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ACTIVE MOVEMENT IN SLOUGH – September 2018 - July 2019
A PERFORMANCE REVIEW 12/10/2019
1. Background
Active Movement is a new approach to children well-being that integrates non-sedentary behaviour and low-level activity into the everyday routine of children of all ages in school and at home.
After promising results from a previous programme across 5 schools in 2018, Active Movement were commissioned to support a further (and maximum of) 15 primary schools in Slough.
The objectives were
- To increase activity levels and to reduce sedentary behaviour within each primary school- To establish a template that could evolve across other schools in the county- If possible, to connect schools and their community through the Active Movement concept
As an additional element, Active Movement linked with other areas of well-being that could be tied into the overall behavioural concept of ‘small steps can lead to big change’. This included Active Protection (Immunisation) and Active Mouthcare (Oral Health). Information as to how these elements were integrated and some anecdotal feedback is included.
Recruitment began as early as July 2018 with a view to reaching the target of 15 schools as soon as possible. This is further expounded below.
Participating schools (and overall assessment of participation)
In order of joining the programme
Colnbrook Primary Enthusiastic and committed supporter of the programme which dissipated by the second term and is currently being resurrected
St Marys Primary Enthusiastic and committed supporter of the programme throughout
Penn Wood Primary Outstanding supporter of the programme throughout
James Elliman Academy Enthusiastic supporter at the beginning but contact intermittent reflected in less consistent support and non-supply of final data
Godolphin Junior Academy Enthusiastic and committed supporter of the programme throughout
Lynch Hill Primary Outstanding supporter of the programme throughout
Parlaunt Park Primary Commitment affected by OFSTED issues that became a priority though the school continued to support the programme as best it could throughout
St Ethelberts Primary Mixed support not only in its application of the programme but also committed to including the Daily Mile
Phoenix Academy Though recruited, internal issues stopped full integration. The programme was relaunched in September 2019
Other schools recruited too late to be featured in this analysis (the programme does not end till December 2019) are Iqra, Ryvers, Langley Academy and Foxborough Primary. Note that St Anthonys RC Primary was recruited as a research school in a control cluster with Khalsa Primary results of which will not be available till January 2020. Finally Littledown Primary (an SEN school) undertook a specially devised programme which is being reviewed separately.
2. Programme components
All schools (except Corton) received the full 12-month supervised programme including teacher training, children presentations, timing template, creative resource (printed and personalised), creation of Active Walk, online children questionnaire, access to online platform, weekly communication, regular visit programme and homework programme.
Note too that though not within the original funding, each school was also given Active Movement Early Years’ campaign including training, resources and support programme.
3. Issues arising
Timing As indicated, recruitment is a slow process. Arranging initial contact, engaging the schools, planning meetings and co-ordinating a practical start date can take a lengthy period. Though preparing and introducing the programme can be done quickly, launches were delayed and campaign planning rescheduled accordingly. No programme takes place after Easter owing to issues with SATS leaving little space for school launch
Data Schools varied in their commitment and efficiency in collecting data. The results featured indicate where data was made available. Response rates for both questionnaire and handgrip varied, but overall responses were good and in many schools a levels that made analysis highly robust. Focus groups amongst the children were undertaken by most of the schools and quotes are featured in the review.
