Implementation Outcomes and Recommendations of Two Physical Activity Interventions: Results from the Danish ACTIVE SCHOOL Feasibility Study
Abstract
:1. Introduction
2. Materials and Methods
2.1. Study Design
2.2. Schools and Participants
2.3. The Interventions
2.3.1. Run, Jump & Fun Intervention
2.3.2. Move & Learn Intervention
2.4. Procedures and Measures
2.4.1. Quantitative Measures
2.4.2. Statistics
2.4.3. Qualitative Data
2.4.4. Analysis of Qualitative Data
3. Results
3.1. Acceptability, Understanding, and Feasibility
3.1.1. Run, Jump & Fun
“…it takes a long time to do, I think. Both in terms of preparation and execution. Maybe longer than I thought”(School 3, Teacher 2)
“What we did (in the courses, ed.) was very concrete. It was something we could take home and bring into the classroom right away or just use on the playground. So, it was a good bank of ideas to take home, if you were completely blank. I mean, before you went on the course…”(School 5, Teacher 2)
3.1.2. Move & Learn
“I found the second part (of the courses at the school) to be helpful… to hear the introduction to this mindset of Move & Learn, with the attached elements. I cannot remember it by heart, but I have the didactic tool and principles on my desk, and it is a way of thinking that I need to incorporate in my teaching”(School 4, Teacher 1)
“So, it has been great to be challenged to think about it in a new way and to be confirmed that, well, I can actually do it when encountering another topic. It would normally be easier just to follow the pupils’ book”(School 6, Teacher 2)
“As soon as I start, they know what it is about. Then it just runs smoothly. It has been really inspiring”(School 7, Teacher 2)
3.2. Appropriateness
3.2.1. Run, Jump & Fun
“So, I think it has worked well for me. However, I would have liked to have been able to better integrate it into the subjects”(School 1, Teacher 3)
3.2.2. Move & Learn
“It was a way for me to remind myself that it is also important to include movement when teaching 3rd grade.—That it is important to let them move around and get their bodies moving as well”(School 6, Teacher 2)
3.3. Implementation
3.3.1. Run, Jump & Fun
“It was not really about creating some advanced games and activities with all sorts of equipment; it was actually just about making it fun and involving to as many pupils as possible. They should be activated, raise their heart rate, and feel that they were a part of a community”(School 5, Teacher 4)
“So, we found some different music with power and in that way, we could easily go on for half an hour with the children”(School 5, Teacher 1)
3.3.2. Move & Learn
“What you [ACTIVE SCHOOL] are providing is both inspiring and the materials are comprehensive and excellent. However, it has been challenging for me to implement it with 3rd grade”(School 7, Teacher 1)
“…I have, to a large extent, received tons of good ideas and have been able to work on them myself. I have also been given tools for it, like how we think it ourselves, without having it served to us. It has been so fantastic…much better than I dared to hope for”(School 7, Teacher 3)
4. Discussion
4.1. Antecedent Assessments
4.1.1. Understanding
4.1.2. Acceptability
4.1.3. Appropriateness
4.2. Implementation Outcomes
4.2.1. Adoption
4.2.2. Fidelity
4.3. Recommendations and Implications
- The personnel required to implement an intervention must be defined in the early stages and the workforce in schools must be taken into account [71]. Intervention providers must clearly define and inform school leaders about the time required in teachers’ yearly time allocation, without compromising other mandatory tasks. Importantly, an agreement on the total amount of time allocated for the project should be formalized in a contract.
- Courses to foster adoption must ideally be provided in several sessions, particularly when the intervention covers a complete school year, in order to support teachers’ gradual development in implementing a PA intervention [72]. Practical engagement and demonstrations must be highly prioritized over theory.
- For school-based PAL or embodied learning interventions, it is important to communicate the long-term perspective of the interventions. Planning and re-thinking teaching for embodied learning is a step-by-step process and ongoing practice leads to self-confidence and routine [54,73]. Further, for these types of interventions, attention to a specific intensity can be replaced by attention to a movement-centered approach, where the intervention entails learning activities with the body which are widely integrated into the learning process [73].
- To avoid mixing when there is more than one intervention type in the same study, there must be a clear distinction between these interventions in all communications, especially in exemplary course activities.
