‘Works for some but not others’ A qualitative study on teachers’ perspectives and perceived pupil experience of a North West London school-based run/walk programme

Shannah Anico, Laura. J. Wilson, Elizabeth Smith, Emma. L.J. Eyre

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Abstract

Developing physical literacy (PL) in childhood is a key to develop lifelong physical activity. Teachers’ play an important role in supporting children’s PL and are at the forefront for continued participation in school-based interventions. This study aimed to discuss teacher-perceived pupils’ experiences of a London-based run/walk intervention and explore its contribution to PL. Semi-structured interviews were developed to explore school delivery and teacher perceptions. Six themes developed: perceived experiences, perceived outcomes of participation, teacher attitudes, fidelity/adherence, logistics and intervention suggestions. A novel insight is that the intervention ‘works for some but not others’ and the importance of self-select pace.
Original languageEnglish
Pages (from-to)1-15
Number of pages15
JournalEducation 3-13
Volume3
Issue number13
Early online date11 May 2023
DOIs
Publication statusPublished - 11 May 2023

Keywords

  • Physical literacy
  • physical activity
  • school
  • teacher

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