All schools were also asked on several occasions about supplying data for other markers such as attendance, behaviour, attainment progress. No school was prepared to supply this data though there was a little anecdotal feedback
Communication Active Movement communicates with every school every week and paid regular visits. Each school had a dedicated point of contact (onsite co-ordinator) who was regularly contacted. Communication in return was mixed from regular to occasional feedback. There is a correlation between schools that frequently connect with Active Movement and the depth of its implementation
Active Well-being The integration of the programme as part of its daily routine enabled Active Movement to work alongside Slough Borough Council across other health areas. Campaigns were therefore developed to support Immunisation (alongside the Berkshire Healthcare Foundation Trust) and Oral Health (alongside the Oxfordshire NHS Dental Commission). Material was both developed specially for these areas or, in the case of Oral Health, revised to pick up attributes and communication themes of the Active Movement programme
Community Active Movement is designed to have a community effect. Links betweenschools and the community they serve are the long-term basis of the programme. The recruitment of so many settings across the borough is intended to eventually create Active relationships between all schools. This exists to some degree as children move from one school to another; as they move up from Reception to Primary; by the Active Movement co-ordinators meetings that are held regularly; by the introduction of the programme to Slough Borough Council; and by the first attempt to create a forum for schools to interact
4. Performance review - criteria
Quantitative
The measurement options are
Behaviour questionnaire
Prior to the programme beginning (or as soon as possible thereafter), children are asked to complete a simple multiple-choice questionnaire to self-report levels of active behaviour in school, after-school, during evening and weekends and on a daily basis. A question also examines their current sport and leisure activities to see what effect Active Movement has on activity beyond reducing sedentary behaviour and low-level activity in school and at home. There are variations for Key Stage 1 and Key Stage 2 to ease understanding and completion.
The questionnaire is then repeated towards the end of the programme to measure change in activity reporting. This means some reduction in pre- and post- data (children leaving or new children joining, absent for the pre-or post-questionnaires) but it still makes the data more robust than most.
We offer different activity levels options. We then compare the number of children who have increased, remained the same or reduced their claimed levels. It should be noted that nationally activity levels fall sharply after 7 years old and continue to decline.
At the end of this section are the reports by KS1 and KS2 with both bar chart and numeric presentation for reference (Blue = increase, orange = no change, grey = decrease). Note that nationally activity levels fall dramatically in Primary school, so we evaluate both increase or no change as significant.
Handgrip
This simple device helps measure strength levels of children. It is completed by all children before the programme and towards the end
Teacher questionnaire
All teachers can complete a form to indicate whether they agree with statements about the programme components and their value
Qualitative
Focus groups were conducted amongst children at the end of the programme to gauge their views on the programme adding their experiences and its effect.
Schools were also asked for anecdotes from their experiences.
5. Performance analysis - quantitative
a. Questionnaire results
Charts below show individual school performances as per the criteria laid out above.
Overall, we can see that
- In all cases, the results have been remarkably consistent. In almost all categories, there has been substantial increase in activity levels or activity maintenance
- There has been greater activity increases in KS2 than KS1. This is perhaps not surprising as KS1 children will have been more recently in Early Years where activity levels are higher. Conversely, KS2 children will have led more sedentary lifestyles for longer
- Active Movement is a behaviour change programme which includes opportunities to participate outside school. In all cases, schools have shown improved activity levels after school, at evenings and during the weekend
- This is further reflected when reviewing daily activity levels. In all cases, the majority (and sometimes all) daily activity has increased
- Evidence has suggested that empowering children to be active in their daily routine - and perhaps redressing their own perceived shortcomings in sporting activities or physical prowess – have influenced the propensity to play more sport or lead a more activity leisure time. The exceptions were St Mary’s Primary and St Ethelbert’s Primary where there has been a decrease in activities undertaken in participant’s spare time.
As a further reflection on the programme’s enjoyability, ease of implementation and effectiveness, all schools (with the exception of Colnbrook so far) have undertaken the second year development of the programme that is funded 50% by the school, 25% by Slough Borough Council and 25% by the School Sports Network.
b. Handgrip tests
There were some issues with the handgrip test – either they were not completed at the beginning of the programme or at the end. This was usually a practical issue (not being able to organise), a timing one (end of term is a busy time) or a technical one (schools struggled to make the handgrip work). This was despite all schools receiving their devices in plenty of time along with instructions as to how to use them and constant chasing to do so.
In the end it is difficult to enforce schools to complete these measurements and we are looking at whether we can change the timing.
