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Internationally, there is rising interest in measuring the value of sport and physical activity to society. A critical step in valuing the sector is first establishing the relationship between engagement in sport and physical activity and the societal outcomes that ensue. This paper summarises the findings of a literature review carried out as part of a larger study on the Social Return on Investment (SROI) of recreational physical activity in Aotearoa New Zealand. The review aimed to synthesise existing evidence on the relationship between recreational physical activity and wellbeing outcomes for all New Zealanders, including tangata whenua (Māori, who are Aotearoa New Zealand's Indigenous population). The methodology took the format of a scoping review and included a series of searches for academic and grey literature, including literature concerning Māori that might have been overlooked in a traditional academic search. The findings are grouped into five outcome areas: physical health; subjective wellbeing; individual development; personal behaviour; and social and community development. The review found some compelling evidence which shows examples of the links between sport and physical activity and outcomes in each of these areas for specific population sub-groups. In particular, for Māori, the findings demonstrate a strong impact on social and community development through building social capital and enhancing cultural identity. However, in all outcome areas, there is mixed quality evidence, a small amount of evidence on which to base definitive conclusions, and limited evidence relating to the monetary value of outcomes. The review concludes that there is a need for further research to strengthen the evidence base for social impact measurement, particularly around the impact of sport and physical activity for indigenous populations.

The New Zealand Ministry of Education has published a best evidence synthesis iteration (BES) that identifies the characteristics of teacher professional development that make a positive difference for valued student outcomes. A companion best evidence synthesis iteration (BES) that identifies the leadership influences on valued student outcomes reveals that when school leaders promote and/or participate in effective teacher professional learning and development, this has more impact on student achievement than any other leadership activity. This article provides an overview of the findings about effective professional development and highlights the potential of such evidence to inform educational improvement. An example of a tool to support collaborative professional inquiry and knowledge building in schools is provided. The article highlights policy challenges for the systemic use of effective professional development and illustrates what is possible in two examples of high impact research and development (R & D) that have been effective across varied contexts. These examples illustrate the potential for educational improvement when professional learning is underpinned by cumulative high impact research and development in education. [ABSTRACT FROM PUBLISHER]