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The Daily Mile: Whole-school recommendations for implementation and sustainability. A mixed-methods study

Emily Marchant Orcid Logo, Charlotte Todd Orcid Logo, Gareth Stratton Orcid Logo, Sinead Brophy Orcid Logo

PLOS ONE, Volume: 15, Issue: 2, Start page: e0228149

Swansea University Authors: Emily Marchant Orcid Logo, Charlotte Todd Orcid Logo, Gareth Stratton Orcid Logo, Sinead Brophy Orcid Logo

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DOI (Published version): 10.1371/journal.pone.0228149

Abstract

Regular physical activity (PA) during childhood is associated with a range of positive health outcomes and higher educational attainment. However, only 2.0% to 14.7% of girls and 9.5% to 34.1% of boys are meeting the current PA guidelines of 60 minutes of moderate to vigorous PA daily. Schools are t...

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Published in: PLOS ONE
ISSN: 1932-6203
Published: Public Library of Science (PLoS) 2020
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However, only 2.0% to 14.7% of girls and 9.5% to 34.1% of boys are meeting the current PA guidelines of 60 minutes of moderate to vigorous PA daily. Schools are targeted as a key setting to improve children's PA levels. The Daily Mile (TDM), a teacher-led 15 minute PA intervention was established in 2012 and has been widely adopted globally. However, the dynamic school environment generates challenges for school-based interventions to follow a uniform implementation method resulting in sustainability issues and limited evaluation. The aims of this mixed-methods study were to (1) explore whether whole-school experiences of TDM were related to implementation and (2) examine the association between TDM and CRF in children from high and low socio-economic groups. Focus groups with pupils (n = 6) and interviews with teachers (n = 9) and headteachers (n = 2) were conducted to explore factors associated with successful implementation. Pupils (n = 258 imputed) aged 9-11 from six primary schools in south Wales, United Kingdom participated in CRF assessments (20m shuttle run test) at two time-points (baseline, 6 month follow-up). Thematic analyses of qualitative measures and linear regression analyses of quantitative measures were used to assess the research questions. Qualitative findings identified implementation factors associated with a positive experience of TDM; flexible and adaptable, not replacing current play provision but delivered as an additional playtime, incorporate personal goal setting, teacher participation, whole-school delivery with community support. Both groups demonstrated equal increases in shuttles between baseline and follow-up (deprived: 4.7 &#xB1; 13.4, non-deprived: 4.8 &#xB1; 16.0). There was no significant difference in this increase for deprived compared to non-deprived children adjusted for age and gender. 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spelling 2020-10-23T12:30:00.4324132 v2 53169 2020-01-10 The Daily Mile: Whole-school recommendations for implementation and sustainability. A mixed-methods study d68adb6744707b3bd75e07bd334d0516 0000-0002-9701-5991 Emily Marchant Emily Marchant true false 74c92c91e05d8cb8de38e27de34c9194 0000-0002-3183-2403 Charlotte Todd Charlotte Todd true false 6d62b2ed126961bed81a94a2beba8a01 0000-0001-5618-0803 Gareth Stratton Gareth Stratton true false 84f5661b35a729f55047f9e793d8798b 0000-0001-7417-2858 Sinead Brophy Sinead Brophy true false 2020-01-10 EDUC Regular physical activity (PA) during childhood is associated with a range of positive health outcomes and higher educational attainment. However, only 2.0% to 14.7% of girls and 9.5% to 34.1% of boys are meeting the current PA guidelines of 60 minutes of moderate to vigorous PA daily. Schools are targeted as a key setting to improve children's PA levels. The Daily Mile (TDM), a teacher-led 15 minute PA intervention was established in 2012 and has been widely adopted globally. However, the dynamic school environment generates challenges for school-based interventions to follow a uniform implementation method resulting in sustainability issues and limited evaluation. The aims of this mixed-methods study were to (1) explore whether whole-school experiences of TDM were related to implementation and (2) examine the association between TDM and CRF in children from high and low socio-economic groups. Focus groups with pupils (n = 6) and interviews with teachers (n = 9) and headteachers (n = 2) were conducted to explore factors associated with successful implementation. Pupils (n = 258 imputed) aged 9-11 from six primary schools in south Wales, United Kingdom participated in CRF assessments (20m shuttle run test) at two time-points (baseline, 6 month follow-up). Thematic analyses of qualitative measures and linear regression analyses of quantitative measures were used to assess the research questions. Qualitative findings identified implementation factors associated with a positive experience of TDM; flexible and adaptable, not replacing current play provision but delivered as an additional playtime, incorporate personal goal setting, teacher participation, whole-school delivery with community support. Both groups demonstrated equal increases in shuttles between baseline and follow-up (deprived: 4.7 ± 13.4, non-deprived: 4.8 ± 16.0). There was no significant difference in this increase for deprived compared to non-deprived children adjusted for age and gender. Findings from this study provide a set of recommendations for the future implementation and sustainability of TDM. Journal Article PLOS ONE 15 2 e0228149 Public Library of Science (PLoS) 1932-6203 5 2 2020 2020-02-05 10.1371/journal.pone.0228149 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2020-10-23T12:30:00.4324132 2020-01-10T09:58:13.8513520 Faculty of Medicine, Health and Life Sciences Swansea University Medical School - Medicine Emily Marchant 0000-0002-9701-5991 1 Charlotte Todd 0000-0002-3183-2403 2 Gareth Stratton 0000-0001-5618-0803 3 Sinead Brophy 0000-0001-7417-2858 4 53169__16626__32a521efa89443acb257c95fc969492e.pdf 53169.pdf 2020-02-19T14:53:15.2337809 Output 565265 application/pdf Version of Record true Released under the terms of a Creative Commons Attribution License (CC-BY). true English http://creativecommons.org/licenses/by/4.0/
title The Daily Mile: Whole-school recommendations for implementation and sustainability. A mixed-methods study
spellingShingle The Daily Mile: Whole-school recommendations for implementation and sustainability. A mixed-methods study
Emily Marchant
Charlotte Todd
Gareth Stratton
Sinead Brophy
title_short The Daily Mile: Whole-school recommendations for implementation and sustainability. A mixed-methods study
title_full The Daily Mile: Whole-school recommendations for implementation and sustainability. A mixed-methods study
title_fullStr The Daily Mile: Whole-school recommendations for implementation and sustainability. A mixed-methods study
title_full_unstemmed The Daily Mile: Whole-school recommendations for implementation and sustainability. A mixed-methods study
title_sort The Daily Mile: Whole-school recommendations for implementation and sustainability. A mixed-methods study
author_id_str_mv d68adb6744707b3bd75e07bd334d0516
74c92c91e05d8cb8de38e27de34c9194
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84f5661b35a729f55047f9e793d8798b
author_id_fullname_str_mv d68adb6744707b3bd75e07bd334d0516_***_Emily Marchant
74c92c91e05d8cb8de38e27de34c9194_***_Charlotte Todd
6d62b2ed126961bed81a94a2beba8a01_***_Gareth Stratton
84f5661b35a729f55047f9e793d8798b_***_Sinead Brophy
author Emily Marchant
Charlotte Todd
Gareth Stratton
Sinead Brophy
author2 Emily Marchant
Charlotte Todd
Gareth Stratton
Sinead Brophy
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container_title PLOS ONE
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container_start_page e0228149
publishDate 2020
institution Swansea University
issn 1932-6203
doi_str_mv 10.1371/journal.pone.0228149
publisher Public Library of Science (PLoS)
college_str Faculty of Medicine, Health and Life Sciences
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hierarchy_top_title Faculty of Medicine, Health and Life Sciences
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department_str Swansea University Medical School - Medicine{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}Swansea University Medical School - Medicine
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description Regular physical activity (PA) during childhood is associated with a range of positive health outcomes and higher educational attainment. However, only 2.0% to 14.7% of girls and 9.5% to 34.1% of boys are meeting the current PA guidelines of 60 minutes of moderate to vigorous PA daily. Schools are targeted as a key setting to improve children's PA levels. The Daily Mile (TDM), a teacher-led 15 minute PA intervention was established in 2012 and has been widely adopted globally. However, the dynamic school environment generates challenges for school-based interventions to follow a uniform implementation method resulting in sustainability issues and limited evaluation. The aims of this mixed-methods study were to (1) explore whether whole-school experiences of TDM were related to implementation and (2) examine the association between TDM and CRF in children from high and low socio-economic groups. Focus groups with pupils (n = 6) and interviews with teachers (n = 9) and headteachers (n = 2) were conducted to explore factors associated with successful implementation. Pupils (n = 258 imputed) aged 9-11 from six primary schools in south Wales, United Kingdom participated in CRF assessments (20m shuttle run test) at two time-points (baseline, 6 month follow-up). Thematic analyses of qualitative measures and linear regression analyses of quantitative measures were used to assess the research questions. Qualitative findings identified implementation factors associated with a positive experience of TDM; flexible and adaptable, not replacing current play provision but delivered as an additional playtime, incorporate personal goal setting, teacher participation, whole-school delivery with community support. Both groups demonstrated equal increases in shuttles between baseline and follow-up (deprived: 4.7 ± 13.4, non-deprived: 4.8 ± 16.0). There was no significant difference in this increase for deprived compared to non-deprived children adjusted for age and gender. Findings from this study provide a set of recommendations for the future implementation and sustainability of TDM.
published_date 2020-02-05T04:06:01Z
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