Exploring the acceptability and feasibility of implementing physical activity in primary school classrooms – A Somerset Activity and Sport Partnership Scheme.

Abstract

Abstract Purpose: The purpose of this study was: 1) to explore the perceptions of primary school staff members, pupils and governors in regard to classroom based physical activity (CBPA); 2) to understand the multiple levels of factors impacting these stakeholder’s acceptability of interventions and 3) to collaboratively design a successful classroom movement intervention that is accepted by the school governors, feasible for teachers and enjoyable for the pupils, with the main aim of breaking up continuous uninterrupted classroom sedentary time. Methods: Sixty-four staff members and twenty governors completed a questionnaire and 7 participants (n=5 staff and n=2 governors) took part in a further follow up semi structured telephone interview. Thirty-four Key Stage (KS) 1 and KS2 pupils from one federated village school in Somerset took part in a focus group discussion. Results: All staff members, governors and pupils were aware of the value of PA and had similar barriers for implementation within the classroom environment. Two main barriers that were reported by the majority of staff members are time and transitioning back to work following movement. In addition, suggestions for increasing adoption and implementation were identified, for example, short and simple breaks, pupil guided choice and performed at the teacher’s discretion. Furthermore, the need for more sufficient evidence regarding pupil cognition following a movement break were requested by both governors and staff. Key words: qualitative research, classroom, movement breaks, stakeholders, prolonged sedentary time Abbreviations: Physical activity (PA), Key Stage 1 (KS1), Key Stage 2 (KS2)