Combining physical activity and academic content is a promising way to improve health and academic learning in schoolchildren. This paper examined the continuation of physically active lessons (PAL) in five Norwegian elementary schools, two years after a 10-month intervention period, which consisted of weekly minimum 2 x 45 min of PAL. Data were collected through semi-structured interviews with nine teachers and five school leaders. The Level of Use instrument was used to assess how the teachers integrated PAL into the school day. Two years after the intervention period, seven of nine teachers conducted PAL regularly, on average one lesson per week. Teachers’ implementation progress varied from struggling with logistics, to stable routine and creative adaption. Perceived benefits for the children, active leadership, and ongoing implementation support seem important for continuation. Introduction of PAL as a school development project, systematic planning from the onset and a gradual introduction of PAL, can be an effective strategy for continuation and long-term sustainability. In addition, the Level of Use instrument was useful to better understand which support mechanisms are needed at different stages in the implementation of PAL.

将体育活动和学术内容相结合是改善学童健康和学术学习的一种很有前途的方法。本文研究了在为期 10 个月的干预期（包括每周至少 2 x 45 分钟的 PAL）两年后，五所挪威小学继续进行体育锻炼课程 (PAL)。数据是通过对九名教师和五名学校领导的半结构化访谈收集的。使用水平工具用于评估教师如何将 PAL 融入上课日。干预期两年后，九名教师中有七名定期进行 PAL，平均每周一节课。教师的实施进度从后勤上的挣扎到稳定的日常和创造性的适应。对孩子的感知好处，积极的领导，和持续的实施支持似乎对延续很重要。引入 PAL 作为学校发展项目，从一开始就进行系统规划并逐步引入 PAL，可以成为延续和长期可持续性的有效策略。此外，使用水平工具有助于更好地了解在 PAL 实施的不同阶段需要哪些支持机制。