What is Physically Active Learning?

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. What is Physically Active Learning? is a practical introduction to PAL, explaining what it is, why it matters, and how to get started in your classroom.

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

Education plays a key role in helping individuals grow and communities thrive. Around the world, it is widely recognized that the quality of a country’s education system shapes its future and at the heart of that system are teachers (Rana & Gohar, 2020). As the demands of modern life change, so do the needs of our students. With globalization, digital technologies, and new ways of living, traditional teaching methods are no longer enough to keep learners engaged and supported (Mohamad et al., 2023).

Today’s students are growing up in fast-paced, screen-focused environments, and many face challenges such as reduced physical activity and increased stress. At the same time, teachers are under pressure to find new ways to capture attention, boost motivation, and support well-being in the classroom (Vetter et al., 2020; Yannier et al., 2021). This means schools must rethink how learning happens —not just what is taught, but how it is experienced.

We are seeing a global shift toward more active, student -centered approac hes that combine learning with movement, collaboration, and emotional support. However, meaningful change doesn’t come easily. It requires thoughtful planning, teacher training, and resources to make sure new methods are both effective and sustainable (González-Alba et al., 2024). As we explore Physically Active Learning in this guide, we’ll look at how this approach can help address many of these challenges offering practical, inclusive strategies to support student learning, health, and connection.

The guide is structured into four key units, each one building on the last:

Unit 1: What is PAL? introduces the concept of Physically Active Learning and how it works. It unpacks the core ideas behind combining movement and academic content and highlights the different ways PAL can look in the classroom from short movement breaks to fully integrated lessons.

Unit 2: Why Use PAL? explores the wide-ranging benefits of PAL for students, teachers, and school communities. Drawing on current research, this section highlights how movement supports cognitive development, engagement, mental health, and a more inclusive classroom environment.

Unit 3: Challenges in PAL takes an honest look at the barriers teachers and schools face when trying to implement PAL. From policy gaps and time constraints to training needs and resource limitations, this unit addresses the real-world issues that can make adoption difficult and points to ways we can work through them.

Unit 4: How to Use PAL? brings it all together with tools, examples, and strategies to help turn theory into action. Here, you’ll find practical resources and inspiring case studies to support the integration of PAL in a variety of settings, regardless of subject, age group, or school context.

Whether you’re just discovering PAL or looking to deepen your practice, this guide is designed to support and empower you. Our goal is to make Physically Active Learning not only accessible, but adaptable something that can grow with you, your students, and your school. Because when movement and learning come together, powerful things happen.

Within the framework of the SIMPAL (Sport, Integration & Mental Health through Physical Active Learning) project, we have developed three comprehensive guidelines aiming at supporting teachers and various stakeholders in understanding and implementing PAL. In these three guidelines we have explored the key principles, possibilities, benefits, and challenges of PAL including practical tools and examples to help with inspiration and effective implementation for teachers. PAL and Mental Health examines the relationship between PAL and student well-being, highlighting how PAL practices can positively impact the mental health of students. The second guideline, PALandIntegration, focuses on how PAL can be used as a tool to promote integration and social inclusion within diverse educational settings. And finally: What is PAL? Together, these guidelines offer a deep dive into the potential of PAL across different contexts, providing practical insights for effective application.

What is Physical Active Learning?

In the search for imaginative methods that better adapt to students' needs and capabilities, new approaches such as Active Learning have gained interest. As highlighted by Yannier et al. (2021), research across all levels of education from early childhood to university shows that moving beyond traditional, lecture-based teaching toward active learning leads to better outcomes for students. These approaches shift the focus from teacher-led instruction to student-centered engagement, where learners are more actively involved through discussions, interactive questions, feedback, and the use of technology. Not only does this support deeper understanding and academic progress, but it also offers important socioemotional benefits , especially for students who may feel disconnected or unsupported in more passive learning environments.

