planning the programme], but when we look back that process, I think it's important, it's a huge strength it … does not necessarily have to be meetings, but you need to have that close dialogue and follow-up… [Programme manager 3] We were to evaluate Well we realized Three years have Implementation: The extent to the concept… and [after the first year] passed since the which the we actually got that it could be start of the schools feedback from some implemented… It programme, and implemented the of the promoters at can be realized in we should various elements the schools relation to the therefore look at of the suggesting that the timetables, it can be how it has met programme as programme might delivered by the with the intended and how have gotten a little teachers and it can requirements in the programme diluted over time… hold from an relation to the has been adapted because in that first economical concept. 1) Do over time concept they [the perspective… From schools comply requirements] were the beginning, we with the described rather have decided that requirement that vaguely So, they this will not cost an physical … actually asked us to extra penny in any education is be more detailed as props… So, there organized so that regards the are no extra props the 4.5 hours are requirements of and no extra balls or distributed in being part of the any of such minimum 3 days? programme… and in things… So, we had 2) Is the physical this process of to think outside the education evaluating what had box, how can we get adequately been good and more movement, adapted to the bad… we also age-related
planning the programme], but when we look back that process, I think it's important, it's a huge strength … it does not necessarily have to be meetings, but you need to have that close dialogue and follow-up… [Programme manager 3] Implementation: The extent to which the schools implemented the various elements of the programme as intended and how the programme has been adapted over time We were to evaluate the concept… and we actually got feedback from some of the promoters at the schools suggesting that the programme might have gotten a little diluted over time… because in that first concept they [the requirements] were described rather vaguely … So, they actually asked us to be more detailed as regards the requirements of being part of the programme… and in this process of evaluating what had been good and bad… we also Well we realized [after the first year] that it could be implemented… It can be realized in relation to the timetables, it can be delivered by the teachers and it can hold from an economical perspective… From the beginning, we have decided that this will not cost an extra penny in any props… So, there are no extra props and no extra balls or any of such things… So, we had to think outside the box, how can we get more movement, Three years have passed since the start of the programme, and we should therefore look at how it has met with the requirements in relation to the concept. 1) Do schools comply with the requirement that physical education is organized so that the 4.5 hours are distributed in minimum 3 days? 2) Is the physical education adequately adapted to the age-related