Developing ACTIVE SCHOOL—The Design Process for Two School-Based Physical Activity Interventions
Research output: Contribution to journal › Journal article › Research › peer-review
Standard
Developing ACTIVE SCHOOL—The Design Process for Two School-Based Physical Activity Interventions. / Jeppesen, Lise Sohl; Bugge, Anna; Smedegaard, Søren ; Wienecke, Jacob; Sandfeld, Jesper.
In: Translational Journal of the American College of Sports Medicine, Vol. 9, No. 2, 2024, p. 1-11.Research output: Contribution to journal › Journal article › Research › peer-review
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - JOUR
T1 - Developing ACTIVE SCHOOL—The Design Process for Two School-Based Physical Activity Interventions
AU - Jeppesen, Lise Sohl
AU - Bugge, Anna
AU - Smedegaard, Søren
AU - Wienecke, Jacob
AU - Sandfeld, Jesper
PY - 2024
Y1 - 2024
N2 - Introduction Physical activity (PA) interventions in schools can improve children’s overall PA levels and positively affect academic performance. However, implementing PA during the school day can be challenging in the complex school setting. Many school-based PA studies do not present their interventions’ design processes, although this knowledge is important to replicate the intervention.Purpose This article aims to provide insights into the collaborative design process of the two PA interventions for third-grade pupils of the ACTIVE SCHOOL project. The evidence-based interventions focus on PA integrated into academic content (Move & Learn intervention) as embodied learning or PA as moderate to vigorous activity performed during the school day (Run, Jump & Fun intervention). The study’s objective was to engage teachers and pedagogues early in the design process to ensure the design was tailored to practice.Methods A team consisting of researchers, school staff, and experts were involved in the design process. The process lasted one school year and comprised three phases: exploration and analysis, construction and design, and reflection and evaluation. Multiple methods were used, including focus group interviews, a design workshop, and observations of iterative in-school testing.Results The result of the analysis and exploration phase was a set of learning points based on information about school culture, school staff competences, and needs. The design and construction phase produced a set of intervention skeletons, which were the actual elements of the interventions. The evaluation and reflection phase created the main results, which are specific principles and multifaceted implementation strategies for Move & Learn and Run, Jump & Fun, respectively. Finally, dose and timing of the interventions were specified.Conclusion Collaboration with schools and an iterative approach were determinants for designing interventions appropriate to the Danish school context and school staff practice.
AB - Introduction Physical activity (PA) interventions in schools can improve children’s overall PA levels and positively affect academic performance. However, implementing PA during the school day can be challenging in the complex school setting. Many school-based PA studies do not present their interventions’ design processes, although this knowledge is important to replicate the intervention.Purpose This article aims to provide insights into the collaborative design process of the two PA interventions for third-grade pupils of the ACTIVE SCHOOL project. The evidence-based interventions focus on PA integrated into academic content (Move & Learn intervention) as embodied learning or PA as moderate to vigorous activity performed during the school day (Run, Jump & Fun intervention). The study’s objective was to engage teachers and pedagogues early in the design process to ensure the design was tailored to practice.Methods A team consisting of researchers, school staff, and experts were involved in the design process. The process lasted one school year and comprised three phases: exploration and analysis, construction and design, and reflection and evaluation. Multiple methods were used, including focus group interviews, a design workshop, and observations of iterative in-school testing.Results The result of the analysis and exploration phase was a set of learning points based on information about school culture, school staff competences, and needs. The design and construction phase produced a set of intervention skeletons, which were the actual elements of the interventions. The evaluation and reflection phase created the main results, which are specific principles and multifaceted implementation strategies for Move & Learn and Run, Jump & Fun, respectively. Finally, dose and timing of the interventions were specified.Conclusion Collaboration with schools and an iterative approach were determinants for designing interventions appropriate to the Danish school context and school staff practice.
U2 - 10.1249/TJX.0000000000000251
DO - 10.1249/TJX.0000000000000251
M3 - Journal article
VL - 9
SP - 1
EP - 11
JO - Translational Journal of the American College of Sports Medicine
JF - Translational Journal of the American College of Sports Medicine
SN - 2379-2868
IS - 2
ER -
ID: 388638360