Importantly, there is no one-size-fits-all model for active learning. Instead, there’s a growing variety of strategies and methods that educators can choose from ranging from outdoor lessons and hands -on activities to the use of interactive tools and AIbased platforms (Yannier et al., 2021; Daly-Smith et al., 2020; 2021). These options allow teachers to tailor active learning to the needs of their students and school settings, making learning more meaningful, inclusive, and engaging.

Within this growing interest in active learning approaches, Physically Active Learning (PAL) has emerged as a particularly promising and adaptable method. While active learning broadly encourages student participation through interactive and collaborative strategies, PAL takes this a step further by intentionally integrating physical movement into t he delivery of academic content (Webster et al., 2015).

Physically Active Learning (PAL), therefore is understood as 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 academic engagement and students' physical health , helping to improve focus, memory, and overall cognitive development as well as students´ mental and social well-being. (Chalkley et al. 2023; Chalkley et al. 2024; GónzalezPérez et al., 2025)

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. At one end, 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 fl exibility, 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, physical, mental and social well-being. (Chalkley et al. 2023; Chalkley et al. 2024)

Positioned within the wider active learning landscape, PAL responds not only to the need for more engaging pedagogies but also to growing concerns around student well -being, sedentary behavior, and mental health. Although originally influenced by public health objectives aimed at increasing physical activity during school hours (Vazou et al., 2020; Daly-Smith et al., 2021), PAL has evolved into a comprehensive educational approach . Its flexibility and scalability from short movement breaks to fully embodied academic lessons allow teachers to adapt PAL to their unique classroom contexts, reinforcing learning while promoting healthier, more active habits. In this way, PAL sits naturally within the broader shift toward more student -centered, inclusive, and meaningful forms of learning (Chalkley et al., 2023; 2024).

Why use PAL?

Physically Active Learning (PAL) is more than just a fun break from sitting at a desk— it's a powerful teaching approach that brings learning to life through movement. When we combine physical activity with academic content, something important happens: students become more engaged, more connected, and more ready to learn (Daly-Smith et al., 2020). Research shows that PAL can improve focus, enjoyment, and classroom participation, making lessons more dynamic and inclusive (Norris et al., 2020; Gónzalez-Pérez et al., 2025). This unit introduces the many reasons why PAL is worth considering not just for students, but for teachers and the whole school community.

PAL supports students in many ways. It encourages collaboration, trust, and empathy by getting them to move, talk, and solve problems together (Gónzalez-Pérez et al., 2025). These shared experiences build relationships, break down social barriers, and create classrooms where everyone feels included and seen (Dansk Skoleidræt, 2023). For students who’ve experienced trauma or displacement, traumainformed movement strategies can help with emotional regulation and provide a sense of safety (Davis & Buchanan, 2020b; Nicotera & Viggiano, 2021; Taggart, 2019).

It also helps students stay motivated and involved in c lass . When learning is active and hands-on, students often find it easier to focus and feel more confident (Konopka et al., 2015; Lerum et al., 2019). Those who may struggle in traditional classroom settings can shine in PAL activities, taking on leadership roles or discovering strengths they hadn’t shown before (Gónzalez-Pérez et al., 2025).

In addition to this, PAL helps to build crucial life skills like teamwork, decisionmaking, and communication while supporting mental health and emotional wellbeing (Dansk Skoleidræt, 2023). Moving while learning can help reduce stress, boost mood, and improve attention (Homan et al., 2015). At the same time, it encourages the adoption of healthier routines and helps students meet daily physical activity needs in a natural, inclusive way (Peiris et al., 2022; Vazou et al., 2012).

Importantly, PAL also benefits teachers . It can re-energize classroom dynamics, support more inclusive teaching, and offer fresh insights into students' needs and strengths (Daly-Smith et al., 2021). Many teachers report that PAL makes their work more rewarding and that their students look forward to lessons with new enthusiasm (Gónzalez-Pérez et al., 2025; Lerum et al., 2019).

This unit will explore these benefits in more detail and offer guidance on the reasons why make PAL a meaningful part of everyday teaching. Whether you're a teacher, school leader, or education stakeholder, this is an opportunity to understand why movement can transform not only the way we teach but the way students learn, grow, and connect.

