Submit to IJERPH Review for IJERPH Propose a Special Issue

Journal Menu

Journal Browser

Promoting Physical Activity in and through Schools

Special Issue Editors
Special Issue Information
Keywords
Published Papers

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Exercise and Health".

Deadline for manuscript submissions: closed (31 December 2022) | Viewed by 29212

Share This Special Issue

Special Issue Editor

Prof. Dr. Lorraine A. Cale

E-Mail Website
Guest Editor

1. School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
2. Adjunct Professor in the Department of Physical Education and Sport Sciences, University of Limerick, Limerick, Ireland
Interests: physical education and sport pedagogy; physical activity promotion in schools, both within and beyond the curriculum

Special Issue Information

Dear Colleagues,

The purpose of this Special Issue is to generate new knowledge, insights, and debates relating to the promotion of physical activity in and through schools. Papers which focus on any of the following areas, theoretically, empirically, and/or methodologically, and which have clear implications for and application to physical activity promotion practice in schools are particularly welcome:

The role of the whole school and whole school approaches to the promotion of physical activity in and through schools;
Global, national or local policy relevant to physical activity promotion in schools;
The role of physical education and school sport in promoting physical activity and enhancing young people’s physical activity opportunities and participation;
The role and effectiveness of the school workforce in the promotion of physical activity;
Schools as inclusive physical-activity-promoting environments;
Pedagogical and innovative approaches to the promotion of physical activity in and through schools;
The use of technology and social media in promoting physical activity in and through schools;
The implementation and effectiveness of school-based physical activity interventions/programs.

Prof. Dr. Lorraine A. Cale
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

schools
physical activity
physical activity promotion
physical education
school sport
pedagogy
interventions

Published Papers (12 papers)

Download All Papers

Research

Jump to: Review, Other

14 pages, 1511 KiB

Open AccessArticle

Assessing the Impacts of Creating Active Schools on Organisational Culture for Physical Activity

by Zoe E. Helme, Jade L. Morris, Joanna Nichols, Anna E. Chalkley, Daniel D. Bingham, Gabriella M. McLoughlin, John B. Bartholomew and Andrew Daly-Smith

Int. J. Environ. Res. Public Health 2022, 19(24), 16950; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192416950 - 16 Dec 2022

Cited by 4 | Viewed by 2011

Abstract

Background: National and international guidance recommends whole-school approaches to physical activity, but there are few studies assessing their effectiveness, especially at an organisational level. This study assesses the impact of the Creating Active School’s (CAS) programme on organisational changes to physical activity provision. Methods: In-school CAS leads completed a 77-item questionnaire assessing school-level organisational change. The questionnaire comprised 19 domains aligned with the CAS framework and COM-B model of behaviour change. Wilcoxon Signed Rank Tests assessed the pre-to-nine-month change. Results: >70% of schools (n = 53) pre-CAS had inadequate whole-school physical activity provision. After nine months (n = 32), CAS had a significant positive effect on organisational physical activity. The positive change was observed for: whole-school culture and ethos, teachers and wider school staff, academic lessons, physical education (PE) lessons, commute to/from school and stakeholder behaviour. Conclusions: This study provides preliminary evidence that CAS is a viable model to facilitate system-level change for physical activity in schools located within deprived areas of a multi-ethnic city. To confirm the results, future studies are required which adopt controlled designs combined with a holistic understanding of implementation determinants and underlying mechanisms. Full article

(This article belongs to the Special Issue Promoting Physical Activity in and through Schools)

► Show Figures

Figure 1

13 pages, 967 KiB

Open AccessArticle

An Investigation of the Implementation of Obligatory Physical Activity Classes for 5th–7th Grade in Norway

by Erling Algroy, Oddrun Samdal and Ellen Haug

Int. J. Environ. Res. Public Health 2022, 19(21), 14312; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192114312 - 02 Nov 2022

