The long-standing challenges and issues associated with girls’ disengagement from secondary school physical and health education (PHE) are serious and well documented. This disengagement has provided the incentive for the examination of alternative strategies to facilitate girls’ engagement in PHE. This paper discusses the first phase in a formative research process designed to develop a resource manual to help teachers utilize nature-based physical activity (NBPA) as a means of fostering relatedness for girls in PHE. Participating teachers collaborated and generated specific NBPA ideas and pedagogical strategies during an all-day planning session. Four focus groups with the teachers (N = 20) were used to identify ways to develop NBPA interventions. Five broad topics are reported: (a) defining NBPAs, (b) specific NBPAs to use in PHE, (b) how NBPA can foster relatedness, (d) how NBPA in PHE differs from outdoor education, and (e) barriers to implementing NBPA in PHE. This paper emphasizes the valuable contribution of formative research to the integrity and fidelity of an intervention as well as to quality practice in the implementation of theory-based PHE initiatives.

与女孩脱离中学体育和健康教育（PHE）相关的长期挑战和问题是严重的，有据可查。脱离接触为研究促进女孩参与公共卫生教育的替代策略提供了动力。本文讨论了形成性研究过程中的第一阶段，该阶段旨在开发资源手册，以帮助教师利用基于自然的体育活动（NBPA）作为在PHE中促进与女孩建立联系的手段。在为期一天的计划会议中，与会的教师合作并产生了特定的NBPA想法和教学策略。与老师组成的四个焦点小组（N= 20）用于确定开发NBPA干预措施的方法。报告了五个广泛的主题：（a）定义NBPA，（b）在PHE中使用的特定NBPA，（b）NBPA如何促进相关性，（d）PHE中的NBPA与户外教育有何不同，以及（e）实施障碍PHE中的NBPA。本文强调了形成性研究对干预的完整性和保真度以及对实施基于理论的PHE计划的质量实践的宝贵贡献。