Using pedometers to explore the physical activities that children want to do, and teachers want to implement: a mixed method case study
type: CreativeWork
description: PhD Title: Using pedometers to explore the physical activities in primary school that children want to do, and schools want to implement: a mixed method case study. Background: It is globally acknowledged that physical activity has numerous benefits for children’s overall health and well-being (Fotina & Ellefson, 2021). Yet recent research suggests that children’s engagement with physical activity is declining (Salway et al., 2023). Neil-Sztramko et al. (2021) evidenced that fewer than 30% of children and adolescents (aged 6-18 years) meet global physical activity recommendations of at least 60 minutes of ‘out of breath’ movement per day. In response to this, there have been multiple attempts at increasing the volume and intensity of physical activity that children engage in at school, through the development of well-designed and evaluated physical activity interventions. Yet despite great promise, evidence suggests that school-based interventions, when implemented into the real-world context of a primary school, result in limited success (Love et al., 2019). This has led to a shifting narrative away from formally constructed outcome-driven interventions towards more informal practitioner-led initiatives that embed physical activity into the existent rhythms of the school day and provide outcome measures that align more closely with the needs of children and their teachers. This evolving domain embraces a more pragmatic approach – prioritizing the voices of children and teachers in physical activity research and designing interventions that can be implemented by practitioners already familiar with the specific complexities of the school context (Jago et al., 2023). Method: This study takes a case study approach to explore the physical movement that primary school children engage in, of their own volition, during the primary school day and how this impacts their teachers’ daily practices and governance. It also explores the practical issues of using pedometers with y…
abstract: PhD Title: Using pedometers to explore the physical activities in primary school that children want to do, and schools want to implement: a mixed method case study. Background: It is globally acknowledged that physical activity has numerous benefits for children’s overall health and well-being (Fotina & Ellefson, 2021). Yet recent research suggests that children’s engagement with physical activity is declining (Salway et al., 2023). Neil-Sztramko et al. (2021) evidenced that fewer than 30% of children and adolescents (aged 6-18 years) meet global physical activity recommendations of at least 60 minutes of ‘out of breath’ movement per day. In response to this, there have been multiple attempts at increasing the volume and intensity of physical activity that children engage in at school, through the development of well-designed and evaluated physical activity interventions. Yet despite great promise, evidence suggests that school-based interventions, when implemented into the real-world context of a primary school, result in limited success (Love et al., 2019). This has led to a shifting narrative away from formally constructed outcome-driven interventions towards more informal practitioner-led initiatives that embed physical activity into the existent rhythms of the school day and provide outcome measures that align more closely with the needs of children and their teachers. This evolving domain embraces a more pragmatic approach – prioritizing the voices of children and teachers in physical activity research and designing interventions that can be implemented by practitioners already familiar with the specific complexities of the school context (Jago et al., 2023). Method: This study takes a case study approach to explore the physical movement that primary school children engage in, of their own volition, during the primary school day and how this impacts their teachers’ daily practices and governance. It also explores the practical issues of using pedometers with y…
author: Hutson, Nicola
language: eng
keywords: Children, physical activity, movement, qualitative, primary school
license: https://www.repository.cam.ac.uk/bitstreams/26230a31-a343-418d-96e7-17eab02d8135/download
license: http://purl.org/NET/rdflicense/allrightsreserved
date published: 2024-03-05
date modified: 2026-07-22T22:23:54Z
provider: Cambridge University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Cambridge

PropertyValue
property ID: DOI
value: 10.17863/CAM.118186