Development and implementation of school based physical activity interventions: A community-centred, co-designed approach
Michael McCluskey is a PhD student in the Department of Biomedical Signals and Systems. (Co)Promotors are prof.dr. J.H. Buurke and prof.dr.ir. H.J. Hermens from the Faculty of Electrical Engineering, Mathematics and Computer Science and prof.dr. A.D. Pandyan from the Bournemouth University and dr. S.M. Jansen Kosterink, RRD.
Regular physical activity, regardless of its intensity or duration, is consistently linked to improved health and well-being. Beyond physical benefits, it supports better educational, professional, and financial outcomes, fosters stronger social relationships, and enhances resilience. However, physical inactivity is a growing global crisis. Approximately one-third of adults and 81% of adolescents worldwide are physically inactive. In the UK, only 47% of children aged 5-16 meet the recommended guidelines, leaving around 3.7 million children inactive. Low physical activity levels in childhood increase the risk of lifelong inactivity, poor health, and diminished life opportunities. Addressing childhood physical inactivity is therefore an urgent public health priority.
Schools, in theory, offer an ideal setting for physical activity interventions, yet research suggests they often fail to produce meaningful increases in activity levels. Schools are diverse environments with varying contexts, cultures, and challenges. One-size-fits-all interventions may not align with the needs and preferences of students, staff, and parents, reducing engagement and effectiveness. To overcome this, co-design research methodologies allow stakeholders to collaboratively develop and implement tailored solutions. These approaches foster deeper understanding, encourage creative problem solving, and can enhance intervention design and introduction.
This thesis explores strategies to promote physical activity among primary school children in Stoke-on-Trent, addressing three key research questions:
- Are children who are more physically active healthier and performing better academically than their less active peers?
- What are parents' attitudes toward technology’s role in shaping children's physical activity levels?
- Can co-design methodologies empower pupils, staff, and parents to develop a highly context-specific, school-based intervention for physical activity?
The findings reinforce the critical role of physical activity in supporting health, well-being, and academic achievement. The research also sheds light on the complex relationship between technology and physical activity, emphasising the need for parental guidance to mitigate negative impacts. Importantly, this study demonstrates that a co-designed, school-based intervention, rooted in local needs and perspectives, can be successfully implemented to foster a more active school environment. By promoting sustainable, community-driven solutions, this work directly contributes to the global effort to support children's health, lifelong physical activity habits, and stronger communities.
