BACKGROUND UK and global policies recommend whole-school approaches to improve childrens' inadequate physical activity (PA) levels. Yet, recent meta-analyses establish current interventions as ineffective due to suboptimal implementation rates and poor sustainability. To create effective interventions, which recognise schools as complex adaptive sub-systems, multi-stakeholder input is necessary. Further, to ensure 'systems' change, a framework is required that identifies all components of a whole-school PA approach. The study's aim was to co-develop a whole-school PA framework using the double diamond design approach (DDDA). METHODOLOGY Fifty stakeholders engaged in a six-phase DDDA workshop undertaking tasks within same stakeholder (n = 9; UK researchers, public health specialists, active schools coordinators, headteachers, teachers, active partner schools specialists, national organisations, Sport England local delivery pilot representatives and international researchers) and mixed (n = 6) stakeholder groupings. Six draft frameworks were created before stakeholders voted for one 'initial' framework. Next, stakeholders reviewed the 'initial' framework, proposing modifications. Following the workshop, stakeholders voted on eight modifications using an online questionnaire. RESULTS Following voting, the Creating Active Schools Framework (CAS) was designed. At the centre, ethos and practice drive school policy and vision, creating the physical and social environments in which five key stakeholder groups operate to deliver PA through seven opportunities both within and beyond school. At the top of the model, initial and in-service teacher training foster teachers' capability, opportunity and motivation (COM-B) to deliver whole-school PA. National policy and organisations drive top-down initiatives that support or hinder whole-school PA. To the authors' knowledge, this is the first time practitioners, policymakers and researchers have co-designed a whole-school PA framework from initial conception. The novelty of CAS resides in identifying the multitude of interconnecting components of a whole-school adaptive sub-system; exposing the complexity required to create systems change. The framework can be used to shape future policy, research and practice to embed sustainable PA interventions within schools. To enact such change, CAS presents a potential paradigm shift, providing a map and method to guide future co-production by multiple experts of PA initiatives 'with' schools, while abandoning outdated traditional approaches of implementing interventions 'on' schools.

中文翻译：

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使用多利益相关者基于经验的设计流程共同开发创建活跃学校框架。

背景 英国和全球政策建议采用全校方法来改善儿童体力活动 (PA) 水平不足的情况。然而，最近的荟萃分析表明，由于实施率不理想且可持续性较差，当前的干预措施无效。为了制定有效的干预措施，将学校视为复杂的适应性子系统，多方利益相关者的投入是必要的。此外，为了确保“系统”发生变化，需要一个框架来确定全校公共活动方法的所有组成部分。该研究的目的是利用双菱形设计方法 (DDDA) 共同开发全校 PA 框架。方法 五十个利益相关者参与六阶段 DDDA 研讨会，在同一利益相关者内承担任务（n = 9；英国研究人员、公共卫生专家、活跃学校协调员、校长、教师、活跃合作学校专家、国家组织、英格兰体育局当地交付试点代表）和国际研究人员）和混合（n = 6）利益相关者群体。在利益相关者投票支持一个“初始”框架之前，创建了六个框架草案。接下来，利益相关者审查了“初始”框架，并提出了修改建议。研讨会结束后，利益相关者使用在线调查问卷对八项修改进行了投票。结果 投票后，设计了“创建活跃学校框架”(CAS)。在中心，精神和实践驱动学校政策和愿景，创造物理和社会环境，五个主要利益相关者团体在其中运作，通过学校内外的七个机会提供 PA。在该模型的顶部，初始和在职教师培训培养教师提供全校 PA 的能力、机会和动力 (COM-B)。国家政策和组织推动自上而下的举措，支持或阻碍全校公共活动。据作者所知，这是实践者、政策制定者和研究人员第一次从最初的构想共同设计一个全校的公共活动框架。CAS 的新颖之处在于识别了整个学校自适应子系统的众多互连组件；暴露创建系统变更所需的复杂性。该框架可用于制定未来的政策、研究和实践，将可持续的公共活动干预措施纳入学校。为了实现这种变革，CAS 提出了一种潜在的范式转变，提供了指导未来多位专家与学校共同制定 PA 举措的地图和方法，同时放弃了对学校实施干预措施的过时的传统方法。