The cornerstone of the CAS framework is establishing whole-school practice and ethos for physical activity - the underlying sentiment that informs the beliefs, customs and practices around creating a physically active school.
The physical environment reflects the amount, variety (e.g. green space, playground, school hall) and quality of school spaces and resources available.
Five groups are included as essential stakeholders; school leaders, teachers and other school staff, children/young people, parents/guardians, and wider stakeholders (e.g. active school coordinators, public health specialists, local organisations and clubs).
Combined, the environment and key stakeholders determine the implementation of physical activity across seven opportunities. The opportunities are determined by what the school can control (O1-4) and opportunities that the school can influence (O5-7). The opportunities with the greatest potential impact on whole-day physical activity reside closest to the framework midline.