A realist evaluation of EduMove; an integrated physical activity based teaching and learning model

The childhood physical inactivity crisis has been well documented over recent times and much research has looked to address the problem and the interrelated issues (Designed to Move 2012; Zieff 2011; Mandic et al 2012;... [ view full abstract ]

The childhood physical inactivity crisis has been well documented over recent times and much research has looked to address the problem and the interrelated issues (Designed to Move 2012; Zieff 2011; Mandic et al 2012; Nsiah-Kumi et al 2012). Many of these have been based in the school environment with most focussed on ‘stand-alone’ style interventions and activities before or after school time (Thul & LaVoi 2011; Sproule et al 2013). Very few have looked to embedded classroom practice within curriculum time for potential methods to address the problem. Moreover many evaluations of these interventions are reliant on quantitative based methods which may only give a superficial idea of their effectiveness and does not go far enough in unpacking the black box of evaluation (Astbury & Leeuw 2010) which is key in the complex and convoluted world of primary schools. This pilot research attempts to add to the prevailing evidence around the ongoing childhood inactivity problem by focussing on a realist evaluation utilising the underpinning ideas of EduMove, an integrated physical activity based cross curricular teaching and learning model. EduMove aims to create a more physically active primary school curriculum and looks to embed levels of physical activity during the school day within the classroom environment to address health outcomes as well as increasing levels of attainment in core subjects. In particular this realist evaluation will focus on EduMove board games designed for SATs, Maths and PSHE. The concept of a clear programme theory will be developed, then tested in the classroom and finally re-evaluated and redesigned, looking at the Teacher as the change agent and how the outcomes around health, education and physical activity are addressed. The evaluation should then allow evidence to be generated around how schools can best embed and integrate meaningful physical activity within the curriculum and classroom and what potential effect it has on health and educational outcomes. This pilot realist evaluation looks to more fully understand the idea of context, mechanism and outcome (Pawson and Tilley 1997) with the importance of the school as a context, the mechanisms that fire to ensure physical activity and learning take place within the classroom via the Teachers, and the various outcomes that are met and achieved through the EduMove board games.