One school did complete the readings – Penn Wood Primary. Their data is in the respective section below – and shows increases throughout, particularly in Year 6.
c. Teacher questionnaire
1 = Strongly disagree - 5 = Strongly agree
The training was important 4.2The children presentation was important 4.2The posters/communication were helpful 4The online platform was useful 3.5The weekly emails were motivating 3.9
The teacher checklist was useful 3.8It's important to have contact at the school 4.5The events helped maintain momentum 4.2The Active Walk is part of teaching routine 3.7
All readings were positive (i.e. above the average score of 3 i.e Neither agree nor disagree). It is not unusual for the online platform to be lower (it is an important resource but Active Movement’s ongoing support makes it less necessary); the Active Walk scores are also often lower as there are wider variations in teachers’ use of the walk in lessons.
LYNCH HILL PRIMARY SCHOOL
Key stage 1 Report – 114 participants
How much physical activity do you do in your spare time?
10
10
20
30
40
50
60
70
Increased PANo change in PADecreased PA
Figure 1.
Do you work hard in PE?
10
10
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70
Increased PANo change in PADecreased PA
Figure 2.
How active were you at break time ?
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60
Increased PANo change in PADecreased PA
Figure 3.
How active are you after school?
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Increased PANo change in PADecreased PA
Figure 4.
How active are you at weekends?
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Increased PANo change in PADecreased PA
Figure 5.
Which of these describes you (not active to very active)?
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Increased PANo change in PADecreased PA
Figure 6
Key Stage 2 Report – 306 participants
How much physical activity do you do in your spare time?
10
20
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120
140
160
180
Increased PANo change in PADecreased PA
Figure 1.
In the last 7 days, during your physical education (PE) classes, how active were you?
10
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120
Increased PANo change in PADecreased PA
Figure 2.
In the last 7 days, how active were you at breaktime?
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Increased PANo change in PADecreased PA
Figure 3.
In the last 7 days, how active were you at lunchtime?
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Increased PANo change in PADecreased PA
Figure 4.
In the last 7 days, how active were you after school?
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Increased PANo change in PADecreased PA
Figure 5.
In the last 7 days, how active were you in the evenings?
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Increased PANo change in PADecreased PA
Figure 6.
How active were you during the weekend?
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Increased PANo change in PADecreased PA
Figure 7.
Which one of the following describes you best for the last 7 days (5 statements form inactive to very active)?
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Increased PANo change in PADecreased PA
Figure 8.
How active were you during each day of the week?
Monday Tuesday Wednesday Thursday Friday Saturday Sunday0
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160
Increased PA No change in PA Decreased PA
Figure 9
PENN WOOD PRIMARY SCHOOL
Key stage 1 – 98 participants
How much physical activity do you do in your spare time?
Figure 1.
Do you work hard in PE?
10
5
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40
45
Increased PANo change in PADecreased PA
Figure 2.
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Increased PANo change in PADecreased PA
How active are you at break times?
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Increased PANo change in PADecreased PA
Figure 3.
How active are you after school?
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5
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Increased PANo change in PADecreased PA
Figure 4.
How active are you at weekends?
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Increased PANo change in PADecreased PA
Figure 5.
Which of these describes you (not active to very active)?
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Increased PANo change in PADecreased PA
Figure 6.
Key stage 2 – 190 participants
How much physical activity do you do in your spare time?
10
20
40
60
80
100
120
Increased PANo change in PADecreased PA
Figure 7.
In the last 7 days, during your physical education (PE) classes, how active were you?
10
10
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50
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90
Increased PANo change in PADecreased PA
Figure 8.
In the last 7 days, how active were you at breaktime?
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Increased PANo change in PADecreased PA
Figure 9.
In the last 7 days, how active were you at lunchtime?
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Increased PANo change in PADecreased PA
Figure 10.
In the last 7 days, how active were you after school?
152
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Increased PANo change in PADecreased PA
Figure 11.
In the last 7 days, how active were in the evenings?
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Increased PANo change in PADecreased PA
Figure 12.
How active were you at the weekend?
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Increased PANo change in PADecreased PA
Figure 13.
Which one of the following describes you best for the last 7 days (from inactive to very active)?
10
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Increased PANo change in PADecreased PA
Figure 14.
How active were you during each day of the week?
