A qualitative study of how to create supportive environments for the implementation of in-class-activities in middle school

Purpose<br/>School physical activity (SPA) holds the potential to benefit children’s psychosocial well-being. PA can positively influence mental health through social connectedness, physical self-perception, and improvements in emotions. For such reasons, in-class-activities (ICA) (e.g. energizers, active breaks) has been given increased attention in the literature. However, if all students are to benefit from the potential mental health qualities of ICA, the right supportive environment is crucial. The purpose of this study was, on the basis of students and teachers feedback to an ICA-intervention, to impart practical advice for the implementation of ICA-supportive environments.<br/><br/>Methods<br/>ICA is one of three intervention components in the RCT-designed ‘Move for well-being in school’ research program. During a full school year, thematized ICA was to be delivered two times every day. Along the intervention period, a case study comprising 10 semi-structured focus group interviews were carried out with 37 4th and 6th-grade students. Furthermore, the involved class teachers were interviewed. The interviews aimed to gain insight into students and teachers experiences with the implementation of ICA in their everyday school life.<br/><br/>Findings and conclusion<br/>ICA was well received by both students and most teachers. It was found that it was necessary for the implementation, that ICA were planned and scheduled in the timetables. The best approach was to prepare students on the timing of ICA at the beginning of lessons and inform them about the following assignments to increase on-task behavior. Regarding creating a supportive environment, it was found that student motivation increased if they were involved in choosing, developing and instructing the ICA’s themselves. Furthermore, the variation in ICAs was important to satisfy different needs of the students, and the focus on social connectedness instead of competition was essential regarding the motivation of the less active students.<br/>