Abstract
Abstract Background Many students would benefit from traumaâinformed physical activity (PA); however, there is a lack of systematic guidance on incorporating traumaâinformed practices across schoolâbased PA opportunities. The purpose of this study was to generate a feasible framework for traumaâinformed schoolâbased PA. Methods Framework development was guided by a modified Delphi approach, including an exploration phase and an evaluation phase. First, a multidisciplinary working group reviewed extant literature, mapping traumaâinformed practices onto the domains and components of the Comprehensive School Physical Activity Program (CSPAP). Subsequently, experts (n = 14) provided quantitative feedback on the utility and feasibility of these practices. Results Thirtyâthree practices met preâdetermined thresholds for utility and feasibility. Across CSPAP domains, this included attending to: (a) safety; (b) positive communication and relationships; (c) empowerment, choice, and voice; (d) emotion management and skill building; (e) instructor competencies and support; and (f) cultural, historical, and gender issues. Implications for School Health Policy, Practice, and Equity Incorporating traumaâinformed practices into existing frameworks and approaches to schoolâbased PA may promote uptake of practices that help meet the social and emotional needs of traumaâexposed youth. Conclusions The present output provides a foundation for generating tools and supports for incorporating traumaâinformed practices into schoolâbased PA promotion efforts.