Whole school physical activity interventions are considered ideal given their potential to reach most children. The Daily Mile is a popular whole school intervention with a global reach. It recommends ten core principles for successful implementation, three of which are key for effectiveness: that it is quick (15 minutes), the whole school participates, and that it takes place in the school day during lessons (excluding physical education lessons and scheduled breaks). Studies assessing the impacts of The Daily Mile do not often report implementation of the principles which is crucial to identifying the potential impact and feasibility of scalable interventions in real world settings. Therefore, we created and distributed a survey to 1,717 Greater London primary schools during September 2020 and achieved a 21% (n=369/1717) response rate by September 2021. Our sample was representative of Greater London primary schools with responses from every London borough. A total of 196/369 (53%) schools reported implementing The Daily Mile but none of them reported adherence to all ten core principles. Adherence to at least 6/10 principles in various combinations was reported by 54/196 (28%) schools. Only 19/196 (10%) schools that reported implementing The Daily Mile reported adherence to the three key principles recommended for effectiveness. Impact: Despite its popularity and global reach, our findings suggest that an implementation gap exists when The Daily Mile is adopted in real-world settings which is likely to challenge its intended purpose. Learning: Implementation of The Daily Mile is variable across schools which may impact its effectiveness. However, we do not yet understand what factors that can improve adherence to The Daily Mile to increase the potential public health impact.

Project Description: The effects of walking interventions on adult health are known, however the potential of walking to promote physical activity (PA) in adolescents is less known. This study evaluated the effectiveness of a novel, school-based walking intervention at increasing PA levels of adolescent girls. Female pupils aged 12-14 years, were recruited from eighteen (mixed or single-sex) schools across the Border Region of Ireland/Northern Ireland. Schools were randomised to control (usual physical activity; n9) or intervention (n9). In intervention schools, female pupils (15-18 years) were trained as walk leaders and led the younger pupils in 10-15min walks before school, at break and lunchtime. Walks were in school grounds and pupils were encouraged to join as many walks as possible. Excluding holidays, the intervention was delivered for a full school year (18-21 weeks). Accelerometers measured PA and the primary outcome was total PA (cpm). Impact: In total, 589 pupils were recruited (intervention: n286; control n303). Baseline moderate-vigorous PA (MVPA) for the intervention group was (median [IQR]) 36.1 (23.0) mins per day and 35.3 (19.8) mins per day in the control group. At baseline, only 15% (n37) of intervention and 10% (n29) of control participants met PA guidelines (60 mins MVPA per day). Post-intervention total PA (cpm) did not statistically differ between groups when adjusted for age, body mass index z-scores and baseline PA (mean difference, -33.5, 95% CI= -21.2 to 88.1; p=0.213). Learning: ‘Scaling-up’ PA interventions is challenging. Despite a promising feasibility study, the results of this fully powered trial indicate that in this context, the walking programme did not increase PA. Since the COVID-19 pandemic, school environments have changed and although pupils enjoyed the programme, attendance at walks was low. There is a need to better understand the implementation of interventions such as WISH within schools.

Project Description: Recess, especially outdoor recess, has been mentioned as the most beneficial part of the school day for increasing students’ physical activity (PA) levels. However, outdoor recess culture in Estonia is fairly new and many schools are at the initial stages of implementing outdoor recess in their daily school schedules. Therefore, this study aimed to measure and compare the levels of PA during recess and school time between schools with different recess opportunities in students from 15 primary schools in Estonia. All participating schools were members of Schools in Motion program. Students from grades three to six (9-13-yeard-olds) were included in the study. Sedentary behaviour and PA levels were measured with accelerometers. Schools were divided into three groups based on the school day structure: 1) “outdoor recess”; 2) “outdoor recess on some days”; 3) “indoor recess”. Impact: “Indoor recess” group spent significantly more time sedentary during recess compared to “outdoor recess” and “outdoor recess on some days” groups, accordingly 43.6%, 30.8%, and 34%. Recess time spent in moderate-to-vigorous PA (MVPA) remained similar for all grades in the “outdoor recess” group, whereas in other groups the trend of increased sedentary time and decreased MVPA was found with increasing age. “Outdoor recess” group reached the highest total school time MVPA (27.7%) during recess compared to other groups. Even though no significant difference was found, girls acquired more total school time MVPA during outdoor recess compared to boys (28.3% vs 26.9%). Learning: These findings emphasize that outdoor recess can be an important addition to daily school schedules to increase student’s PA levels, and outdoor recess even on some days, is already associated with higher PA levels and lower sedentary time of students. In addition, outdoor recess can be a useful tool for slowing down the decrease of PA levels as children grow.

A wide-range of movement integration (MI) programs have been developed with increasing evidence of effectiveness on physical activity (PA) levels, cognition, and academic outcomes. For MI programs to be adopted, feasibility and usability need to be evaluated. The purpose of this study was to explore teacher experiences from the implementation of “Walkabouts”, a web-based platform that integrates 7-10 minutes of PA with math and language arts in the classroom from preschool to second grade. A total of 542 elementary teachers completed an online survey about their experiences with Walkabouts at the end of the school year, over three years (2017-2019). Chi-square tests were conducted with comparisons between two levels (1=low level and 2=high level). Initial comparisons per year showed no significant differences, therefore, the year the program was implemented was not considered in the analysis. Significant differences on the proportions of the responses for all variables in favor of MI (p <.001) was found. Teachers perceived the web-based MI program to be important in order the students to stay engaged, focused, and physically active, it helped them learn and improve behavior, it was easy and fun to use, easy to access, didn’t require much or any preparation time and training, complimented their teaching, had variety, and overall implementation of the program provided a positive experience for students and teachers. The only challenge identified was related to technical support, with no significant differences (p>.001) between those teachers who needed technical support and those who didn’t. Walkabouts was perceived as highly feasible, effective and easy to use. MI programs with the aforementioned qualities may be sustainable in the classroom.