Benefits of Implementing PAL for students

SocialandEmotionalBenefits

PAL contributes significantly to students' social and emotional development by creating opportunities for collaboration, communication, and mutual support . Activities that involve movement and group interaction help students form meaningful connections, develop empathy, and learn to work together effectively (Dansk Skoleidræt 2023; Gónzalez-Pérez, 2025).

According to Dansk Skoleidræt (2023), PAL can improve prosocial behavior by encouraging peer relationships and reducing social barriers. These shared physical learning experiences help establish a sense of belonging, inclusion, and emotional safety in the classroom.

For students affected by trauma or displacement, different researches have shown that trauma-informed physical activity strategies can help improve emotional regulation and reduce anxiety among students (Davis & Buchanan, 2020b; Nicotera & Viggiano, 2021; Taggart, 2019). While not always directly tied to curriculum-based learning, these findings highlight the potential benefits of integrating trauma-sensitive movement into educational settings, including through PAL.

Key Benefits:

Strengthens empathy, trust, and cooperation (Gónzalez-Pérez et al., 2025) Reduces isolation and increases a sense of safety (Dansk Skoleidræt, 2023) Can supports emotional regulation and recovery in trauma-exposed students (Berger et al., 2024)

Integrationofrefugeestudents

Like Physical Education, PAL has the potential to support the integration of refugee and displaced students by minimizing language and cultural barriers (Rosenberg, Fejgin, & Talmor, 2003; Hills, 2007). Although most existing research focuses on PE, these findings can be transferable to PAL contexts, where movement is embedded in academic content.

PAL offers opportunities for participation without heavy reliance on language, allowing for more equitable engagement. Moreover, it supports nonverbal communication, trust-building, and peer interaction in multicultural classrooms (Papageorgiou et al., 2021). When based on trauma-informed principles, PAL can also contribute to emotional regulation and stress relief for refugee students.

Key Benefits:

Encourages intercultural understanding, integration and inclusion (Azzarito & Solomon, 2005; Kaylene & Rosone, 2015)

Offers nonverbal channels for expression and engagement (Papageorgiou et al. 2021).

Reduces stereotypes and social comparison through participation-based tasks (Gugutzer, 2008; Krouwel et al., 2006)

Academicmotivationandengagement

PAL contributes to a more dynamic learning environment that enhances students’ motivation and engagement. Students are more likely to participate, stay focused, and show enthusiasm when learning is active and hands -on (Konopka et al., 2015): We see the gain in more physical activity students are more motivated and look forwardto these lessons.” (Grade 6 teacher, Lerum et al., 2019).

Teachers report that PAL helps uncover students’ hidden strengths, particularly among those who struggle in conventional classroom settings. These students may step into leadership roles or show increased confidence and collaboration. (GónzalezPérez et al., 2025).

Key Benefits:

Increases intrinsic motivation and ownership of learning (Konopka et al., 2015; Dansk Skoleidræt, 2023).

Helps students feel seen, valued, and connected (Gónzalez-Pérez et al., 2025).

Reduces disengagement and promotes active class participation (Dansk Skoleidræt, 2023).

Developmentofinterpersonalskills

The structured yet flexible format of PAL encourages the development of vital interpersonal skills such as active listening, conflict resolution, and leadership These skills are not only valuable in the classroom but also essential for life beyond school (Dansk Skoleidræt, 2023).

Students gain opportunities to collaborate, make decisions, and support each other in problem-solving tasks, strengthening their ability to work as a team and act in prosocial ways (Gónzalez-Pérez et al., 2025).

Key Benefits:

Enhances teamwork and peer communication (Dansk Skoleidræt, 2023). Develops leadership and decision-making skills (Gónzalez-Pérez et al., 2025). Promotes empathy and collective problem-solving (Gónzalez-Pérez et al., 2025).

