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ACTIVE MOVEMENT IN LOWESTOFT – September 2018 – July 2019A performance review October 18th 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 3 schools in 2017, Active Movement were commissioned to support a further (and maximum of) 8 primary schools in Lowestoft and its environs.
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 a additional resource, Active Movement joined forces with One Life Suffolk to create a combined approach to well-being that integrated One Life Suffolk’s visit and lesson programme with the activity backcloth of the Active Movement programme. It was promoted to all schools as One Life Suffolk. (See below for further details).
Recruitment began as early as June 2018 and included the early participation of Red Oak Primary as part of a further testing of the programme prior to the Autumn term launch of the other schools.
Participating schools (and overall assessment of participation)
In order of joining the programme
Red Oak Primary School Enthusiastic and committed supporter of the programme
St Margaret’s Community Initial commitment but limited support from headteacher and staff
Carlton Colville Primary Continual supporter of the programme, though not embedded throughout the school
Reydon Primary Enthusiastic supporter of the programme throughout the school
Pakefield Primary Little communication or interaction with Active Movement despite constant support
Kessingland Primary Enthusiastic supporter of the programme, though a late entry to the programme and still proceeding
Wood Loke Primary A less dynamic participant with little feedback as to depth of commitment though still proceeding
Corton Primary New school currently undertaking the licence only version though upweighted to include additional support
2. Programme components
7 of the 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 and support programme.
All schools had one or more One Life Suffolk sessions across the year. Note that these sessions were slightly revamped to include Active Movement components in delivery and content.
Corton Primary, owing to their late entry into the programme, received the license programme that included training, children presentation, online platform and link with One Life Suffolk
3. Issues arising
Timing Owing to the recruitment process and school availability, there have been three phases of recruitment. Summer/Autumn 2018 (Red Oak, St Margarets, Pakefield, Carlton Colville. Reydon); Spring 2019 (Wood Loke, Kessingland); Autumn 2019 (Corton). The schools that began in Spring 2019 onwards continue to be support in 2019 and 2020
Data Schools varied in their commitment and efficiency in collecting data. The results featured indicate where data was made available. In the case of Red Oak, a different mechanism was used to ensure some quantitative data was collected. Response rates for both questionnaire and handgrip varied. Focus groups amongst the children were undertaken by some of the schools and quotes are featured in the review.
All schools were also asked on a number of occasions about supplying data for other markers such as attendance, behaviour, attainment progress. No school was prepared to supply this data.
One final point to make is concerning the application of GDPR rules. Although Active Movement only needs personal details to compare (no data is individually assessed or reported on) and has developed a mechanism that requires details that anonamises the participants, Suffolk County Council requested that full consent was obtained in all cases. This has had a significant effect on number of respondents, timing and to a degree school participation. There is little doubt that some schools delayed or reduced their support owing to the extreme difficulties in completing this administration. This had a knock-on effect on the handgrip testing that was part of the same consent process
Communication Active Movement communicates with every school every week and paid regular visits of 3 times each term. Each school had a dedicated point of contact (onsite co-ordinator) who was regularly contacted. Communication in return was mixed from regular to for one particular school, never. Whist it was not imperative for schools to be in touch, it was a useful support for those that made contact and reflected in better integration
Active One Life The integration of One Life Suffolk into the campaign had a number of benefits. It gave a local relevance to the programme; it enhanced the messaging around physical activity and nutrition; and it allowed further onsite visits to help maintain awareness and momentum
Community The divide across the river is stark in Lowestoft. Trying to establish some form of community link between schools in the town proved difficult and there was little appetite to do in other areas such as Reydon. Engaging parents was similarly difficult to establish
As a comparison against the many other towns and communities that have undertaken the programme, the programme in Lowestoft proved to be the harder to engage. Though the results showed behaviour change, the process would require more than a single year to embed though it is understood that there is no more funding.
However, Red Oak have committed to the second year of the programme which they are funding independently. The second year is an evolution of the programme to further engage children and parents and began in the school as of September.
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.
Uniquely for this programme, additional questions were added about nutrition to reflect One Life Suffolk’s involvement.
Note that Red Oak were unable to complete the online questionnaire so a manual version was developed that teachers could ask in class and responses recorded by children standing up to answer. These were complete date at the beginning and end of the campaign. The data is less robust
(there is no means of comparing participants and answers might be different when in a group situation rather than alone on a computer), but it gives us some overview.
Handgrip
This simple device helps measure strength levels of children. It is completed by all children before the programme and towards the end and is undertaken during PE.
