Fig 1.
Summary of Source Inclusion/Exclusion Process.
Fig 2.
We reviewed and analyzed literature on the school environment and physical activity to identify research findings and strength of evidence. These findings were then synthesized and translated into a set of design guidelines including spatially-oriented domains and strategies, drawing from best practice and theory where there were gaps in the empirical literature. The guidelines are intended to inform both current practice and collaborative research opportunities that will improve the evidence base.
Table 1.
Physical Activity Design Guidelines for School Architecture.
Fig 3.
Models of Standard Process and Proposed Transdisciplinary Inclusive Process for Designing and Evaluating Learning Environments.