Pupils' Views of Comprehensive Whole-of-School Physical Activity Programming

Background/Purpose: Systems Theory (Von Bertalanffy, 2015) and the Whole-of-School Physical Activity model (e.g., CDC, 2013) were used to frame this study to determine pupils’ perceptions of comprehensive school health... [ view full abstract ]

Background/Purpose: Systems Theory (Von Bertalanffy, 2015) and the Whole-of-School Physical Activity model (e.g., CDC, 2013) were used to frame this study to determine pupils’ perceptions of comprehensive school health change initiatives, acknowledging schools’ individual nuances (Thrupp & Lupton, 2006). Programs guided by a school-wide curricular model (i.e., Fitness for Life www. Fitnessforlife.org) including targeted teacher training, adapted to meet the needs of each school site (classroom physical activity, additional physical activity opportunities, pupils physical activity leader training, expanded equipment for semi-structured recess, learning opportunities for health behavior knowledge, community/family events, and the promotion of healthy food choices). Methods: Participants included 62 pupils from four schools in the Southwestern U.S. Pupils ranged from Kindergarten to 11^th grade [girls (n=32), ethnic background, Caucasian (n=58.1%), Hispanic (n=35.5%) and African American (n=4.8%)]. Pupils completed a short questionnaire with open-ended questions and were asked what aspects of the program they liked best, if they had any challenges, and what they considered to be their biggest success during the year. Twelve pupils also participated in interviews to gain more understanding of their perspectives. Analysis/Results: Constant comparison was used to identify overall themes. Researcher triangulation and negative case searches were conducted to establish trustworthiness. Success themes included: (a) enjoying leadership experiences, (b) pupils’ improved focus in the classroom; (c) fun/enjoyment (including recess changes); and (d) exercise (more activity). Conclusion: Stakeholder pupils mentioned experiences with several whole-of-school components (e.g., Physical Education, physical activity during the school day [pupil leaders of physical activity breaks, recess], and family/community events, such as fun runs) as part of creating healthier schools. Systems theory reinforces the need to learn about stakeholder views in order to better understand complex school systems related to whole-of-school physical activity programming. These findings also support the need for these programs to be customized to meet individual school needs.