However, there were issues with the handgrip test across all schools either pre- or post-campaign. 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.
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. Not all schools took part, but below are a series of comments from session with Reydon Primary, Red Oak and Carlton Colville
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
- Reydon
In KS1, there were improvements in a number of areas, in school and outside – an important finding for a behaviour change programme. Disappointingly, the indicator about activity in their spare time - an indicator that the children were becoming more active in areas such as sport – was poor. KS1 results are difficult to judge as children have come form Early years (a highly active environment) to Primary school (a less active one) which can affect results.
The results in KS2 were much more encouraging, with significant changes across all areas of activity, including a significant increase in spare time activity. The daily activity chart was also highly significant indicating that there was an increase throughout the week
- Carlton Colville
Throughout both KS1 and KS2 data, there were increased activity levels throughout particularly out of school.
Both showed an increase in activity during spare time in terms of activity levels after ahool and at weekends, and the amount of time the children did other leisure things.
In KS2, daily activity was up for the majority of days, particularly towards the end of the week.
- Red Oak
Though using a different measurement system, there were still encouraging signs. However there were some anomalies with the online results in that
KS1 showed significant gains (especially when asked to describe their perception of their own activity levels) whilst KS2 seemed far less optimistic
There were more significant improvements in school (such as lunchtime) though increases can be seen after school and during weekends across all age groups
- Pakefield
Note that there was some online data but the responses were too low to offer any significant insights into their performance
- Nutrition
Reydon saw the most positive shift in number of healthy snack choices across both KS1 and KS2. Fruit and vegetable selection increased in KS1. Carlton Colville was less successful, with only KS1 increases in number of snacks but decrease vegetable intake whilst KS2 remained unaffected. Red Oak Year 3s improved whilst Years 5 and 6 decreased across both.
- Overall
The aim of the programme was to educate the children about the dangers of sedentary behaviour and the benefits of reducing it through a programme designed to inspire activity into everyday routine. The data suggests increases in activity both inside school and outside as part of a lifestyle behaviour change.
The link with One Life’s nutrition focus achieved mixed results. Without any form of previous control, it is hard to establish whether these results are better than previous results. However the link with Active Movement anecdotally created a more cohesive approach for schools.
REYDON PRIMARY SCHOOL
Key stage 1 Report – 17 participants
How much physical activity do you do in your spare time?
10
2
4
6
8
10
12
14
16
Increased PANo change in PADecreased PA
Figure 1.
Do you work hard in PE?
10
1
2
3
4
5
6
7
8
9
Increased PANo change in PADecreased PA
Figure 2.
How active were you at break time ?
10
2
4
6
8
10
12
Increased PANo change in PADecreased PA
Figure 3.
How active are you after school?
10
1
2
3
4
5
6
7
8
9
10
Increased PANo change in PADecreased PA
Figure 4.
How active are you at weekends?
10
2
4
6
8
10
12
Increased PANo change in PADecreased PA
Figure 5.
Which of these describes you (not active to very active)?
10
2
4
6
8
10
12
Increased PANo change in PADecreased PA
Figure 6
How often do you have a healthy snack each week?
10
1
2
3
4
5
6
7
8
Increased consumptionNo change in consumptionDecreased consumption
Figure 7
How often do you have fruit and vegetables each week?
10
1
2
3
4
5
6
7
8
9
Increased consumptionNo change in consumptionDecreased consumption
Figure 8
Key Stage 2 Report – 306 participants
How much physical activity do you do in your spare time?
10
10
20
30
40
50
60
Increased PANo change in PADecreased PA
Figure 1.
In the last 7 days, during your physical education (PE) classes, how active were you?
10
5
10
15
20
25
30
35
Increased PANo change in PADecreased PA
Figure 2.
In the last 7 days, how active were you at breaktime?
10
5
10
15
20
25
30
35
40
Increased PANo change in PADecreased PA
Figure 3.
In the last 7 days, how active were you at lunchtime?
10
5
10
15
20
25
30
35
40
Increased PANo change in PADecreased PA
Figure 4.
In the last 7 days, how active were you after school?
10
5
10
15
20
25
30
35
Increased PANo change in PADecreased PA
Figure 5.
In the last 7 days, how active were you in the evenings?
10
5
10
15
20
25
30
35
40
Increased PANo change in PADecreased PA
Figure 6.
How active were you during the weekend?
10
5
10
15
20
25
30
35
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)?
10
5
10
15
20
25
30
35
40
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
5
10
15
20
25
30
35
40
45
50
Increased PA No change in PA Decreased PA
Figure 9
How often do you have a healthy snack each week?