Monday Tuesday Wednesday Thursday Friday Saturday Sunday0
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Increased PA No change in PA Decreased PA
Figure 15.
Penn Wood Hand grip results
Class Autumn 2018 Summer 2019 Average increase
Beech Y4 13.8 14.4Gingko Y4 13.3 15.9
Chestnut Y4 10.8 12.9Average 12.6 14.4 14.20%
Banyan Yr 5 13.3 15.3Baobob Y5 10.6 13.3
Olive Y5 10.2 11.3Average 11.4 13.3 16.70%
Ebony Y6 9.9 16.9Mahogany Y6 12.8 15.8
Teak Y6 11.9 15.7Average 11.5 16.1 40%
GODOLPHIN PRIMARY SCHOOL
Key Stage 2 – 228 participants
How much physical activity do you do in your spare time?
10
20
40
60
80
100
120
140
Increased PANo change in PADecreased PA
Figure 1.
In the last 7 days, during your physical education (PE) classes, how active were you?
10
10
20
30
40
50
60
70
80
90
Increased PANo change in PADecreased PA
Figure 2.
In the last 7 days, how active were you at breaktime?
10
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Increased PANo change in PADecreased PA
Figure 3.
In the last 7 days, how active were you at lunchtime?
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Increased PANo change in PADecreased PA
Figure 4.
In the last 7 days, how active were after school?
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120
Increased PANo change in PADecreased PA
Figure 5.
In the last 7 days, how active were in the evenings?
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120
Increased PANo change in PADecreased PA
Figure 6.
How active were you at the weekend?
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Increased PANo change in PADecreased PA
Figure 7.
Which one of the following describes you best for the last 7 days (inactive to very active)?
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140
Increased PANo change in PADecreased PA
Figure 8.
How active were you during each day of the week?
Monday Tuesday Wednesday Thursday Friday Saturday Sunday0
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Increased PA No change in PA Decreased PA
Figure 9.
ST MARYS PRIMARY SCHOOL
Key stage 1 - 91 participants
How much physical activity do you do in your spare time?
10
10
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60
70
Increased PANo change in PADecreased PA
Figure 1.
Do you work hard in PE?
10
5
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35
40
Increased PANo change in PADecreased PA
Figure 2.
How active are you at break times?
10
10
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50
60
Increased PANo change in PADecreased PA
Figure 3.
How active are you after school?
10
5
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25
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35
40
Increased PANo change in PADecreased PA
Figure 4.
How active are you at weekends?
10
5
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35
Increased PANo change in PADecreased PA
Figure 5.
Which of these describes you (not active to very active)?
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Increased PANo change in PADecreased PA
Figure 6.
Key Stage 2 – 134 participants
How much physical activity do you do in your spare time?
10
10
20
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40
50
60
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80
90
Increased PANo change in PADecreased PA
Figure 1.
In the last 7 days, during your physical education (PE) classes, how active were you?
10
10
20
30
40
50
60
Increased PANo change in PADecreased PA
Figure 2.
In the last 7 days, how active were you at breaktime?
139
40
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48
Increased PANo change in PADecreased PA
Figure 3.
In the last 7 days, how active were you at lunchtime?
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10
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Increased PANo change in PADecreased PA
Figure 4.
In the last 7 days, how active were you after school?
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Increased PANo change in PADecreased PA
Figure 5.
In the last 7 days, how active were you in the evenings?
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Increased PANo change in PADecreased PA
Figure 6.
How active were you at the weekend?
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Increased PANo change in PADecreased PA
Figure 7.
Which one of the following describes you best for the last 7 days (inactive to very active)?
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Increased PANo change in PADecreased PA
Figure 8.
How active were you during each day of the week?
Monday Tuesday Wednesday Thursday Friday Saturday Sunday0
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Increased PA No change in PA Decreased PA
Figure 9
ST ETHELBERT’S PRIMARY SCHOOL
Key stage 1 – 45 participants
How much physical activity do you do in your spare time?
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5
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30
Increased PANo change in PADecreased PA
Figure 1.
Do you work hard in PE?