Viewed by 1222

Abstract

In 2009, all Norwegian 5th–7th graders were allocated 76 h of obligatory physical activity (PA) classes in addition to physical education (PE). The study explores how schools implemented these classes and the relationship with school physical activity guidelines. The sample consisted of 134 schools participating in the WHO collaborative Health Behaviour in School-Aged Children (HBSC) survey in 2014 (n = 69) and 2018 (n = 65). Ten questions concerning PA were asked in 2014, and four of these were included in the 2018 survey. Chi-squared tests were used to investigate differences between groups. In 2014, 51% reported that PE teachers led the classes; this had reduced to 30% in 2018. A combination of teacher- and student-driven activities was most common. More student-led activities were observed when nonpedagogical personnel were responsible for the classes. Most schools reported no professional staff development related to the implementation of obligatory PA. In 2018, schools with written guidelines on physical activity had to a greater extent implemented staff development measures and increased the use of PE teachers compared to 2014. A considerable variation regarding teaching competence, teaching forms, group sizes, and facilities makes the outcome of the PA scheme uncertain. A potential effect of having established written school policies on the implementation of physical activity classes was however found. Full article

(This article belongs to the Special Issue Promoting Physical Activity in and through Schools)

► Show Figures

Figure 1

17 pages, 366 KiB

Open AccessArticle

The Use of Wearable Activity Trackers in Schools to Promote Child and Adolescent Physical Activity: A Descriptive Content Analysis of School Staff’s Perspectives

by Amy V. Creaser, Marie T. Frazer, Silvia Costa, Daniel D. Bingham and Stacy A. Clemes

Int. J. Environ. Res. Public Health 2022, 19(21), 14067; https://doi.org/10.3390/ijerph192114067 - 28 Oct 2022

Cited by 3 | Viewed by 1506

Abstract

Background: The school environment is an ideal setting for promoting physical activity (PA). Wearable activity trackers (wearables) have previously been implemented, in research, as intervention tools within the school-environment. However, the large-scale use and acceptance of wearables, in schools, is unknown. Methods: This study distributed a cross-sectional survey to school staff to investigate the prevalence of child and adolescent wearable use in schools, including when and how they are used, and school staff’s willingness to use them in the future (as implemented by school staff). This survey consisted of between 13 and 22 items, including closed-ended and open-ended questions. Closed-ended responses were displayed descriptively (wearable prevalence and characteristics), and open-ended qualitative responses were categorised using descriptive content analysis (how wearables are used). Results: 1087 school staff provided valid responses. Of those, 896 (82.4%) had never used a wearable as a teaching or support tool for their students, and 120 (11%) currently used- and 71 (6.5%) had previously used- a wearable as a teaching or support tool for their students. When wearables were used, school staff implemented their use regularly and during physical education lessons or throughout the entire school day. Wearables were used to monitor or increase student’s PA levels, or for student and staff educational purposes (e.g., academic learning, movement breaks). Most school staff were willing to use a wearable as a teaching or support tool to promote student’s PA, and/or learning about PA, in the future. Conclusions: This study is the first study to explore the widescale use and acceptance of children and adolescents using wearables in the school-setting. Findings may inform the development of future school-based interventions and public health initiatives for physical activity promotion, using wearables. Full article

(This article belongs to the Special Issue Promoting Physical Activity in and through Schools)

17 pages, 379 KiB

Open AccessArticle

Opening up Neat New Things: Exploring Understandings and Experiences of Social and Emotional Learning and Meaningful Physical Education Utilizing Democratic and Reflective Pedagogies

by Donal Howley, Ben Dyson, Seunghyun Baek, Judy Fowler and Yanhua Shen

Int. J. Environ. Res. Public Health 2022, 19(18), 11229; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph191811229 - 07 Sep 2022

