Considerations for Individual-Level Versus Whole-School Physical Activity Interventions: Stakeholder Perspectives

Byron Tibbitts, Kathryn Willis, Tom Reid, Simon J. Sebire, Rona Campbell, Ruth R. Kipping, Rebecca Kandiyali and Russell Jago
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Byron Tibbitts: Centre for Exercise, Nutrition & Health Sciences, School for Policy Studies, University of Bristol, 8 Priory Road, Bristol BS8 1TZ, UK
Kathryn Willis: Centre for Exercise, Nutrition & Health Sciences, School for Policy Studies, University of Bristol, 8 Priory Road, Bristol BS8 1TZ, UK
Tom Reid: Centre for Exercise, Nutrition & Health Sciences, School for Policy Studies, University of Bristol, 8 Priory Road, Bristol BS8 1TZ, UK
Simon J. Sebire: Centre for Exercise, Nutrition & Health Sciences, School for Policy Studies, University of Bristol, 8 Priory Road, Bristol BS8 1TZ, UK
Rona Campbell: Bristol Medical School: Population Health Sciences, University of Bristol, Bristol BS8 2PL, UK
Ruth R. Kipping: Bristol Medical School: Population Health Sciences, University of Bristol, Bristol BS8 2PL, UK
Rebecca Kandiyali: Bristol Medical School: Population Health Sciences, University of Bristol, Bristol BS8 2PL, UK
Russell Jago: Centre for Exercise, Nutrition & Health Sciences, School for Policy Studies, University of Bristol, 8 Priory Road, Bristol BS8 1TZ, UK

IJERPH, 2021, vol. 18, issue 14, 1-15

Abstract: Strategies to address declining physical activity levels among children and adolescents have focused on ‘individual-level’ approaches which often fail to demonstrate impact. Recent attention has been on an alternative ‘whole-school’ approach to increasing physical activity that involves promoting physical activity throughout all aspects of the school environment. There is, however, a lack of evidence on how whole-school physical activity approaches could be implemented in the UK. This qualitative study explored perspectives of key stakeholders on potential reasons for the lack of impact of individual-level school-based interventions on children’s physical activity, and key considerations for adopting a whole-school approach. Nineteen semi-structured interviews were conducted with a range of stakeholders involved in the implementation of physical activity programmes in UK schools. Data were analysed using an inductive approach. Respondents suggested that individual-level school-based interventions to increase physical activity often failed to consult end users in the design and were typically implemented in environments unsupportive of long-term change. They subsequently outlined specific barriers and key facilitators for the adoption and implementation of whole-school approaches in UK settings and recommended a shift in research foci towards building an evidence base around educational outcomes and whole-school implementation insights.

Keywords: physical activity; qualitative research; stakeholder perspective; whole-school approach (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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