Mentalhealth andwell-being

Regular physical activity has been proven to improve mental health, including reducing symptoms of anxiety and depression (Dansk Skoleidræt, 2023). In the context of PAL, movement is purposefully linked to learning, combining the cognitive benefits of academic instruction with the emotional uplift of physical activity (Berger et al., 2024).

PAL, through physician activity, boosts mood-regulating neurotransmitters, reduces stress, and promotes emotional resilience (Homan et al., 2015). The impact of PAL on students' sense of sel f -worth is another crucial mental health benefit. Through movement-based tasks, students experience a sense of accomplishment that is not always possible in more traditional, sedentary lessons. These successes whether it's solving a problem as a team or completing a physically engaging challenge contribute to greater self-confidence and personal agency (Vazou et al., 2012; Dansk Skoleidræt, 2023).

Incorporating PAL can also be particularly beneficial for students who face emotional challenges or struggle to concentrate in traditional settings. One teacher observed, “I found it easier to teach some content in the PAL method than in a traditional lesson becauseofthepupils’lackofattentionduringthelatter.” (González-Pérez, 2025)

Key Benefits:

Improves mood, attention, and emotional regulation (Homan et al., 2015). Supports resilience and confidence (Gónzalez-Pérez et al., 2025).

Reduces test anxiety and stress (Piepmeier & Etnier, 2015).

Enhances self-worth through movement-based achievements (Vazou et al., 2012)

Cognitiveandacademicbenefits

PAL has demonstrated positive effects on academic performance. Cognitive stimulation through movement enhances memory, concentration, and problemsolving skills. Studies have shown that physical activity increases cerebral blood flow and improves executive functioning, supporting better learning outcomes (Peiris et al., 2022; Gónzalez-Pérez et al., 2025).

Incorporating movement into classroom routines helps maintain students' attention, reduces boredom, and supports long-term academic engagement.

Key Benefits:

Enhances memory, concentration, and cognitive flexibility (Peiris et al., 2022) Improves classroom behavior and reduces off-task time (Schmidt et al., 2022) Builds academic confidence and problem-solving abilities (Gónzalez-Pérez, 2025)

Physicalactivityandhealthyhabits

According to the World Health Organization (WHO, 2020), children and adolescents should engage in at least 60 minutes of moderate to vigorous physical activity (MVPA) each day. However, around 80% of young people worldwide fail to meet this recommendation (Peiris et al., 2022), revealing a gap that traditional PE classes and recess alone cannot bridge. This has led to increased interest in alternative strategies to boost students’ daily activity levels, especially within the school setting.

Integrating PAL across the curriculum enables all students including those who may feel excluded or intimidated by conventional PE to participate, promoting physical literacy, confidence, and enjoyment in movemen t. PAL also supports the development of body awareness, self-discipline, and goal-setting skills (Vazou et al., 2012; Dansk Skoleidræt, 2023). In addition to improving cardiovascular health, muscle fitness, and body composition (Rodriguez-Ayllon, 2019; Biddle et al., 2019)

By embedding movement into classroom routines, PAL normalizes physical activity throughout the day not just during PE. This supports the development of healthy habits and reduces sedentary behavior (Cornelius et al., 2020).

PAL provides opportunities for all students to engage in physical activity, including those who might avoid or struggle in traditional PE settings. This builds positive associations with movement and improves physical confidence. PAL enhances physical fitness while contributing to the development of self-discipline, goal-setting, and body awareness (Vazou et al., 2012; Dansk Skoleidræt, 2023).

Key Benefits:

Increases daily physical activity in a natural, inclusive way. (Peiris et al. 2022) Encourages healthier routines and reduces sedentary time. (Cornelius et al. 2020)

Supports physical literacy and movement confidence. (Vazou et al. 2012) Helps all students feel comfortable being active. (Vazou et al. 2012)

Benefits of Implementing PAL for teachers

The implementation of Physically Active Learning (PAL) also offers advantages for teachers. PAL not only enhances student engagement but also can enrich educators' professional development and overall 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).