Cited by 2 | Viewed by 2072

Abstract

When it comes to teaching social and affective outcomes pertaining to health and physical activity within Physical Education (PE) settings, such learning historically has been observed as manifesting itself as hoped-for-by-products rather than intentionally-taught-for curricular outcomes. The purpose of this study was to explore understandings and experiences of Social and Emotional Learning (SEL) and Meaningful Physical Education (MPE) utilizing democratic and reflective pedagogies. A qualitative case study design was implemented in an alternative high school setting in the USA across 10 months. Participants included the Teacher–Researcher (TR), one Physical Education (PE) teacher, a critical friend, two teaching assistants, and 16 ninth-grade alternative high school students aged 14–15 (eight girls/eight boys). Methods involved a TR journal, post–lesson teaching reflections, interviews, and focus groups, with inductive and deductive analysis applied. The following themes were constructed: It really made you think; making movement meaningful; being a better classmate; and doing things differently. Results demonstrate how utilizing democratic and reflective approaches grounded in social constructivist learning theory innovatively promoted SEL and MPE. It allowed students to reflect, interrogate and discuss how movement experiences inside and outside of PE influenced their pursuit of a physically active life. Participants articulated experiencing a more inclusive learning experience that challenged the purpose and subject matter of previous PE and physical activity. Teaching for SEL and MPE using common language and terminology around pre–identified and defined competencies, skills, and features drawn from these conceptual frameworks as demonstrated here, can help contribute to more concrete and uniform learning experiences within and across settings. Doing so led participants to demonstrate more holistic and broader understandings of what constituted participation in PE and physical activity, as well as how to promote and participate in meaningful movement and physical activity within and outside of school to promote healthy living. We call for further embedding of democratic and reflective pedagogies in PE teacher education and professional development that provides teachers and students with the opportunity to do so going forward. Full article

(This article belongs to the Special Issue Promoting Physical Activity in and through Schools)

13 pages, 1917 KiB

Open AccessArticle

Sedentary Patterns and Sit-to-Stand Transitions in Open Learning Spaces and Conventional Classrooms among Primary School Students

by Jani Hartikainen, Eero A. Haapala, Arja Sääkslahti, Anna-Maija Poikkeus and Taija Finni

Int. J. Environ. Res. Public Health 2022, 19(13), 8185; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19138185 - 04 Jul 2022

Viewed by 2123

Abstract

Educational reforms worldwide have resulted in schools increasingly incorporating open and flexible classroom designs that may provide possibilities to reduce sedentary behavior among students during lessons. Cross-sectional associations of classroom type on accelerometry assessed sedentary bout durations and sit-to-stand transitions were investigated in 191 third and fifth grade students recruited from one school with open learning spaces and two schools with conventional classrooms. A three-way ANOVA for classroom type, gender and grade level indicated that students in open learning spaces had more 1-to-4-min sedentary bouts (mean difference 1.8 bouts/h, p < 0.001), fewer >10-min sedentary bouts (median 0.20 vs. 0.48 bouts/h, p = 0.004) and more sit-to-stand transitions (mean difference 0.9 STS/h, p = 0.009) than students in conventional learning spaces. Comparisons between schools by grade, which were conducted with a one-way ANCOVA adjusted for gender, indicated that most of the significant differences occurred between schools with different classroom types. There were only small and mostly statistically nonsignificant differences between the two schools with conventional classrooms. In conclusion, open learning spaces may improve children’s sedentary profiles towards shorter sedentary bout durations and facilitate also postural transitions during lessons, which may translate into beneficial health impacts over a longer period. Full article

(This article belongs to the Special Issue Promoting Physical Activity in and through Schools)

► Show Figures

Figure 1

16 pages, 2736 KiB

Open AccessArticle

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

by Sara Wawrzyniak, Marcin Korbecki, Ireneusz Cichy, Agnieszka Kruszwicka, Tomasz Przybyla, Michal Klichowski and Andrzej Rokita

Int. J. Environ. Res. Public Health 2022, 19(3), 1275; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19031275 - 24 Jan 2022

