The Daily Mile: teachers' perspectives of the barriers and facilitators to the delivery of a school-based physical activity intervention
The Daily Mile: teachers' perspectives of the barriers and facilitators to the delivery of a school-based physical activity intervention
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DOI：
10.1136/bmjopen-2018-027169
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发表时间：
2019-06-01
期刊：
影响因子：
2.9
通讯作者：
Doi, Lawrence
中科院分区：
文献类型：
--
作者：
Malden, Stephen;Doi, Lawrence
目的儿童在学校环境中花费大量时间，经常从事久坐不动的活动。每日一英里是一种身体活动干预措施，旨在通过在上学期间完成教师引导的户外散步或跑步来增加儿童的身体活动和健康。本研究旨在通过定性的半结构式访谈，从教师的角度探讨《每日一英里》的障碍、促进者和感知利益。它还旨在确定重要的特定背景因素，这些因素可能需要考虑那些打算采用每日里程的人。在爱丁堡市和英国东洛锡安设立8所地方当局小学。参与者在一所提供每日里程的学校中，13名教师(11名女性)在小学1至7年级教孩子们。结果数据采用解释性主题分析进行分析。老师们对每日一英里表示积极和热情，认为它对孩子们的健康和健身有好处。确定了参与的一些障碍，包括全天候跑步场地不足和已经完成的学校课程的时间限制。教师对学习时间的感知影响被认为是一个令人担忧的问题，同时也发现了其他好处，包括增加了师生之间的融洽关系和感觉到的课堂注意力水平。结论每日里程似乎是学校每天的宝贵补充，但在实施每日里程时存在重要的情境特定障碍，在学校实施时应该考虑到这一点。
Objectives Children spend a significant amount of their time in a school environment, often engaged in sedentary activities. The Daily Mile is a physical activity intervention which aims to increase physical activity and fitness in children through the completion of an outdoor teacher-led walk or run during the school day. This study aimed to explore the barriers, facilitators and perceived benefits of the Daily Mile from the perspectives of teachers through the use of qualitative semi-structured interviews. It also aimed to identify important context-specific factors, which might require consideration for those who intend to adopt the Daily Mile.Setting Eight Local Authority primary schools in the City of Edinburgh and East Lothian, UK.Participants Thirteen teachers (eleven women) who teach children in primaries one to seven in a school which delivered the Daily Mile.Results Data were analysed using an interpretative thematic analysis. Teachers were positive and enthusiastic about the Daily Mile and perceived it to be beneficial to children's health and fitness. A number of barriers to participation were identified including inadequate allweather running surfaces and time constraints in an already full school curriculum. The perceived impact on learning time was identified as a concern for teachers, while other benefits were also identified including increased teacher-child rapport and perceived enhanced classroom concentration levels.Conclusion The Daily Mile appears to be a valuable addition to the school day, however important context-specific barriers to delivery of the Daily Mile exist, which should be considered when implementing the Daily Mile in schools.