for E7 Script for E7 (Worksheets)

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Storm Busters: Map of Emotions Storm Busters (games) IDA-themed scenario for mini-EDUballs Mindfulness: Portraits from memory IDA-themed scenario for mini-EDUballs Memory Game: Memory Game IDA-themed scenario for mini-EDUballs

Memocje: Game No. 1

Emotions WorksheetsGame No. 2

How Classes Earned Points. Each monthly challenge included several tasks based on these resources. The degree of completion—from watching videos to implementing game scenarios—determined how many points a class earned. Points from all seven challenges were added together to create the overall ranking for the entire programme. Additional ways to earn points included: ● Teacher participation in training of mini-EDUballs method, where educators learned how to use new physical learning tools.

● Attending the Moving People – Moving Poland conference in Wroclaw, which offered inspiration, networking, and practical workshops.

Awards and Recognition To celebrate commitment and excellence: ● Most engaged teachers were invited to take part in Move Congress 2025, one of the world’s leading events on sport, learning, and physical activity.

● Children from the highest-ranked classes received a special visit at school from the main character of the IDA series – Detective Meryl, creating an unforgettable experience and reinforcing their connection to the project.

PAL Self-Assessment QUIZ Discover your current level in Physically Active Learning (PAL) Instructions: For each question, tick one answer. 1. How often do you use movement during lessons? □ A. Rarely or never □ B. Sometimes □ C. Regularly □ D. All the time 2. How confident do you feel using movement in the classroom? □ A. Not confident □ B. A little confident □ C. Confident □ D. Very confident 3. What PAL activities do you currently use? □ A. Only short videos □ B. Simple videos (e.g., WUR) □ C. Mix of videos + own ideas □ D. Regular structured PAL activities (e.g., warm-ups, fun boosters, brain-breaks, mindfulness routines, calming-down blocks) 4. How do you feel about planning your own PAL activities? □ A. Not ready □ B. Prefer ready-made □ C. Sometimes adapt □ D. Enjoy designing 5. What role does PAL play in your teaching? □ A. Very new □ B. Tool for fun/integration □ C. Regular part □ D. Core element

6. When students seem distracted or restless, what do you typically do? □ A. Continue the lesson and hope they settle □ B. Pause and talk about behaviour □ C. Add a quick stretch or movement activity □ D. Use movement proactively before restlessness happens 7. How often do you ask students to move in ways connected to learning (e.g., choosing answers by movement, forming groups)? □ A. Never □ B. Occasionally □ C. Regularly □ D. Very often 8. When planning your week, how do you think about PAL? □ A. I don’t plan for PAL □ B. I add PAL only if there is extra time □ C. I plan some PAL moments intentionally □ D. I integrate movement as a natural part of lessons 9. How comfortable are you with letting students move freely during short activities? □ A. It feels stressful □ B. I allow it but keep it tightly controlled □ C. I’m comfortable with most movement tasks □ D. I’m confident even with creative or open activities 10. When you introduce a new PAL activity, how do students usually respond? □ A. Confused — PAL still feels unfamiliar □ B. Interested but needing guidance □ C. They understand quickly because they’re used to it □ D. Enthusiastic and often asking for more

SCORING A = 1 point B = 2 points C = 3 points D = 4 points Maximum score: 40 points Interpret Your Total Score: 10–17 points → PAL Starters You are at the beginning of your PAL journey. Start with simple guided videos and easy brain-breaks. 18–25 points → PAL Explorers You use PAL occasionally. Try low-pressure, fun activities to build routine and confidence. 26–33 points → PAL Users You use PAL regularly and comfortably. You’re ready for structured PAL sequences, well-being sets and IDA episodes. 34–40 points → PAL Experts Movement is fully integrated into your teaching. You're ready for PBL, multi-step missions and classroom gamification.