Cited by 7 | Viewed by 3495

Abstract

Studies suggest that incorporating core academic subjects into physical education (PE) stimulates the development of both motor and cognitive skills in primary school students. For example, several experiments show that children’s participation in Eduball, i.e., a method that uses educational balls with printed letters, numbers, and other signs, improves their physical fitness while simultaneously developing their mathematical and language skills. However, the question of who should conduct such classes to make them most effective (regular classroom teachers, physical education teachers, or maybe both in cooperation?) remains unanswered. Here, we replicated a previous Eduball experiment, but now, instead of one experimental group, there were three. In the first, Eduball-classes were conducted by the classroom teacher, in the second, by the physical education teacher, and in the third, collaboratively. After one year intervention, all experimental groups significantly improved both their cognitive (mathematical, reading, and writing) and gross motor (locomotor and object control) skills, and these effects were larger than in the control group participating in traditional PE. Importantly, there were no differences in progression between the Eduball-groups. Thus, our study demonstrates that methods linking PE with cognitive tasks can be effectively used by both PE specialists and general classroom teachers. Full article

(This article belongs to the Special Issue Promoting Physical Activity in and through Schools)

► Show Figures

Figure 1

13 pages, 2051 KiB

Open AccessArticle

A Day in the Life: Secondary School Students’ Experiences of School-Based Physical Activity in Ireland, Finland, and the United States

by Jaimie McMullen, Collin Brooks, Cassandra Iannucci and Xiaoping Fan

Int. J. Environ. Res. Public Health 2022, 19(3), 1214; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19031214 - 22 Jan 2022

Cited by 2 | Viewed by 2170

Abstract

Internationally, there is an effort to have schools adopt a whole-school approach to physical activity promotion. Such a model includes physical activity opportunities throughout the whole school day, including physical education; before, during, and after school physical activity; and staff and community engagement. The purpose of this study was to describe the physical activity experiences of young people attending secondary schools in Finland, Ireland, and the United States where a whole-school approach to physical activity promotion was employed. One school in each country was identified based on its adoption of a national physical activity initiative (i.e., Finland—Finnish Schools on the Move; Ireland—Active School Flag; United States—Let’s Move Active Schools). Data were collected through observation with field notes, photos, and interviews with key stakeholders. The results are presented as analytic narrative vignettes that represent a “typical” school day. The results provide a glimpse into available physical activity opportunities for young people at each school and demonstrate an emphasis on active school culture. Full article

(This article belongs to the Special Issue Promoting Physical Activity in and through Schools)

► Show Figures

Figure 1

16 pages, 421 KiB

Open AccessArticle

Participation in Physical Education Classes and Health-Related Behaviours among Adolescents from 67 Countries

by João Martins, Adilson Marques, Élvio Rúbio Gouveia, Francisco Carvalho, Hugo Sarmento and Miguel González Valeiro

Int. J. Environ. Res. Public Health 2022, 19(2), 955; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19020955 - 15 Jan 2022

Cited by 9 | Viewed by 2758

Abstract

The present study sought to examine the associations between participation in physical education (PE) classes and a range of health-related behaviours among adolescents. Secondary analysis of self-reported data from the Global Student Health Survey, collected between 2010 and 2017 from 222,121 adolescents (N = 117,914 girls; 49.0%; aged 13–17 years) from 67 countries and five world regions, was carried out. Participation in PE classes (0, 1–2, ≥3 days/week) was the independent variable. Physical activity (PA); sedentary behaviour (SB); active travel to school; fruit, vegetables, and alcohol consumption; and smoking; as well as adopting ≥5 of these healthy behaviours; were the dependent variables. Complex samples logistic regressions were performed to explore the associations between participation in PE classes and health-related behaviours. The results revealed that 18.2% of adolescents did not take part in PE classes. A total of 56.7% and 25.1% of adolescents reported participating in PE classes on 1–2 and ≥3 days/week, respectively. Only 26.8% of adolescents adopted ≥5 healthy behaviours. Participation in PE classes was positively associated with PA, active travel, fruit consumption, and vegetable consumption (only for ≥3 days/week), but was negatively associated with meeting SB recommendations, and with not smoking (only for girls and ≥3 days/week). Overall, PE participation was positively associated with adopting ≥5 healthy behaviours, with favourable results found for those who attended more PE classes. The findings revealed a positive association between participation in PE classes and a range of health-related behaviours among adolescents. This suggests that, worldwide, quality PE should be delivered at least 3 days per week up to daily to promote healthy lifestyles among adolescents. Full article

