Research has shown that a whole-school approach (WSA) is needed to increase student physical activity. There is a lack of empirical data on teachers’ opinions and needs regarding the implementation of a WSA approach to encourage physical activity. Our study aims to address this gap by identifying teachers’ and academics’ beliefs about the usefulness, content, and delivery mode of a WSA in fostering physical activity. To address the research aim, an exploratory mixed methods design was employed. Initially, a qualitative study with academics and stakeholders was conducted, followed by a quantitative investigation with teachers and school employees. In the first study, seven participants working in education took part in one-to-one interviews concerning their views on the usefulness, content, and delivery of whole-school education. The participants stressed the importance of the WSA and urged that educational authorities should consider the needs of children and the school community, promote teacher collaboration, pursue longevity, and engage with stakeholders and institutions throughout the process. In the second study, 160 school teachers and staff answered a survey about the content and delivery mode of an educational material for the promotion of WSA to fostering physical activity. The analyses indicated that participants preferred a three to six hours course, a hybrid mode of delivery, inclusion of best practices, and knowledge on how to implement a WSA. The study’s findings reveal several implications and recommendations for educators creating comprehensive school-based physical activity programs.

The negative impact of low levels of physical activity upon global health and wellbeing has been consistently observed and emphasized. These negative impacts are magnified for individuals with mental ill‐health, resulting in a higher prevalence of physical comorbidities and reduced life expectancy compared to the general population (Chan et al. 2023). An approach to supporting the promotion of physical activity for people with mental ill‐health is physical activity in the natural environment (e.g., Barton and Rogerson 2017; White et al. 2019). Previous research has demonstrated the associated benefits of physical activity in nature (e.g., Barton and Rogerson 2017; Jimenez et al. 2021), however, to date there are no published applied guidelines to support the inclusion of physical activity in nature as a restorative and preventative measure for people with mental ill‐health. Thus, in this study we aimed to identify current practical recommendations for physical activity in nature for enhancing mental health and wellbeing. To achieve the aim, a scoping review of reviews was conducted, from which 919 manuscripts were identified, 54 full‐texts screened, and 18 full‐texts reviewed. Following analysis, six recommendations were developed relating to: natural environment, activity type, program duration, session duration, social interaction, and target populations. The developed set of recommendations can be used as a guide to support physical activity in nature and acts as a foundation for future guidelines and applied interventions into nature‐based physical activity for restorative and preventative approaches to enhance the mental health and wellbeing of people with mental ill‐health.

In Northern Ireland, participation in outdoor physical activity increased during the COVID-19 lockdown. Such activity offers numerous physical, mental, and societal benefits. However, current low l...

Purpose: Mental illness is strongly associated with physical inactivity. Subsequently those individuals with mental health problems are at an increased risk of premature death due to non-communicable diseases (e.g., cardiovascular diseases and diabetes). Therefore, interventions which aim to improve both the physical and mental health of those with mental health problems are crucial. One such approach is nature-based activities (e.g., ecotherapy). Generally, nature-based interventions are considered an effective, low cost, and complementary intervention, to promote positive health and wellbeing. However, even with nature-based activities becoming more evident in health promotion, particularly through social prescribing, it remains an emergent area which requires further research to better understand the ways in which physical activity in nature can support those with mental health problems. Thus, the current research seeks to develop practical guidelines to support the use of nature-based programs in promoting the physical and mental health of those living with mental health problems. Methods: To achieve the project aim two objectives are sought, first, a scoping review with a narrative synthesis will be conducted to bring together exist recommendations/applied implications concerning physical activity in nature for enhanced mental health and wellbeing. Next, through a three stage Delphi methodology the existing recommendations/applied implications will be further developed into a set of practical guidelines. Participants in the Delphi will be selected based upon their expertise and knowledge of physical activity in nature, coming from academic and applied practice backgrounds. Results: The scoping review found 918 results, 55 of which were submitted to full-text screening, with 18 qualifying for the review. Following narrative synthesis, 49 recommendations/applied implications were found and subsequently developed into 10 practical guidelines concerning: person-centred, natural environment, activity type, programme duration, session duration, intensity, social interaction, achievement/learning, environmental responsibility, and target populations. Currently, preparations for the Delphi methodology are ongoing. Conclusion: Overall, through a scoping review and subsequent narrative synthesis, 10 practical guidelines concerning physical activity in nature for enhanced mental health and wellbeing​ were developed.

This study examined how elite women’s rugby union players perceived their off-season recovery experiences. An exploratory cross-sectional survey was completed by 140 elite women’s rugby union players (M age = 25.80, SD = 4.16) that captured global perceived readiness to train, recovery strategies, contextual demands, and preferred off-season structure. Quantitative data were analyzed descriptively, while responses to open-ended questions were explored using reflexive thematic analysis. Players reported a range of sport- and non-sport related demands during the off-season, including injury management, physical preparation, financial pressures, education and professional development, and external employment. Players reported a preferred off-season duration of 5.19 weeks on average (range 4–10 weeks), incorporating three broad components: a complete break from rugby, remote or personal training, and reintegration into the rugby environment. Overall, the findings indicate that elite women’s perceptions of off-season recovery reflect both rugby-related demands and wider occupational, educational and personal circumstances. The findings provide athlete-informed considerations for the design of off-season structures and identify areas for future prospective research.