Principals' perceptions on integrating physically active learning through a continuous professional development programme

• Published in: Teaching and teacher education Vol. 166; p. 105193
• Main Authors: Dyngeland, Espen Hoff, Resaland, Geir Kåre, Mandelid, Mathias Brekke
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.11.2025
• Subjects: Movement integration; Physically active learning; Principals; Value judgements; Physically active learning; Movement integration; Principals; Value judgements
• ISSN: 0742-051X
• DOI: 10.1016/j.tate.2025.105193

Although Physically Active Learning (PAL) has garnered increased attention in schools, recent research suggests that its sustainable integration remains a challenge. Moreover, the body of research on integration has primarily focused on teachers' perspectives. This study investigates the perceptions of nine Norwegian principals regarding the integration of PAL in schools. Based on semi-structured focus groups, the findings illustrate that principals’ perspectives differ from those of teachers, as they value PAL for providing support in enacting curriculum intentions, benefiting the professional learning community, and fostering reflection on broader educational purposes. Based on these findings, the study concludes that integration in schools depends on educational legislations that give sufficient autonomy in realising the curriculum intentions through PAL. Moreover, rather than focusing narrowly on health or academic outcomes, integration should attend to the educational processes that PAL fosters within schools. •Principals' perspective on PAL differs from those of teachers.•Successful PAL integration depends on adhering to international educational trends.•Principals value PAL as an interdisciplinary method across age groups and subjects.•Collaborative professional development co-constitutes individual development.•Integrating PAL helped foster critical perspectives on education's role in society.