Anna E Chalkley

The following information is missing from the Acknowledgements section: The authors thank The Daily Mile Foundation for funding and support. Reference 1. Ram B, van Sluijs E, Chalkley A, Hargreaves D, Saxena S. Real-world application of a scalable school-based physical activity intervention: A cross-sectional survey of the implementation of The Daily Mile in Greater London primary schools. PLoS ONE. 2023;18(8):e0288500.

A mixed-method case study design was employed to examine the impact of a partnership approach to embed physical activity in local policy & practice in Bradford, UK. A convergent parallel mixed-methods design was utilised, whereby data from qualitative and quantitative methods were collected simultaneously and analysed separately [18]. Quantitative methods were employed to examine whether change occurred, and qualitative methods were employed to unpick factors influencing change, and wider impacts.

ABSTRACT To cultivate professional learning communities (PLC) has become a widely recognised strategy for school development and student learning. This case study employed multimethod qualitative data collection (focus groups, individual interviews, and document analysis) to provide insight into how PLC within two primary schools cultivated physically active learning (PAL) in Norway.