Implementation Outcomes and Recommendations of Two Physical Activity Interventions: Results from the Danish ACTIVE SCHOOL Feasibility Study

Lise Sohl Jeppesen (), Jesper Sandfeld, Søren Smedegaard, Glen Nielsen, Mathias Brekke Mandelid, Malene Norup, Jacob Wienecke and Anna Bugge
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Lise Sohl Jeppesen: Department of Nutrition, Exercise and Sports, University of Copenhagen, DK-2200 Copenhagen, Denmark
Jesper Sandfeld: Faculty of Teacher Education, University College Copenhagen, DK-1799 Copenhagen, Denmark
Søren Smedegaard: Faculty of Education and Social Sciences, UCL University College, DK-5230 Odense, Denmark
Glen Nielsen: Department of Nutrition, Exercise and Sports, University of Copenhagen, DK-2200 Copenhagen, Denmark
Mathias Brekke Mandelid: Department of Pedagogy, Social Science and Religion, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, NO-6856 Sogndal, Norway
Malene Norup: Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, DK-2200 Copenhagen, Denmark
Jacob Wienecke: Department of Nutrition, Exercise and Sports, University of Copenhagen, DK-2200 Copenhagen, Denmark
Anna Bugge: Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, DK-2200 Copenhagen, Denmark

IJERPH, 2025, vol. 22, issue 1, 1-23

Abstract: Physical activity (PA) should be an essential part of all children’s lives, as it can promote physical and mental health, enhance general well-being, and positively impact learning outcomes. Schools offer an ideal setting to encourage physical activity during the school day, as nearly all children attend school. However, schools present a complex environment for implementing PA, and sedentary behavior is common in classroom teaching. This study explores the feasibility of two types of school-based physical activity interventions: one based on research in exercise and cognition (Run, Jump & Fun) and another grounded in embodied learning (Move & Learn). Run, Jump & Fun can be conceptualized as extra non-curricular physical activity implemented into the school day while Move & Learn is integrated into curricular time. The 8-week study involved third-grade students and their teachers from seven schools, with educational strategies applied to support adoption. Quantitative and qualitative data were collected before, during, and after the 8-week period. The results indicated that both interventions were feasible to implement, leading to a series of recommendations for further refinement. These recommendations can guide the development of future school-based PA interventions and inspire other researchers to assess and improve their implementation strategies.

Keywords: primary school; children; teachers; learning; health interventions (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2025
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