Scottish Collaboration for Public Health Research and Policy, School of Health in Social Science, University of Edinburgh, Edinburgh, UK.
Physical Activity for Health Group, University of Strathclyde School of Psychological Sciences and Health, Glasgow, UK.
BMJ Open. 2019 Mar 4;9(3):e027169. doi: 10.1136/bmjopen-2018-027169.
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.
Eight Local Authority primary schools in the City of Edinburgh and East Lothian, UK.
Thirteen teachers (eleven women) who teach children in primaries one to seven in a school which delivered the Daily Mile.
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 all-weather 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.
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.
儿童在学校环境中度过大量时间，经常参与久坐不动的活动。“日常一英里”是一种体育活动干预措施，旨在通过在学校日期间由教师带领进行户外步行或跑步，来增加儿童的身体活动量和健康水平。本研究旨在从教师的角度通过使用定性半结构化访谈来探讨“日常一英里”的障碍、促进因素和感知益处。它还旨在确定重要的特定于上下文的因素，这些因素可能需要考虑那些打算采用“日常一英里”的人。
英国爱丁堡市和东洛锡安区的 8 所地方当局小学。
13 位教师（11 位女性），他们在一所提供“日常一英里”的学校中教授 1 至 7 年级的儿童。
使用解释性主题分析对数据进行了分析。教师对“日常一英里”持积极和热情的态度，并认为它有益于儿童的健康和健身。确定了一些参与障碍，包括天气不佳时的跑步表面不足和已经满负荷的学校课程中的时间限制。教师认为对学习时间的影响是一个问题，而其他好处也被确定，包括增加师生关系和感知到的课堂注意力水平提高。
“日常一英里”似乎是学校日的一项有价值的补充，但是在实施“日常一英里”时，存在一些特定于上下文的重要障碍，应该在学校实施时考虑这些障碍。
