{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,11,7]],"date-time":"2026-11-07T02:26:16Z","timestamp":1794018376524,"version":"4.8.0"},"reference-count":42,"publisher":"Human Kinetics","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026]]},"abstract":"<jats:p>\n                    <jats:italic>\n                      <jats:bold>Background<\/jats:bold>\n                      :\n                    <\/jats:italic>\n                    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\u2019 physical activity.\n                    <jats:italic>\n                      <jats:bold>Methods<\/jats:bold>\n                      :\n                    <\/jats:italic>\n                    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\u2019 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.\n                    <jats:italic>\n                      <jats:bold>Results<\/jats:bold>\n                      :\n                    <\/jats:italic>\n                    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.\n                    <jats:italic>\n                      <jats:bold>Conclusions<\/jats:bold>\n                      :\n                    <\/jats:italic>\n                    Overall, the findings highlight the importance of coordinated, multilevel strategies that combine inclusive teaching practices with broader school and policy support to enhance girls\u2019 participation in physical activity, offering guidance for researchers, educators, and policymakers seeking to design and sustain more effective school-based interventions.\n                  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