Increasedmotivationandperceivedeffectiveness

One of the most significant benefits of PAL. 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). One teacher described this transformation: “Those who hardly do anything in class can even take on the role of leaders in the activities” , highlighting the potential of PAL to empower disengaged students and make teaching more rewarding (Gónzalez-Pérez et al., 2025). Another echoed this impact on classroom dynamics : “Physically active learning has not only an educational and physical benefit, but it also strengthens the cohesion, cooperation and empathy amongstudents” (Grade 5 teacher, in Lerum et al., 2019).

PAL also facilitates teacher self -reflection , allowing educators to assess and refine their teaching styles, particularly in terms of creativity, inclusivity, and student interaction (Daly-Smith et al., 2021; Halvorsen, 2023). As one teacher shared: “[it]has opened my eyes to see that it is possible to vary the regular teaching with physical activity” (Grade 5 teacher, in Lerum et al., 2019). By integrating movement into lessons, teachers transform the classroom into a more dynamic and stimulating learning environment making the teaching experience itself more enjoyable and impactful.

Improvedabilitytoembraceclassdiversity

A second major benefit of PAL is its role in helping teachers better understand and support the diverse needs of their students (Riley et al., 2017; Halvorsen, 2023). PAL provides opportunities for different types of learners to thrive, especially those who may struggle in traditional, sedentary classroom settings. One teacher noted, “Ifound iteasiertoteachsomecontentinthePALmethodthaninatraditionallessonbecause ofthepupils’lackofattentionduringthelatter”(Gónzalez-Pérez et al., 2025). Another teacher added, “Those who didn’t like doing anything in class also felt much better becausetheyfeltlesscontrolled...someofthemendedupparticipatingmorethanI thought they would” (Gónzalez-Pérez et al., 2025). By integrating movement, teachers can create inclusive learning experiences that support a range of diverse abilities and learning styles . The physicality of PAL, especially in outdoor settings, allows for greater student expression and encourages creative problem-solving (Daly-

Smith et al., 2021). “Toseepositiveinteractionbetweenchildrenwhodoeverything tosolveachallengeortasktogether”was cited by one teacher as a powerful outcome of this approach (Grade 5 teacher, in Lerum et al., 2019).

Greateraccesstopracticalknowledge

A third benefit of implementing PAL 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 in academic literature rather than in accessible formats (Lerum et al., 2019). However, when teachers adopt PAL, t hey become part of a collaborative learning process generating classroom-based insights and contributing to a growing body of practice-informed strategies. “Also, we as teachers have become more aware of using physical activity as part of teaching in all subjects,” explained one teacher (Grade 5 teacher, in Lerum et al., 2019), pointing to the expanding professional mindset PAL encourages.

Despite its benefits, educators acknowledge that PAL requires thoughtful integration into lessons to ensure it is part of a holistic pedagogical approach, not a stand-alone activity (McMullen et al., 2016). High-implementing teachers report success using natural transition times or combining core academic content with movement . Access to ready-made resources and lesson plans can increase teacher confidence while reducing barriers to implementation (Daly-Smith et al., 2021). As one teacher shared, “The experience was exclusively positive and other teachers were curious about the activities. We see the gain in more physical activity students are more motivatedandlookforwardto theselessons”(Grade 6 teacher, in Lerum et al., 2019). Furthermore, schools that maximize all available learning spaces including halls, classrooms, playgrounds, and green areas give teachers greater flexibility to embed movement creatively throughout the day (Daly-Smith et al., 2020).

While time and preparation are often cited as concerns, many educators find that with experience, PAL becomes more efficient and sustainable. Teachers can simplify activities, reuse successful formats, and rely on familiar tools to keep planning manageable. “Wetookanevaluationlastschoolyear.Iwantedtocontinue,students wantedtocontinue,andparentswantedtocontinue,” reported one Grade 6 teacher (Lerum et al., 2019), reinforcing the long-term enthusiasm and shared investment PAL can generate.

