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Abstract

The purpose of this research is to better understand the complex relationships and collaborative efforts of interest groups involved in a multisectoral partnership (MSP) aimed at promoting and developing physical literacy (PL) and physical activity (PA) in school settings. This dissertation examines how such partnerships are conceptualized, operationalized, and sustained, and how cross-sector collaborations can support equitable access to movement experiences, PL, and lifelong engagement in PA, while also addressing broader educational and health priorities. Grounded in a social constructivist paradigm (Bruner, 1960; Jonassen, 2012; Perry, 1981) and guided by the Operational Model of Collaboration (OMOC) (Roberts et al., 2016), the research explores the relational, structural, and political dynamics that shape collaboration among education, health, recreation, community, and sport sectors. Using a qualitative case study research design, the dissertation includes a literature review, a scoping review of peer-reviewed scholarship, and a case study of a provincial PL initiative (here after called the PL Project). Data were collected through semi-structured interviews, focus groups, and pertinent documents, and analyzed thematically. The analysis explores how governance structures, trust, mutuality, and policy alignment impact collaborative processes, sustainability, and outcomes. Findings highlight persistent tensions between contractual imperatives, deliverable-based frameworks and the relational work necessary for meaningful, sustained collaboration. Power asymmetries, particularly between education and health, along with jurisdictional complexity and resource constraints further challenge partnership equity and long-term viability. At the same time, relational trust, shared purpose, adaptive leadership, and community-driven prototyping were identified as critical enablers of effective collaboration. The dissertation contributes to intersectoral collaborations by extending the OMOC through a critique of governance arrangements and their implications for equity and power-sharing. By foregrounding MSPs, the research demonstrates the extensive effort required to create successful and sustainable partnerships. Practically, it offers recommendations for policy alignment, capacity-building, and more integrated, relationally grounded approaches to PL and PA promotion in schools. The research contributes to intersectoral collaboration scholarship by reframing MSPs as dynamic, and socially constructed spaces that are adaptive and evolving rather than fixed, mechanistic entities. The research has implications for policymakers, educators, and practitioners seeking to strengthen collaborative approaches to school-based health promotion.