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5
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Increased PANo change in PADecreased PA
Figure 2.
How active are you at break times?
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Increased PANo change in PADecreased PA
Figure 3.
How active are you after school?
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Increased PANo change in PADecreased PA
Figure 4.
How active are you at weekends?
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Increased PANo change in PADecreased PA
Figure 5.
Which of these describes you (from not active to very active)?
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Increased PANo change in PADecreased PA
Figure 6.
Key stage 2 – 117 participants
How much physical activity do you do in your spare time?
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10
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Increased PANo change in PADecreased PA
Figure 7.
In the last 7 days, during your physical education (PE) classes, how active were you?
135
36
37
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Increased PANo change in PADecreased PA
Figure 8.
In the last 7 days, how active were you at breaktime?
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Increased PANo change in PADecreased PA
Figure 9.
In the last 7 days, how active were you at lunchtime?
132
33
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Increased PANo change in PADecreased PA
Figure 10.
In the last 7 days, how active were you after school?
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Increased PANo change in PADecreased PA
Figure 11.
In the last 7 days, how active were you in the evenings?
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Increased PANo change in PADecreased PA
Figure 12.
How active were you at the weekend?
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Increased PANo change in PADecreased PA
Figure 13.
Which one of the following describes you best for the last 7 days (from inactive to very active)?
135
36
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Increased PANo change in PADecreased PA
Figure 14.
How active were you during each day of the week?
Monday Tuesday Wednesday Thursday Friday Saturday Sunday0
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Increased PA No change in PA Decreased PA
Figure 15.
6. Performance analysis - qualitative
Children review
Below are a series of verbatim comments from children sessions with Penn Wood, St Marys, Godolphin, Lynch Hill, James Elliman, Parlaunt and St Ethelberts
‘It gives you confidence when projecting your voice in assembly’
‘Standing up wakes us up in the morning’
‘We walk round the walk before school and then we are active at home’
‘At home we watch TV and play games standing up. My parents stand up with me.’
‘I stand to work around the table.’
‘When sitting down I feel I do not have enough energy. When I stand up I feel fitter.’
‘I walk to the school instead of going in the car.’
‘It was good for oracy work for reading. We went into groups and stood up. It made me more confident’
‘Standing up is automatic.’
‘It’s part of our daily routine – you don’t think about it, we just do it.’
‘We use standing as part of multiple choice lessons’
‘We came up with reading and balancing to practise gymnastics.’
‘During lunchtime we do a lap around the Active Walk.’
‘Before Active Movement I used to sit about and be lazy but I now do more sport.’
‘I used to watch TV all day but now I go for walks.’
‘Every time I stand up I feel more confident.’
‘When I sit down no-one is listening but when I stand up people listen.’
‘We were doing a test and we could stand up and walk around after 10 minutes. Some felt a bit lousy but after we felt better.’
‘My parents believe me because I am an active ambassador.’
‘I found lessons boring but standing up makes it more fun to answer questions.’
‘If we are lazy now we will be lazy all our lives.’
‘Active Movement is really good. I like being able to encourage children to stand up. I like being an Ambassador.’
‘In Active Swap, we swapped for healthier food. I saw people swap crisps for fruit. In the beginning people made excuses but not now.’
‘If you don’t sit down too long, you will be healthier in the future.’
‘Everyone loves it.’
‘When I stand, I feel like the spotlight is on me so I feel confident.’
‘My legs ache sitting down but standing up makes them better.’
‘When we did PHSE we walked.’
‘We park further away and walk a bit. It also helps the environment because it does not spread pollution.’
‘We do some Active Movement if we are sitting for a long time.’
‘If my family is bored, we have a challenge to run up and down the stairs.’
‘We can show other schools we are active.’
‘Can Ambassadors visit other schools?’
‘Your mind is a bit more open.’
Teacher review
“Active Movement plays a key role particularly in Reception. The children enjoying listening to the stories about Max and Tiggy. They get excited for their turn to take the Active Movement mascot home and are always keen to talk about what they have done with him at the weekend. Active Movement has enabled the children to take ownership of their healthy lifestyles and has given them the confidence to talk about ways to stay healthy and how to make good food choices.”
