How can physical activity improve school well-being? - A qualitative process evaluation

Bidragets oversatte titel: Hvordan kan fysisk aktivitet være med til at fremme trivslen i skolen? - En kvalitativ procesevaluering

Anne-Didde Holt, Søren Smedegaard, Pernille Lund-Cramer, Thomas Skovgaard, Lars Breum Skov Christiansen

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

Resumé

Purpose
The right supportive environment for physical activity (PA) at school is substantial if the potential benefits for well-being shall be met. One way to conceptualize the supportive environment is by using the framework of self-determination theory (SDT). The purpose of this study is to gain insight into the ways that student’s experience an intervention within the context of SDT.

Methods
The use of qualitative methods alongside quantitative effect-evaluation-research is useful to improve the understanding of the effects of complex interventions and the mechanisms through which changes occur. ‘Move for Wellbeing in Schools' is an ongoing multicomponent intervention- study based on a SDT-framework to target student’s autonomy, relatedness and competences compared to PA and well-being. Two out of 12 intervention-schools are selected as in-depth cases. During the course of seven months (November 2015 – May 2016) participant observations combined with semi-structured focus-group-interviews (with in total 37 middle-age student’s) are carried out.

Results
Data are coded and categorized in an ongoing process by using an deductive thematic approach. Afterwards the most important topics are analyzed into the three components of SDT. Preliminary findings suggest that a SDT-framework can be advantageously to create PA conducive to well-being, but there are some points to pay attention to. The intervention aim at improving students autonomy by increasing their awareness of learning objectives, by giving choices, or by granting responsibility for solving open tasks. The positive effect of these practices seems however to diminish, if they are given as a reward of good behavior, or if the student-teacher relationship is disrespectful.

Conclusions
Results of this study contribute with knowledge regarding the social climate, people’s interaction and behavior, which are important aspects of the implementation. These findings are essential to inform Active Policy how to create 'Active Schools' which benefit student’s well-being.
OriginalsprogEngelsk
Publikationsdatomaj 2016
Antal sider1
StatusUdgivet - maj 2016
Begivenhed6th International Congress on Physical Activity and Public Health: Active Living for All: Active People, Active Place, Active Policy - Bangkok, Thailand
Varighed: 16. nov. 201619. nov. 2016
Konferencens nummer: 6

Konference

Konference6th International Congress on Physical Activity and Public Health
Nummer6
LandThailand
ByBangkok
Periode16/11/201619/11/2016

Fingeraftryk

self-determination
well-being
evaluation
school
student
autonomy
evaluation research
learning objective
participant observation
qualitative method
student teacher
reward
climate
responsibility
interaction
interview
experience
Group

Citer dette

Holt, A-D., Smedegaard, S., Lund-Cramer, P., Skovgaard, T., & Christiansen, L. B. S. (2016). How can physical activity improve school well-being? - A qualitative process evaluation. Abstract fra 6th International Congress on Physical Activity and Public Health, Bangkok, Thailand.
Holt, Anne-Didde ; Smedegaard, Søren ; Lund-Cramer, Pernille ; Skovgaard, Thomas ; Christiansen, Lars Breum Skov. / How can physical activity improve school well-being? - A qualitative process evaluation. Abstract fra 6th International Congress on Physical Activity and Public Health, Bangkok, Thailand.1 s.
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Holt, A-D, Smedegaard, S, Lund-Cramer, P, Skovgaard, T & Christiansen, LBS 2016, 'How can physical activity improve school well-being? - A qualitative process evaluation', 6th International Congress on Physical Activity and Public Health, Bangkok, Thailand, 16/11/2016 - 19/11/2016.

How can physical activity improve school well-being? - A qualitative process evaluation. / Holt, Anne-Didde; Smedegaard, Søren; Lund-Cramer, Pernille; Skovgaard, Thomas; Christiansen, Lars Breum Skov.