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

Key barriers to implementing PAL

Introducing Physically Active Learning (PAL) into schools may seem like an obvious step after all, it supports both students’ health and academic outcomes. However, translating this promising approach into everyday classroom practice presents a range of complex challenges.

This unit explores the real -world challenges that come with putting Physically Active Learning (PAL) into practice. While the idea of combining movement with learning is widely supported, schools face a range of barriers that slow things down. Some of these are at the policy level , where national goals don’t always match what teachers can realistically do in the classroom (Chalkley et al., 2022; Chalkley, 2023). Others are closer to home like limited training, lack of confidence, or the everyday pressure of tight schedules and packed curriculums (Daly-Smith et al., 2021; Marchant et al., 2019; Routen et al., 2018).

Teachers are central to PAL, yet many feel unsure about how to start or worry that they’re not “Physical Education specialists” (Goh et al., 2017; Daly-Smith et al., 2021). On top of that, teachers face the concern of fitting PAL into an already busy school day, and it’s clear why some feel overwhelmed (Stylianou et al., 2016; Routen et al., 2018). However, these challenges aren’t insuperable. With the right support, practical tools, and a whole-school approach, PAL can become a natural and rewarding part of teaching (Chalkley et al., 2023; Vazou et al., 2020).

This unit also takes a closer look at the research behind PAL what we know, what’s miss ing, and why that matters. From inconsistent methods to limited global representation, the evidence base for PAL is still growing (Daly-Smith et al., 2021; Peiris et al., 2022; Norris et al., 2020). Understanding these gaps helps us make sense of current limitations and points us toward stronger, more inclusive strategies in the future (González-Pérez, 2025).

PAL holds a lot of promise, but it’s not without its hurdles. The goal here isn’t to shy away from these issues it’s to name them, understand them, and figure out what can be done to move forward. Because while the potential is huge, turning PAL into a sustainable practice means facing these challenges head-on—and working together to overcome them.

Implementation Challenges: Bringing PAL into the Class room

PolicyandSchool-LevelBarriers

Despite widespread support for physical activity in schools, the adoption of PAL in classrooms has been slow . National education policies often provide guidelines, but

these are sometimes disconnected from what actually happens in the classroom (Chalkley et al., 2022). Research shows significant differences in how PAL is understood and integrated into school curriculums, often influenced by the policies set at the national and local levels , as well as school leadership priorities (Chalkley, 2023). For instance, in some countries, physical activity might be seen as an isolated subject, while in others, there’s an increasing emphasis on holistic approaches like PAL. However, differences in school resources, teacher traini ng, and cultural attitudes towards physical activity can all impact the effectiveness of PAL implementation.

Efforts such as the Creating Active Schools initiative in the UK have emerged to bridge this gap. This program promotes a comprehensive, whole-school approach, where movement is incorporated not just in PE classes, but throughout the day, influencing school culture and curricula. While such initiatives are promising, they also highlight a broader challenge: the need for cross-sector collaboration between policymakers, educators, and health professionals to create a unified vision for PAL in schools (Chalkley et al., 2022)

Trainingandteacherconfidence

Teachers play a central role in the success of PAL, but many feel unprepared or underconfident about incorporating movement into their teaching routines (Daly-Smith et al., 2021). Lack of formal training on PAL means that teachers often view it as an additional, time-consuming task that may disrupt their classroom order. Studies have shown that many teachers associate PAL with high-intensity exercise or believe that only PE specialists can teach physical activity in classrooms (Goh et al., 2017; DalySmith et al., 2021). These lead to misconceptions that delay the wider adoption of PAL.

PAL needs to be reframed not just as an addition of physical activity but as a core part of teaching, where movement supports learning across subjects. When teachers understand the broader educational goals of PAL such as promoting engagement, improving focus, and supporting mental health they are more likely to embrace it (Daly-Smith et al., 2021). As teachers gain confidence through hands -on training and observation of PAL in action , they can incorporate movement in creative ways that align with learning objectives. Providing clear, practical resources (see our section How to use PAL? for some of these resources) for teachers can also help demystify PAL, making it a more accessible strategy. With ongoing professional development and the right support, PAL can be an effective and sustainable practice in classrooms (Goh et al., 2017).

