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Introduction: School-based running programs that promote daily (or regular) walking/jogging/running are an emerging public health initiative. However, evaluation of these programs has predominantly used quantitative measures that limit understanding and explanations of contextual influences on pupil participation. Therefore, the aim of this study was to qualitatively explore pupils' experiences of participating in a primary-school-based running program (Marathon Kids) to provide relevant insights and inform program developments.Methods: Nine semistructured focus groups were conducted with a purposeful sample of 50 pupils (26 girls and 24 boys) between 6 and 10 years of age from 5 primary schools in England. All schools had delivered the running program for 5-9 months during the 2015-16 academic year. Transcripts were analyzed using an inductive thematic approach.Results: Pupils identified a range of organizational, interpersonal, and intrapersonal factors that they believed influenced their participation in the program. Six themes were identified as being important to pupils' experiences: Marathon Kids as an enabling program, pupils' autonomy to participate, peer influence on participation (e.g., development of social cohesion), teacher influence on delivery (e.g., fidelity of implementation), logistics and suitability of the school environment, and appropriateness of program resources.Conclusions: School-based running programs can offer an enjoyable physical activity experience for children; however, it is important to understand how current delivery approaches influence pupils' participation. Aspects that were believed to facilitate enjoyment included pupil autonomy to participate, perceived benefits of participation (including psychosocial outcomes), and a supportive school environment. Further research is required to identify the type and level of support required by schools to sustain pupil participation in running programs so that their perceived value is maintained. [ABSTRACT FROM AUTHOR]

The growing interest in Physically Active Learning (PAL) (e.g. in practice and research) warrants exploration of multi-stakeholders' perceptions, understandings, and enactment of PAL. Eighteen semi-structured interviews with professionals from eight countries (n = 6 researchers, n = 6 teachers and n = 6 teacher educators) were conducted and analysed thematically eliciting three themes; 1) placing PAL on a continuum, 2) putting PAL into action in the everyday, 3) navigating through PAL. A complex and nuanced representation of PAL was given, demonstrating substantial ambiguity and a need to integrate the dominant paradigms (education and public health) to develop a shared understanding of PAL. Highlights_ Finding the sweet spot of physically active learning: a need for co-ownership by health and education • A complex and nuanced representation of physically active learning (PAL) was presented. • Differences exist between stakeholder groups in terms of perceptions and understandings of PAL. • There is a substantial ambiguity associated with PAL, particularly in operationalizing it. • The dominant paradigms of health and education associated with PAL need better alignment. • The term 'movement-centred pedagogy' is suggested to acknowledge the mind-body connection within the learning process. [ABSTRACT FROM AUTHOR]