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Acceptability and Feasibility of Single-Component Primary School Physical Activity Interventions to Inform the AS:Sk Project

Physical Activity and Health Research Group, Sport and Physical Activity Department, Edge Hill University, Ormskirk, Lancs L39 4QP, UK
Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L3 2AT, UK
School of Arts Education & Movement Department, Dublin City University Institute of Education, St Patrick’s Campus, Dublin, Ireland
Wellbeing and Public Health, Cornwall Council, Truro TR1 3AY, UK
Department of Physical Education and Sports Science, University of Limerick, Limerick, Ireland
Author to whom correspondence should be addressed.
Children 2018, 5(12), 171;
Received: 16 November 2018 / Revised: 11 December 2018 / Accepted: 11 December 2018 / Published: 17 December 2018
(This article belongs to the Special Issue Physical Activity and Sedentary Behaviour in Children and Adolescents)
Multi-component school-based interventions provide physical activity (PA) opportunities for children but are often difficult for schools to execute and may not be implemented as intended. The primary aim of this study was to explore the acceptability and feasibility of three brief single-component primary school PA interventions targeting 9–10-year-old children. The secondary aim was to examine the effectiveness of the interventions on increasing PA levels and reducing sedentary time. The single-component interventions included active classroom breaks (AB; 3 schools; n = 119 children) Born to Move (BTM) exercise videos (2 schools; n = 50 children), and playground supervisory staff training (2 schools; n = 56 children). Qualitative data from participating children (n = 211), class teachers (n = 6), and playground supervisory staff (n = 8) explored the experiences, acceptability, and feasibility of each intervention component. Accelerometers were worn by 225 children during the last week of implementation. Teachers reported that they were able to implement ABs daily, but BTM videos were more difficult to implement daily because of accessing sufficient space. Playground staff reported difficulties in implementing activities due to children’s age and competing responsibilities on the staffs’ time. Children reported that the ABs and BTM videos were enjoyable. During half hour time windows, including the ABs and BTM videos, children engaged in 4.8 min and 8.6 min of moderate to vigorous PA (MVPA) on average, respectively. ABs and BTM videos positively affected MVPA. ABs were feasible to implement; however, teachers faced some barriers in implementing the BTM videos. Feasibility of playground interventions may be dependent on staff responsibilities and age of the children. View Full-Text
Keywords: acceptability; feasibility; intervention; physical activity; sedentary; accelerometry; children acceptability; feasibility; intervention; physical activity; sedentary; accelerometry; children
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Taylor, S.L.; Noonan, R.J.; Knowles, Z.R.; McGrane, B.; Curry, W.B.; Fairclough, S.J. Acceptability and Feasibility of Single-Component Primary School Physical Activity Interventions to Inform the AS:Sk Project. Children 2018, 5, 171.

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