A major obstacle to the successful implementation of PAL is time management . Many teachers report feeling overwhelmed by the already packed curriculum and see the integration of physical activity into lessons as another weight for their preparation and classroom management (Marchant et al., 2019; Routen et al., 2018). This issue is particularly critical when teachers are asked to create new materials or adapt existing lessons to include movement breaks. As a result, some teachers resist adopting PAL or see it as an additional burden rather than an opportunity to enhance student engagement and learning (Marchant et al., 2019).

While these concerns are valid, research suggests that simplifying activities and using low-preparation exercises can significantly ease the implementation burden (Routen et al., 2018; Daly-Smith et al., 2021). For example, short movement breaks between lessons or integrating small physical tasks into existing lessons (e.g., answering questions by standing up or walking to the board) can increase activity without requiring additional planning. Over time, as teachers become more familiar with PAL, they typically report that planning and execution become more efficient (Routen et al., 2018; Daly-Smith et al., 2021). Importantly, teachers can rely on resources like activity packs, sample lessons, and peer collaboration to cut down on prep time and ensure that PAL feels less like an extra task and more like an integrated part of their teaching practice (Stylianou et al., 2016; Goh et al., 2017).

Ongoing Support and Whole-School Buy-In

For PAL to succeed in schools, teachers need ongoing support, not just initial training. Training that includes opportunities for peer collaboration, observation, and feedback is crucial to ensuring PAL is implemented effectively and sustainably. Studies show that when teachers have access to continuous professional development, they are better equipped to handle challenges and refine their PAL strategies (Stylianou et al., 2016; Daly-Smith et al., 2021). When Whole-school support, where staff, administrators, and parents are aligned in their goals for physical activity, they can create a culture where PAL is seen as a valuable educational tool, not just a trend (Chalkley et al., 2023).

In addition to training, reinforcement tools like checklists, lesson plans, or reminders can help teachers stay on track and feel more confident in using PAL regularly (Daly-Smith et al., 2021). To sustain this, leadership teams in schools need to advocate for PAL and set clear, achievable goals for its integration (Daly-Smith et al., 2021). Peer models (e.g., teachers who have successfully implemented PAL) can play a key role in supporting others, showing that movement can fit naturally into all types of lessons (Vazou et al., 2020). Over time, as the school adopts a more active, inclusive approach, teachers will likely feel more supported and empowered to keep using PAL, making it an integral part of the educational experience (Chalkley et al., 2023; Vazou et al., 2020).

Research Challenges: What We Know and What We Don’t Yet

InconsistenciesinResearchMethods

While there is growing evidence of the benefits of PAL, the research landscape is inconsistent in terms of methodologies and reporting standards. Studies vary widely in terms of intervention duration, frequency of movement, and types of measurements used to assess outcomes (Daly-Smith et al., 2021). Some studies focus on short-term effects, while others look at long-term changes in fitness, mood, or academic performance. Without standardized reporting, it becomes challenging to compare results or draw firm conclusions about the most effective strategies for implementing PAL. As a result, there is a call for better research design including larger sample sizes and consistent measures of PAL intensity and frequency (Norris et al., 2020).

LimitedDiversityinResearchContexts

Another key limitation in the current body of PAL research is the lack of diversity in study settings. The majority of research has been conducted in high -income countries , meaning that there’s little understanding of how PAL operates in low - and middle-income countries (Daly-Smith et al., 2021). Cultural factors, resource availability , and even regional educational policies can all influence how PAL is received and implemented in schools. Furthermore, gender, ethnicity, and socioeconomic background may also play roles in how children respond to movement-based learning, yet very little research has addressed these variables (Peiris et al., 2022). A more inclusive and global approach to PAL research would provide more comprehensive insights into its effectiveness and help adapt strategies for different settings.

