‘Works for some but not others’ A qualitative study on teachers’ perspectives and perceived pupil experience of a North West London school-based run/walk programme

Article


Anico, S., Wilson, L., Smith, E. and Eyre, E. ‘Works for some but not others’ A qualitative study on teachers’ perspectives and perceived pupil experience of a North West London school-based run/walk programme. Education 3-13. https://doi.org/10.1080/03004279.2023.2210582
TypeArticle
Title‘Works for some but not others’ A qualitative study on teachers’ perspectives and perceived pupil experience of a North West London school-based run/walk programme
AuthorsAnico, S., Wilson, L., Smith, E. and Eyre, E.
Abstract

Developing physical literacy (PL) in childhood is a key to develop lifelong physical activity. Teachers’ play an important role in supporting children’s PL and are at the forefront for continued participation in school-based interventions. This study aimed to discuss teacher-perceived pupils’ experiences of a London-based run/walk intervention and explore its contribution to PL. Semi-structured interviews were developed to explore school delivery and teacher perceptions. Six themes developed: perceived experiences, perceived outcomes of participation, teacher attitudes, fidelity/adherence, logistics and intervention suggestions. A novel insight is that the intervention ‘works for some but not others’ and the importance of self-select pace.

KeywordsPhysical literacy; teacher; physical activity; school
Sustainable Development Goals3 Good health and well-being
Middlesex University ThemeHealth & Wellbeing
PublisherTaylor & Francis (Routledge)
JournalEducation 3-13
ISSN0300-4279
Electronic1475-7575
Publication dates
Online11 May 2023
Publication process dates
Submitted17 Apr 2023
Accepted26 Apr 2023
Deposited19 Jan 2024
Output statusIn press
Publisher's version
License
File Access Level
Open
Copyright Statement

© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/),which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which thisarticle has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.

Digital Object Identifier (DOI)https://doi.org/10.1080/03004279.2023.2210582
Web of Science identifierWOS:000986135000001
LanguageEnglish
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