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

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Centre for Exercise, Nutrition & Health Sciences, School for Policy Studies, University of Bristol, 8 Priory Road, Bristol BS8 1TZ, UK
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Bristol Medical School: Population Health Sciences, University of Bristol, Bristol BS8 2PL, UK
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The National Institute for Health Research Applied Research Collaboration West (NIHR ARC West), University Hospitals Bristol NHS Foundation Trust, Bristol BS1 2NT, UK
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Author to whom correspondence should be addressed.
Academic Editor: Pantelis T. Nikolaidis
Int. J. Environ. Res. Public Health 2021, 18(14), 7628; https://doi.org/10.3390/ijerph18147628
Received: 5 May 2021 / Revised: 5 July 2021 / Accepted: 8 July 2021 / Published: 18 July 2021
(This article belongs to the Section Exercise and Health)
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. View Full-Text
Keywords: physical activity; qualitative research; stakeholder perspective; whole-school approach physical activity; qualitative research; stakeholder perspective; whole-school approach
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MDPI and ACS Style

Tibbitts, B.; Willis, K.; Reid, T.; Sebire, S.J.; Campbell, R.; Kipping, R.R.; Kandiyali, R.; Jago, R. Considerations for Individual-Level Versus Whole-School Physical Activity Interventions: Stakeholder Perspectives. Int. J. Environ. Res. Public Health 2021, 18, 7628. https://doi.org/10.3390/ijerph18147628

AMA Style

Tibbitts B, Willis K, Reid T, Sebire SJ, Campbell R, Kipping RR, Kandiyali R, Jago R. Considerations for Individual-Level Versus Whole-School Physical Activity Interventions: Stakeholder Perspectives. International Journal of Environmental Research and Public Health. 2021; 18(14):7628. https://doi.org/10.3390/ijerph18147628

Chicago/Turabian Style

Tibbitts, Byron, Kathryn Willis, Tom Reid, Simon J. Sebire, Rona Campbell, Ruth R. Kipping, Rebecca Kandiyali, and Russell Jago. 2021. "Considerations for Individual-Level Versus Whole-School Physical Activity Interventions: Stakeholder Perspectives" International Journal of Environmental Research and Public Health 18, no. 14: 7628. https://doi.org/10.3390/ijerph18147628

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