Michelle McIlvenny, PE leadSt Ethelberts
“We as a school, like many schools, were shocked by the data of young children and obesity rates in our country. Active Movement has begun to help us help children in our care by providing us with a programme that is not only quick and easy to implement but will also have a lasting impact. Staff have quite quickly adapted their daily routine to the programme and the children at our school love it. It has made learning fun and engaging, as well as beneficial. As a teacher who likes to have control in my lessons, I was surprised to see who quickly the children took to the new routines without causing any disruption.”
Carolyn SchoemanSMSC Lead and Year 6 TeacherLynch Hill Primary
“Active Movement has had a significant effect on all our classrooms. Standing and moving has become part of everyday routine for all the children and is integrated into life at the school from lesson delivery to simple things like standing to greet people as they enter the classroom. It has become such a normal behaviour that we are delighted to upgrade our support through Active Movement’s second year programme.”
Riccardo CannonHead of PEGodolphin Junior Academy
“I (like many of my colleagues) have been surprised and pleased to see how much Active Movement has contributed to the delivery of lessons. Being active has not only made children more attentive in lessons but they have enjoyed them all the more. I have also seen children grow in confidence including those I thought might find standing in class daunting.”
Holly OwenSt Marys Primary
Ronan Macrory
“Active Movement is a simple concept in that can easily become part of school routine. Although the past year has been a challenging one for Langley Heritage, we have still been able to integrate Active Movement into many classes. It has really helped all pupils be more actively participate in lessons.”
Ronan McCroryParlaunt Park
Anecdotes
Though quantitative data is often the gauge of success of a programme, Active Movement’s principle of integrating into daily routine often reveals moments of innovation or success that demonstrate its effect on participants everyday life at school or at home.
Below are some examples
Active Club
A special opportunity for children to be active without the need to be sporty or physical. A series of games are played including Walk and Talk, Active Charades, Floor is lava, Steeping over the line, Making shapes, Moving to Music. The teacher explains
“The children seem to be loving it and I've heard from lunchtime supervisors that they are very keen to get to club early! We have put a ban on sitting down in the club and the children love reminding the teachers not to sit down as well! We end the session with reminding the children that they have just been active for half an hour and we talk about how this makes them feel. We also ended with a game which left some of them a little out of breath. We then spoke about this and they reflected that this made them feel good and energetic.
Early Years parents and dogs
The use of the toys has engaged parents at this school in a way not experienced before by the Early Years teachers. Templates are created for each of the toys and their associated walks, and given to the children and parents. They go out together (complete with dog) and fill in the walking sheet that includes a drawing, a sample from the walk and some words supplied by the parents.
Early Years staff have seen parents and children not only get engaged in the programme but become aware of the dangers of sedentary behaviour and the benefits of reducing it. In fact, the programme is so popular some of the dogs are looking a little worn and have had to be replaced.
Various
Throughout the programme there are often mentions of changes in class that links activity and lessons. Making decimals active by children standing to be the decimal point. Children visiting each other during the lesson to discuss their views or ideas. When reading out loud, children standing to
be the characters of books. The integration of the walk into class routine whether as part of a lesson or in preparation. The fun of the pedometer challenges is a common theme. And standing in the strangest place to read has become a popular option (see attached images).
Conclusion
The Active Movement programme was created to give every child the chance to add activity into their lives irrespective of age, gender type, ethnicity or social background. At the same time, its focus on reducing sedentary behaviour and adding low-level activity without cost or equipment widened the opportunity to anyone connected with the programme and participating schools.
With over 20 primary schools (and their Early Years) now involved at various levels, this evaluation has reassured schools and stakeholders that the programme is both practical and effective. There is still room to improve its delivery onsite, but the simplicity of the idea and its integration into daily routine coupled with a comprehensive support system have begun to create a groundswell of awareness, understanding and involvement that could create the wide behaviour change for long-term well-being that is the basis of the Active Slough concept.