Case Study n°1: The Creative Active Schools by  

In this section, we present a case study of one of the good practices selected by the   HEPA Expert Group in September 2022.

The practice in brief: The purpose of the Creative Active School (CAS) is to transform school physical activity culture so that every child can be active every day. CAS is indeed about creating a whole school whole system change for physical activity. It is focused on organisational change.

Why will you be inspired?  CAS uses a cascade model of support by working at a national, local and school level in a place-based way to build communities of practice. This cascade model could be transferable to many areas of the topic. 

Learn from experts⬇

In this podcast interview, Andrew Daly-Smith from the Centre for Applied Educational Research at the Faculty of Health Studies at the University of Bradford, generously provide us with an extensive presentation of the challenges they were facing and the solutions they developed and tested. Enjoy the ride through their “Creating Active Schools” approach.

Case study 2: the Physical Literacy for Life project

In this section, we present you a second case study based on a project recently conducted by ISCA to discover new perspectives on physical literacy.

The practice in brief: The EU-supported Physical Literacy for Life (PL4L) project was led by the International Sport and Culture Association (ISCA) and 10 partners on 2 continents. Its aim was to create a foundation for physical literacy to be recognised as a key component of Europeans’ lifelong learning journey through physical education, physical activity and sport. 

Where does it come from? The project built on some of the groundwork made both in Europe and Australia, in particular by project partners EUPEA, a partner in the EU-supported PHYLIT project, and Dean Dudley from Macquarie University, a leading researcher who is working with Sport Australia to put physical literacy on the federal government’s health and wellbeing agenda.

Why will you be inspired? With the tools created during the two-year PL4L project, more stakeholders (i.e. schools, clubs, policy makers) can gain a more consistent understanding of what physical literacy means and why the concept should be promoted widely in their activities. 

Learn from experts⬇

In this podcast interview, Physical Literacy experts Dean Dudley from Macquarie University in Australia and Rose-Marie Repond from EUPEA take an in-depth look at the concept from perspectives we may never have considered before, including how physical literacy can support the UN’s Sustainable Development Goals (SDGs), why we can compare physical literacy with the periodic table of elements, and many more exclusive insights. 

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