Stakeholder Consensus on Important School-Based Strategies for Increasing Girls' Physical Activity

Urooj, A ORCID: 0000-0003-3150-7878, Noetel, M ORCID: 0000-0002-6563-8203, Cinelli, R ORCID: 0000-0002-2090-6390, Lonsdale, C ORCID: 0000-0002-2523-5565, Boyer, J, Shoesmith, A ORCID: 0000-0002-3105-8833, Chalkley, A ORCID: 0000-0002-1163-6210, Del Pozo Cruz, B ORCID: 0000-0003-3944-2212, Brennan, C ORCID: 0000-0001-9987-7539, Maher, C ORCID: 0000-0002-8676-0224, Woods, C ORCID: 0000-0002-0892-6591, Lubans, D ORCID: 0000-0002-0204-8257, Murtagh, E ORCID: 0000-0003-4232-1403, Smith, J ORCID: 0000-0003-4640-8645, Mackintosh, K ORCID: 0000-0003-0355-6357, Foweather, L ORCID: 0000-0001-9851-5421, Cale, L ORCID: 0000-0003-1485-4499, Peralta, L ORCID: 0000-0002-6205-8676, Ricardo, L ORCID: 0000-0002-1244-4501, Babic, M ORCID: 0009-0002-4635-4405 et al (2026) Stakeholder Consensus on Important School-Based Strategies for Increasing Girls' Physical Activity. Journal of Physical Activity and Health. pp. 1-14. ISSN 1543-3080

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Abstract

BACKGROUND: Girls are less physically active than boys, and school-based physical activity interventions in co-educational settings are often less effective for girls. To help improve the design of these interventions, this study explored which school-based strategies stakeholders consider most important for increasing girls' physical activity. METHODS: A Delphi study was conducted using 3 rounds of online surveys with stakeholders from 3 groups: academics, school educators, and government representatives. In the first round, participants identified strategies they believed could increase girls' physical activity in schools, and responses were analyzed using thematic analysis to generate a list of strategies. In the second and third rounds, participants rated the importance of these strategies using an 8-point Likert scale; consensus was defined as responses falling within a consecutive 3-point range. RESULTS: Stakeholders across the 3 groups reached consensus on 19 strategies that emphasized creating inclusive, enjoyable, and empowering environments for girls including approaches, such as supportive school cultures, positive role modeling, safe and welcoming spaces, and opportunities for student voice. Additional areas of agreement differed slightly across groups, with academic and government representatives highlighting system-level and curriculum-related approaches, and school educators and government representatives emphasizing relational practices and operational supports, such as staff well-being and resourcing. CONCLUSIONS: Overall, the findings highlight the importance of coordinated, multilevel strategies that combine inclusive teaching practices with broader school and policy support to enhance girls' participation in physical activity, offering guidance for researchers, educators, and policymakers seeking to design and sustain more effective school-based interventions.

Item Type:	Article
Uncontrolled Keywords:	adolescents; experts; gender equity; intervention; schools; 4206 Public Health; 42 Health Sciences; Physical Activity; Clinical Research; Prevention; Pediatric Research Initiative; 4 Quality Education; 1106 Human Movement and Sports Sciences; 1117 Public Health and Health Services; 1302 Curriculum and Pedagogy; Public Health; 4201 Allied health and rehabilitation science; 4206 Public health; 4207 Sports science and exercise
Subjects:	L Education > L Education (General) G Geography. Anthropology. Recreation > GV Recreation Leisure > GV561 Sports
Divisions:	Sport and Exercise Sciences
Publisher:	Human Kinetics
Date of acceptance:	9 August 2026
Date of first compliant Open Access:	28 October 2026
Date Deposited:	28 Oct 2026 12:56
Last Modified:	28 Oct 2026 12:56
DOI or ID number:	10.1123/jpah.2026-0295
URI:	https://researchonline.ljmu.ac.uk/id/eprint/29754

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