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Increasing physical activity levels in primary school physical education: The SHARP Principles Model.

Emma Powell1, Lorayne A Woodfield2, Alan M Nevill3

  • 1School of Education, Newman University, Birmingham, UK.

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A one-year teaching intervention successfully increased moderate to vigorous physical activity (MVPA) in primary school physical education (PE). The SHARP Principles Model showed effectiveness, suggesting wider replication for enhanced children's physical activity levels.

Keywords:
InterventionPhysical activityPhysical educationPrimary schools

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Area of Science:

  • Physical Education
  • Pedagogical Interventions
  • Childhood Activity Levels

Background:

  • Primary school physical education (PE) often struggles to achieve recommended levels of moderate to vigorous physical activity (MVPA).
  • Teacher effectiveness is a key factor in maximizing student engagement and activity during PE lessons.
  • Existing theoretical frameworks like Self Determination Theory (SDT) and the Social Ecological Model (SEM) offer insights into behavior change.

Purpose of the Study:

  • To assess the impact of a one-year teaching intervention on MVPA in primary school children.
  • To evaluate the effectiveness of the SHARP Principles Model in enhancing physical activity during PE.
  • To explore teachers' perceptions of the intervention's influence on their pedagogy.

Main Methods:

  • A quasi-experimental design with two primary schools in the West Midlands, UK, involving 111 children (Years 3-4) at baseline.
  • The intervention utilized the SHARP Principles Model, integrating SDT, SEM, and the Behaviour Change Taxonomy (BCT).
  • Moderate to vigorous physical activity (MVPA) was measured using the System for Observing Fitness and Instruction Time (SOFIT); teacher interviews provided qualitative data.

Main Results:

  • A significant interaction effect was found for MVPA and vigorous physical activity (VPA), indicating a positive intervention impact.
  • The intervention group showed a significant increase in MVPA, while the control group's activity levels remained stable or decreased.
  • Qualitative analysis revealed a 'paradigm shift' and 'developing pedagogy' among teachers in the intervention group.

Conclusions:

  • The SHARP Principles Model intervention effectively increased MVPA in primary school PE.
  • The findings support the replication and wider evaluation of the SHARP Principles Model in diverse educational settings.
  • Enhancing teacher effectiveness through evidence-based models can significantly improve children's physical activity during school.