(This article belongs to the Special Issue Promoting Physical Activity in and through Schools)

21 pages, 32377 KiB

Open AccessFeature PaperArticle

“It’s Just Not Something We Do at School”. Adolescent Boys’ Understanding, Perceptions, and Experiences of Muscular Fitness Activity

by Ashley Cox, Stuart J. Fairclough and Robert J. Noonan

Int. J. Environ. Res. Public Health 2021, 18(9), 4923; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18094923 - 05 May 2021

Cited by 8 | Viewed by 3932

Abstract

Background: English youth typically do not sufficiently engage in the types and intensities of physical activity that develop muscular fitness. The aim of this study was to use a combination of qualitative techniques to explore adolescent boys’ understanding, perceptions, and experiences of physical activity and the role muscular fitness plays within boys’ physically active lifestyles. Methods: Focus group interviews with a write, draw, show, and tell activity were conducted with 32 adolescent boys aged 14–16 years from 3 secondary schools. Three separate sources of data (frequency counts, verbatim transcripts, and visual data) were generated and were pooled together and triangulated. Data were analysed deductively, first using the Youth Physical Activity Promotion model as a thematic framework, and then inductively. Results: Physical activity was frequently associated with organised sport, and most boys were unaware of current UK physical activity guidelines. Co-participation was frequently reported as a reinforcing factor to physical activity. Conclusions: There was a perceived lack of opportunity to participate in muscular fitness activities, particularly in school, and knowledge of how to conduct muscular fitness activities was limited. The contribution of physical education was highlighted as being key to facilitating exposure to muscular fitness activities. Full article

(This article belongs to the Special Issue Promoting Physical Activity in and through Schools)

► Show Figures

Figure 1

17 pages, 791 KiB

Open AccessArticle

Directly Observed Physical Activity of Year 1 Children during School Class Time: A Cross-Sectional Study

by Kirstin Macdonald, Nikki Milne, Rodney Pope and Robin Orr

Int. J. Environ. Res. Public Health 2021, 18(7), 3676; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18073676 - 01 Apr 2021

Viewed by 1893

Abstract

Providing physical activity opportunities to children throughout the school day may be beneficial for children’s health and learning. Existing practices regarding the frequency, type and context of physical activity opportunities being provided to children in the early years of primary school remains largely unknown. The aim of this study was to observe Year 1 children’s physical activity and its contexts during school class time and identify opportunities to incorporate additional activity. A cross-sectional study was conducted with 34 Year 1 children (20 boys, 14 girls; mean age = 6.36 ± 0.34 years) from one primary school in Queensland, Australia. A modified version of the Observational System for Recording Physical Activity in Children—Elementary School was used to assess children’s physical activity and its contexts during class time. Observational data were collected over a four-week period. The frequencies (and percentages) of intervals of children’s activity observed in sedentary, light and moderate-to-vigorous intensities during different instructional and social contexts and physical settings were recorded and calculated. Pearson’s chi-square test of association was conducted to evaluate whether social context (group composition) was related to incidental physical activity. A total of 5305 observation intervals (i.e., 5 s observation interval followed by a 25 s recording interval) were available for analysis (~44 h of observation). Year 1 children were sedentary for the majority (86%) of observed intervals during school class time. Children spent limited time performing light (12% of intervals) and moderate-to-vigorous physical activity (2% of intervals). Organised physical activity observed during class time included physical education/school sport (5.9% of intervals) and classroom-based physical activity (2.8% of intervals). When children completed activities in small groups, they were significantly more likely to engage in incidental physical activity than when they completed activities as a whole class (χ² = 94.73 p < 0.001). Incorporating movement into academic lessons or during transitions between lessons and classrooms may encourage children to be more active. Incidental physical activity may also be promoted through small group activities. Schools should ideally be encouraged and supported to employ a whole-of-school approach to physical activity promotion, which includes identifying and implementing opportunities for children to be active during class time. Full article

