“Go beyond your own comfort zone and challenge yourself”: A comparison on the use of physically active learning in Norway, the Netherlands and the UK

The adoption of physically active learning (PAL) in schools is becoming more widespread. To understand how PAL being used different countries and explore if methods strategies differ, this paper draws cross-national comparisons primary school teachers' use PAL. Thirteen focus groups were conducted with 54 teachers from Norway, the Netherlands UK. Four themes identified using thematic analysis: 1) values beliefs about PAL; 2) influence context; 3) national policy context and; 4) managing teacher dissonance when Use was related to degree which these aligned wider educational system. findings underline importance addressing teachers’ competence, opportunity agency contexts.