Project description Evidence suggests yoga may be a beneficial form of physical activity in schools to improve the mental and cognitive well-being of young people. However, the evidence base of yoga interventions delivered in schools has been conducted mostly outside of the UK. Using the MRC framework for developing complex interventions, the Behaviour Change Wheel (BCW), and stakeholder input, a low-cost classroom-based yoga resource was created. The resource targeted the BCW intervention functions to increase knowledge of yoga and improve the confidence of teachers to instruct it. The resource named PAUSE consists of four elements: a teacher-training session; classroom poster; additional guidance booklet; and online hub. As stipulated by the MRC guidance, mixed methods were utilised to evaluate the feasibility of this resource in three Scottish schools. Impact PAUSE was delivered by teachers to their students in classrooms across a 5-week intervention. Teachers reported increases in knowledge and self-efficacy pre and post receiving training of the resources, and at the end the intervention compared to baseline. Observations to ascertain fidelity and delivery of the intervention showed teachers delivered PAUSE safely and as intended. Reports of engagement, impact, usage, barriers and facilitators to usage were collected by teacher weekly diaries. Additional end of trial questionnaires measured teacher and student acceptability and recommendations for future resource refinement. Learning The results from these measures suggest users find PAUSE feasible, usable, and acceptable. Further refinements of the resource may be required to improve content, delivery, and engagement of PAUSE. A larger controlled trial may be warranted to measure the impact of the resource on physical activity, health, and cognitive outcomes of students and understand feasibility of nationwide roll-out of the resource into UK schools. This resource may provide the utility of yoga to act as one component of a whole-school approach to physical activity.

Project Description: For over 15 years the Play Patrol initiative have created fun and active recess time. The initiative builds on young to old relationship between pupils, where 5-7th grade, pupils are educated to conduct high quality recess activities for 1-3rd grade pupils. The main purpose is to improve pupils’ wellbeing in school through fun physical activities provided by older pupils to younger ones. In 2023 Danish School Sports educated more than 2400 pupils from 133 schools as Play Patrol instructors, to go home and create active recess activities for younger pupils. Impact: An extensive evaluation including observations, interview and survey among teachers and Play Patrol coordinators revealed that physical active recess activities with Play Patrol positively impact aspects of well being during recess. This includes pupils feeling safer during recess, more pupils being a part of the community, improved cooperation and resilience and higher degree of relations across classes and age groups. Furthermore, wellbeing in the class was positively affected by Play Patrol, however to a lesser extent compared to recess. The responsibility Play Patrol instructors experience improved important personal skills such as the ability to comfort the younger children, include them in activities and act as role models. Learning: The young to old relationship between pupils is a strong foundation for whole school physical activity initiatives. In addition to being a fun and popular recess opportunity Play Patrol positively affect social relationship and aspects of wellbeing among pupils. Pupil involvement and responsibility may be an effective initiative in other areas of the school day to support whole school physical activity.

This research focuses on addressing insufficient physical activity among youth, highlighting its practical application in education and supporting active school transportation. Emerging gamified interventions, like the Gamifiter web portal, offer innovative approaches to fostering healthy habits and motivation for physical activity. Gamifiter engages users in virtual challenges tied to daily step counts, aiming to boost activity and physical literacy. Involving 107 students aged 12-13, the intervention utilized Garmin VívoFit trackers alongside Gamifiter, providing personalized activity reports and challenges. Results revealed a significant increase in daily step counts, indicating Gamifiter's positive impact on student activity levels. Feedback from surveys showed students' positive perceptions and high motivation. Educators praised Gamifiter for promoting physical activity and literacy, though some desired more customization. This study underscores gamified interventions' potential in promoting healthy lifestyles within educational settings. Positive attitudes and increased activity levels highlight gamification as a valuable educational tool, motivating students and supporting physical activity. In conclusion, Gamifiter's success in encouraging higher activity levels underscores its practical utility in promoting a healthy lifestyle within schools. Integrating strategies to support active school transportation could further enhance such interventions, fostering overall student well-being and academic success.

Purpose

The objective was to investigate the cross-sectional associations between aerobic fitness, general well-being, and school motivation among Danish school children.

Methods

We used baseline data from the ACTIVE SCHOOL study, which is a 3-arm cluster randomized controlled trial. The analyses are preliminary, as the study is ongoing. Currently, 22 schools participate, and 797 children attending third grade have been enrolled (mean age: 8.4 years). Aerobic fitness was measured using the Andersen test, overall well-being was assessed with a shortened and child-reported version of the KIDSCREEN-27 questionnaire, and school motivation was assessed using an adapted and child-reported version of the Academic Self-Regulation Questionnaire. Analyses were conducted using mixed linear regression models adjusted for gender, body mass index, and bilingualism including the random effect of school.

Results

The analyses for well-being revealed a significant relationship between children’s aerobic fitness and general well-being (beta coefficient: 0.38, 95%CI: 0.23 to 0.54). This relationship was also evident across the four subscales for physical well-being, psychological well-being, peer- and social support, and social environment. The analyses for motivation showed that children’s aerobic fitness was associated with higher overall school motivation (beta coefficient: 0.19, 95%CI: 0.08 to 0.29). Additionally, children’s aerobic fitness was also significantly associated with higher scores on the independent subscales for intrinsic motivation and identified regulation.

Impact

In conclusion, the cross-sectional analyses suggest that higher aerobic fitness is associated with higher levels of well-being and school motivation in third grade children. These findings support that improving fitness among children may help support well-being and this may have positive impact on motivation for schoolwork.