(This article belongs to the Special Issue Promoting Physical Activity in and through Schools)

► Show Figures

Figure 1

Review

Jump to: Research, Other

11 pages, 821 KiB

Open AccessReview

Methodological Considerations for Movement Education Interventions in Natural Environments for Primary School Children: A Scoping Review

by Luca Petrigna, Ewan Thomas, Antonino Scardina, Federica Rizzo, Jessica Brusa, Giovanni Camarazza, Claudia Galassi, Antonio Palma and Marianna Bellafiore

Int. J. Environ. Res. Public Health 2022, 19(3), 1505; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19031505 - 28 Jan 2022

Cited by 5 | Viewed by 2379

Abstract

Background: Education is the ideal setting for carrying out projects to improve primary students’ capacities. In recent years, interventions in natural environments have been more frequently proposed, but there is still a lack of standardization, making deeper study of the topic necessary. This review aims to report on what previous scientific research has been carried out, and eventually, to propose standard operating procedures for future interventions. Methods: This is a scoping review that adopted the PRISMA guidelines. Primary school children have been included, and the interventions had to be proposed adopting nature as the primary element of the learning process. Results: A total of 19 studies have been included, and a wide range of methodological differences has been detected regarding the included intervention protocols. Conclusions: Learning in nature is a feasible intervention that, despite the high heterogeneity of interventions, demonstrates positive outcomes in the learning sphere of children. Full article

(This article belongs to the Special Issue Promoting Physical Activity in and through Schools)

► Show Figures

Figure 1

Other

Jump to: Research, Review

12 pages, 325 KiB

Open AccessOpinion

Physical Education: At the Centre of Physical Activity Promotion in Schools

by Lorraine Cale

Int. J. Environ. Res. Public Health 2023, 20(11), 6033; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph20116033 - 02 Jun 2023

Viewed by 2328

Abstract

Whilst recognising and advocating for the role and importance of schools and whole school approaches to the promotion of physical activity in schools, this paper argues that physical education (PE) should be at the centre of and driving schools’ efforts to promote physical activity. Various reasons are given for this, with these broadly centring on the unique goal, nature, and responsibilities of the subject with respect to promoting physically active lifestyles and health-related learning. Furthermore, there have been positive strides in recent years to support this endeavour and that serve to highlight, strengthen, and reinforce the focus and responsibility of PE in the promotion of physical activity. In light of these, it is suggested that it is a pivotal time for PE. Equally, it is accepted that PE faces some longstanding challenges that are hindering and raise questions concerning the subject’s physical activity promotion efforts. Despite this, it is contended that these should not be unsurmountable, and more recent developments should also help the subject to realise its physical activity promoting potential moving forwards. In particular, the critical importance of high-quality PE that has young people at the core is highlighted. It is concluded that it is both time and timely for the PE profession to be bold, have confidence, and grasp these opportunities and ensure that high-quality PE is central to the explicit planning and co-ordination of meaningful, coherent, relevant, and sustainable physical activity opportunities for young people in schools. Full article

(This article belongs to the Special Issue Promoting Physical Activity in and through Schools)

Journal Menu

Journal Browser

Promoting Physical Activity in and through Schools

Share This Special Issue

Special Issue Editor

Special Issue Information

Keywords

Published Papers (12 papers)

Research

Review

Other

Further Information

Guidelines

MDPI Initiatives

Follow MDPI