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Movement for Movement: a practical insight into embedding physical activity into the undergraduate medical curriculum exemplified by Lancaster Medical School
  1. Ann Bernadette Gates1,2,
  2. Michelle Grace Swainson3,
  3. Rachel Isba3,
  4. Robert G Wheatley3,
  5. Fiona Anne Curtis3
  1. 1 School of Health Sciences, The University of Nottingham, Derby, UK
  2. 2 Faculty of Sport, Health and Wellbeing, Plymouth Marjon University, Plymouth, UK
  3. 3 Lancaster Medical School, Lancaster University, Lancaster, UK
  1. Correspondence to Dr Michelle Grace Swainson, Lancaster Medical School, Lancaster University, Lancaster LA1 4YD, UK; m.swainson1{at}

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Getting people active and staying active is a major implementation challenge.1 Despite international and national strategic intent, most countries fall woefully short on delivery.2 The objectives of the 2018 WHO Global Action Plan for Physical Activity (GAPPA) clearly require improved education and communication to patients, communities and society on the benefits of physical activity (PA).

The Movement for Movement ‘community of practice’ was specifically created to deliver this complex, interrelated system change.3

What is the Movement for Movement?

Movement for Movement3 embeds PA into the undergraduate healthcare curriculum4 5 and provides current, clinically valuable, evidence-based resources developed by: curators, authors, peer reviewers and student reviewers, and endorsed by the UK Council of Deans of Health. These resources are free to providers of undergraduate medical and healthcare education to support capacity building in the healthcare workforce. An implementation plan in a sample of English medical schools (funded by Public Health England/Sport England in 2017/2018) is complete.6

This work is recognised as a UK best practice exemplar by the 2018 WHO Europe Physical Activity Fact Sheets7 and the 2018 WHO Europe Physical Activity in the Health Sector report.8 There is also considerable ongoing collaboration to deliver further strategic support and leadership focusing on the valuable ‘social capital’ that healthcare professionals provide across all the GAPPA objectives and specifically the social determinants of health.

Lancaster University Medical School’s novel approach to embedding PA in the curricula

Lancaster Medical School pioneered the full implementation of the Movement for Movement resources and is empowering future …

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