LackofLong-Term andPost-InterventionData

One of the biggest gaps in PAL research is the lack of post -intervention data. Most studies assess the immediate outcomes of PAL but do not track the long-term effects or sustainability of these changes. How does PAL impact students' physical activity levels over the course of a school year or beyond? Do improvements in mental health or physical fitness last after the intervention ends? These questions remain largely unanswered. To better understand the lasting benefits of PAL, future studies need to follow participants long after the intervention ends , assessing how sustained engagement in movement impacts learning, well-being, and physical activity habits (González-Pérez, 2025).

NeedforObjective,PracticalMeasures

Much of the current PAL research relies on self -reported data—where teachers or students report on their activity levels. While this can be informative, it’s not always reliable. Objective measures, such as accelerometers , activity trackers , or direct observation , would provide more accurate data on how much physical activity students are really engaging in. Additionally, more consistent behavioral checklists or structured assessment tools can help capture the impact of PAL on attention, focus, and emotional regulation (Peiris et al., 2022; Norris et al., 2020). This objective data is crucial for building stronger, evidence-based recommendations for PAL.

How to use PAL?

Physically Active Learning (PAL) doesn’t have to be complicated and it definitely doesn’t require turning your classroom into a gym. In fact, some of the most effective PAL strategies are simple, low -prep, and easy to weave into everyday lessons . This unit is all about helping you do just that.

Here, we bring together tools, tips, and real -life examples to support teachers at every stage of their PAL journey. Whether you’re just getting started or looking to expand your practice, you’ll find practical resources designed to fit your schedule, your curriculum, and your classroom.

By the end of this unit, our hope is that PAL feels less like an “extra” and more like a natural extension of your teaching toolkit. Whether it’s using movement to explore math problems, adding a quick energizer between lessons, or creating a culture of active participation every step counts. With the right resources and inspiration, PAL can be both doable and deeply rewarding for you and your students.

Tools

“DannyGo!”

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

Link: https://www.dannygo.net/

Access: Free

Origin: USA

ACTivateyourclass

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

EduBall

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

Link: https://eduball.awf.wroc.pl/?lang=en

Access: Paid

Origin: Poland

Fageneibevægelse

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

Link: https://www.xn fageneibevgelse-6lb.dk/

Access: Free

Origin: Denmark

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

YLHCYorkshire&HumberLearningCommunity

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 in teractive elements , such as quizzes and reflection tasks, to reinforce learning.

Link : https://www.yhlearning.co.uk/bundles/pal

Access : Free

Origin: USA

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

Initiatives

MovetoImprove

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

TheDailyMile

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

ProsocialandActiveLearning(PAL)Classrooms

Description: professional development program is designed to the effective implementation of PAL in the classroom setting

Link: https://pal.emints.org

Access: Registration as a school

Origin: USA

Projects (good examples)

Tagtiv8

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

Link: https://tagtiv8.com/

Access: Paid resources

Origin: UK

CAER:PhysicianActiveLearning

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

AllianceforahealthierGeneration

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=fitnessbreak

Access: Free with an account

Origin: USA

CreatingActiveSchools: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

Conclusions

Physically Active Learning is not a one-size-fits -all solution but it is a powerful approach that can be adapted to suit many different classrooms, subjects, and student needs. What makes PAL work is not just the movement itself, but how it’s used to deepen understanding of the academic content and pupils ‘needs, how it helps to build relationships, and to encourage a sense of belonging in the learning environment.

As this guide has shown, the case for PAL is strong: it helps students learn better, feel better, and connect better—with themselves, their peers, and their teachers. And while there are real challenges to implementing it, there are also growing communities of practice, ready-to-use resources, and inspiring examples to help you along the way.

We encourage you to explore the tools, try out the strategies, and take small steps that fit your context. Whether it’s a quick activity between lessons or a fully integrated active lesson plan, each movement counts and each movement brings us closer to classrooms that are healthier, more inclusive, and more alive with learning.

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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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