Exploring the acceptability and feasibility of a whole school approach to physical activity in UK primary schools: a qualitative approach

Background UK Children generally fail to meet physical activity (PA) recommendations. Whole school approaches (WSA) have the potential to impact large numbers of children due to their ubiquitous nature for school wide implementation, however there is limited knowledge regarding primary school PA WSA implementation in the UK. This study aimed to investigate the acceptability and feasibility of a PA WSA in the UK. Methods Semi structured interviews explored research aims with participants. A qualitative description approach was adopted and data were analysed using thematic analysis to draw codes and themes from the data. Results Thirteen primary school senior leadership team (SLT) and Physical Education (PE) leads were interviewed. A PA WSA was found acceptable by all participants. Implementation, however, was questioned when other significant mechanisms were not in place. A PA WSA aided prioritisation and planning of PA provision, providing a holistic overview of all key areas of PE, school-sport and PA (PESSPA). Due to the high acceptability but dependent feasibility of a PA WSA, it is recommended that PA WSAs align with whole-school health policy and improvement plans to advance implementation. Future research, however, is needed to explore how this method is best implemented as additional interventions may also be required to promote the prioritisation of the PA agenda due to the importance of SLT backing for implementation being paramount, as results highlight. Conclusions PA WSAs aid awareness, understanding and planning of school wide PESSPA provision, however their implementation in complex. Having SLT support and an appropriately resourced PE lead maximised the impact and utility of a PA WSA.

Acceptability and Feasibility of Whole School Approach to Physical Activity in UK Primary Schools

This study aimed to investigate the acceptability and feasibility of a whole-school physical activity (PA) approach in the UK. Semi-structured interviews were conducted with 13 primary school senior leadership team (SLT) and physical education (PE) leads. The results showed that a PA WSA was found acceptable by all participants, but implementation was questioned when other significant mechanisms were not in place. The study concluded that PA WSAs aid awareness, understanding and planning of school-wide physical education, school-sport and PA provision, however their implementation in complex. Having SLT support and an appropriately resourced PE lead maximised the impact and utility of a PA WSA.

This research is important as it investigates the acceptability and feasibility of a whole-school physical activity (PA) approach in the UK, where children generally fail to meet PA recommendations. Whole-school approaches have the potential to impact a large number of children due to their ubiquitous nature for school-wide implementation. However, there is limited knowledge regarding primary school PA whole-school approaches (WSA) implementation in the UK. Understanding the acceptability and feasibility of PA WSAs is crucial for promoting and prioritizing the PA agenda in schools.

Key Takeaways:

1. A PA WSA is found acceptable by all participants, with a high level of awareness and understanding of the importance of a school in promoting active lifestyles.

2. PA WSAs aid awareness, understanding, and planning of school-wide physical education, school sport, and PA (PESSPA) provision, however, their implementation is complex and requires SLT backing and an appropriately resourced PE lead to maximize their impact and utility.

3. The study emphasizes the need for further investigation and understanding to overcome relevant barriers to aid feasibility of PA WSAs in UK primary schools.