4.4. Strengths and Limitations
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Abbreviations
CFIR OAD | Consolidated Framework for Implementation Research Outcomes Addendum Diagram |
ML | ‘Move & Learn’ intervention |
MVPA | Moderate to vigorous Physical activity |
PA | Physical activity |
PAL | Physically Active Learning |
PE | Physical Education |
RCT | Randomized Controlled Trial |
RJF | ‘Run, Jump & Fun’ intervention |
SMS | Short Message Service |
URP-I | Usage Rating Profile-Intervention |
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Source | Content | Measurement |
---|---|---|
Usage Rating Profile Intervention online survey | A 29-item self-report electronic questionnaire covering six indicators of adaptability and implementation of interventions. Five out of six subscales were included: (1) Acceptability, (2) Understanding, (3) Feasibility, (4) System Climate and (5) System Support. | A 6-point scale ranging from 1 = strongly disagree to 6 = strongly agree. They were measured at week 0 before the pilot period, after the introduction course, and at week 8 (the end of the intervention). |
Teacher post-intervention online survey | Custom quantitative (ratings) regarding adoption, feasibility, adoption, implementation and sustainability: For example: To which degree have you adopted the intervention? To what degree did the implementation strategies aid you? Qualitative (open-ended) questions, for example: Why were these strategies the most important to you? | A 6-point scale ranging from 1 = not at all to 6 = to a very high degree. Boxes in the survey where respondents could write further explanations for their quantitative ratings. |
A weekly short survey sent out by SMS to the smartphone | Custom quantitative (ratings) regarding adoption and adherence to the interventions. | Adoption: yes/no Adherence to intervention principles on a 6-point scale ranging from 1 = not at all to 6 = to a very high degree. Delivery of minutes each day—open the box to write the number of minutes delivered. |
Semi-structured post-intervention group interviews (present) | Interview questions (examples): Implementation: What did it take to implement this intervention? Adaptation: How has your practice changed throughout the eight weeks? | Interviews were recorded and transcribed. |
Observations | Field observations of teachers delivering the interventions. | Jotted field notes |
Intervention | Level of Strategy | Strategy | Keywords |
---|---|---|---|
Run, Jump & Fun | Staff delivery | 4 × 30 minutes weekly with MVPA intensity | Applying seven principles of RJF intervention |
Staff capacity (understanding) | Two courses (6 and 3 hours) | Introduction to principles, practice tools and implementation Planning of activities Tailored feedback | |
Staff capacity (understanding) | Teaching materials | Posters, booklets, lesson plans and links with specific activities and videos | |
System climate (school support) | Run, Jump & Fun establishing process. | 3 Meetings before and one during the intervention. Meeting guidance provided by ACTIVE SCHOOL | |
System climate (school support) | Team meetings | For teachers and school principals. Meeting guidance provided by ACTIVE SCHOOL. | |
Move & Lean | Staff delivery | 2 × 30 minutes of ML Math weekly 2 × 30 minutes of ML Danish weekly | Applying five principles of ML intervention |
Staff capacity (understanding) | Two courses (6 and 3 hours) | Introduction to principles, practice tools and implementation Planning of activities Tailored feedback | |
Staff capacity (understanding) | Teaching materials | Posters, booklets, lesson plans and links with specific activities and videos | |
System climate (school support) | Team meetings | For teachers and school principals. Meeting guidance provided by ACTIVE SCHOOL |
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Sohl Jeppesen, L.; Sandfeld, J.; Smedegaard, S.; Nielsen, G.; Mandelid, M.B.; Norup, M.; Wienecke, J.; Bugge, A. Implementation Outcomes and Recommendations of Two Physical Activity Interventions: Results from the Danish ACTIVE SCHOOL Feasibility Study. Int. J. Environ. Res. Public Health 2025, 22, 67. https://doi.org/10.3390/ijerph22010067
Sohl Jeppesen L, Sandfeld J, Smedegaard S, Nielsen G, Mandelid MB, Norup M, Wienecke J, Bugge A. Implementation Outcomes and Recommendations of Two Physical Activity Interventions: Results from the Danish ACTIVE SCHOOL Feasibility Study. International Journal of Environmental Research and Public Health. 2025; 22(1):67. https://doi.org/10.3390/ijerph22010067
Chicago/Turabian StyleSohl Jeppesen, Lise, Jesper Sandfeld, Søren Smedegaard, Glen Nielsen, Mathias Brekke Mandelid, Malene Norup, Jacob Wienecke, and Anna Bugge. 2025. "Implementation Outcomes and Recommendations of Two Physical Activity Interventions: Results from the Danish ACTIVE SCHOOL Feasibility Study" International Journal of Environmental Research and Public Health 22, no. 1: 67. https://doi.org/10.3390/ijerph22010067
APA StyleSohl Jeppesen, L., Sandfeld, J., Smedegaard, S., Nielsen, G., Mandelid, M. B., Norup, M., Wienecke, J., & Bugge, A. (2025). Implementation Outcomes and Recommendations of Two Physical Activity Interventions: Results from the Danish ACTIVE SCHOOL Feasibility Study. International Journal of Environmental Research and Public Health, 22(1), 67. https://doi.org/10.3390/ijerph22010067