2016. Abstract fra 6th International Congress on Physical Activity and Public Health, Bangkok, Thailand.

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

TY - ABST

T1 - How can physical activity improve school well-being? - A qualitative process evaluation

AU - Holt, Anne-Didde

AU - Smedegaard, Søren

AU - Lund-Cramer, Pernille

AU - Skovgaard, Thomas

AU - Christiansen, Lars Breum Skov

PY - 2016/5

Y1 - 2016/5

N2 - PurposeThe right supportive environment for physical activity (PA) at school is substantial if the potential benefits for well-being shall be met. One way to conceptualize the supportive environment is by using the framework of self-determination theory (SDT). The purpose of this study is to gain insight into the ways that student’s experience an intervention within the context of SDT.MethodsThe use of qualitative methods alongside quantitative effect-evaluation-research is useful to improve the understanding of the effects of complex interventions and the mechanisms through which changes occur. ‘Move for Wellbeing in Schools' is an ongoing multicomponent intervention- study based on a SDT-framework to target student’s autonomy, relatedness and competences compared to PA and well-being. Two out of 12 intervention-schools are selected as in-depth cases. During the course of seven months (November 2015 – May 2016) participant observations combined with semi-structured focus-group-interviews (with in total 37 middle-age student’s) are carried out.ResultsData are coded and categorized in an ongoing process by using an deductive thematic approach. Afterwards the most important topics are analyzed into the three components of SDT. Preliminary findings suggest that a SDT-framework can be advantageously to create PA conducive to well-being, but there are some points to pay attention to. The intervention aim at improving students autonomy by increasing their awareness of learning objectives, by giving choices, or by granting responsibility for solving open tasks. The positive effect of these practices seems however to diminish, if they are given as a reward of good behavior, or if the student-teacher relationship is disrespectful.ConclusionsResults of this study contribute with knowledge regarding the social climate, people’s interaction and behavior, which are important aspects of the implementation. These findings are essential to inform Active Policy how to create 'Active Schools' which benefit student’s well-being.

AB - PurposeThe right supportive environment for physical activity (PA) at school is substantial if the potential benefits for well-being shall be met. One way to conceptualize the supportive environment is by using the framework of self-determination theory (SDT). The purpose of this study is to gain insight into the ways that student’s experience an intervention within the context of SDT.MethodsThe use of qualitative methods alongside quantitative effect-evaluation-research is useful to improve the understanding of the effects of complex interventions and the mechanisms through which changes occur. ‘Move for Wellbeing in Schools' is an ongoing multicomponent intervention- study based on a SDT-framework to target student’s autonomy, relatedness and competences compared to PA and well-being. Two out of 12 intervention-schools are selected as in-depth cases. During the course of seven months (November 2015 – May 2016) participant observations combined with semi-structured focus-group-interviews (with in total 37 middle-age student’s) are carried out.ResultsData are coded and categorized in an ongoing process by using an deductive thematic approach. Afterwards the most important topics are analyzed into the three components of SDT. Preliminary findings suggest that a SDT-framework can be advantageously to create PA conducive to well-being, but there are some points to pay attention to. The intervention aim at improving students autonomy by increasing their awareness of learning objectives, by giving choices, or by granting responsibility for solving open tasks. The positive effect of these practices seems however to diminish, if they are given as a reward of good behavior, or if the student-teacher relationship is disrespectful.ConclusionsResults of this study contribute with knowledge regarding the social climate, people’s interaction and behavior, which are important aspects of the implementation. These findings are essential to inform Active Policy how to create 'Active Schools' which benefit student’s well-being.

M3 - Conference abstract for conference

ER -

Holt A-D, Smedegaard S, Lund-Cramer P, Skovgaard T, Christiansen LBS. How can physical activity improve school well-being? - A qualitative process evaluation. 2016. Abstract fra 6th International Congress on Physical Activity and Public Health, Bangkok, Thailand.