10
5
10
15
20
25
30
35
40
45
Increased consumptionNo change in consumptionDecreased consumption
Figure 10
How many days a week do you have fruit or vegetables?
10
10
20
30
40
50
60
Increased consumptionNo change in consumptionDecreased consumption
Figure 11
CARLTON COLVILLE PRIMARY SCHOOL
Key stage 1 – 20 participants
How much physical activity do you do in your spare time?
10
2
4
6
8
10
12
14
16
Increased PANo change in PADecreased PA
Figure 1.
Do you work hard in PE?
10
2
4
6
8
10
12
14
16
Increased PANo change in PADecreased PA
Figure 2.
How active were you at break time ?
10
2
4
6
8
10
12
14
Increased PANo change in PADecreased PA
Figure 3.
How active are you after school?
10
2
4
6
8
10
12
14
16
Increased PANo change in PADecreased PA
Figure 4.
How active are you at weekends?
10
2
4
6
8
10
12
Increased PANo change in PADecreased PA
Figure 5.
Which of these describes you (not active to very active)?
10
2
4
6
8
10
12
14
16
Increased PANo change in PADecreased PA
Figure 6
How often do you have a healthy snack each week?
10
1
2
3
4
5
6
7
8
9
Increased consumptionNo change in consumptionDecreased consumption
How often do you have fruit and vegetables each week?
10
2
4
6
8
10
12
14
Increased consumptionNo change in consumptionDecreased consumption
Key stage 2 – 71 participants
How much physical activity do you do in your spare time?
10
5
10
15
20
25
30
35
40
45
50
Increased PANo change in PADecreased PA
Figure 1.
In the last 7 days, during your physical education (PE) classes, how active were you?
10
5
10
15
20
25
30
35
40
45
50
Increased PANo change in PADecreased PA
Figure 2.
In the last 7 days, how active were you at breaktime?
10
5
10
15
20
25
30
35
Increased PANo change in PADecreased PA
Figure 3.
In the last 7 days, how active were you at lunchtime?
10
5
10
15
20
25
30
35
Increased PANo change in PADecreased PA
Figure 4.
In the last 7 days, how active were you after school?
122.4
22.6
22.8
23
23.2
23.4
23.6
23.8
24
24.2
Increased PANo change in PADecreased PA
Figure 5.
In the last 7 days, how active were you in the evenings?
10
5
10
15
20
25
30
35
40
Increased PANo change in PADecreased PA
Figure 6.
How active were you during the weekend?
10
5
10
15
20
25
30
Increased PANo change in PADecreased PA
Figure 7.
Which one of the following describes you best for the last 7 days (5 statements from inactive to very active)?
10
5
10
15
20
25
30
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
5
10
15
20
25
30
35
Increased PA No change in PA Decreased PA
Figure 9
How often do you have a healthy snack each week?
10
2
4
6
8
10
12
Increased consumptionNo change in consumptionDecreased consumption
Figure 10.
How many days a week do you have fruit or vegetables?
10
2
4
6
8
10
12
14
16
18
Increased consumptionNo change in consumptionDecreased consumption
Figure 11
RED OAK PRIMARY SCHOOL
RED OAK CLASS QUESTIONNAIREEach number represents the increase in activity levels between pre- and post-campaign. A decline is shown by a minus sign.
Year 1 2 3 4 5 6
Active in PE N/A 9.8 3.3 -0.3 7.1 0.4
Active at breaktime N/A N/A 7.913.9 -0.1 -5.9
Active at lunchtime10.4 -3.8
-11.3
26.4 6.8 19.3
Active after school33.3
19.3
30.4 -9 -1.5 7.7
Active in the evenings17.8 -5.5 -3.6
-12.6 - 8.8
Active at the weekend -5.212.7
21.9 -5.7 5.5 0
Describe yourself (non-active to active) 57 61 -5.4
-12.6 -8.5 -15.4
Do you have a healthy snack each week N/A N/A 7.9 N/A -2.4 -5.7
How often do you eat fruit and vegetables N/A N/A
-17.6 N/A -0.5 -2.6
6. Performance analysis - qualitative
Below are a series of verbatim comments from children sessions with Reydon Primary, Carlton Colville Primary and Red Oak Primary
‘If you don’t stand up you wont be healthy.’
‘We use the walk when we start to lose our concentration.’
‘We stood up to have discussions.’
‘If I sit for too long I stand up.’
‘Standing up gives you more confidence.’
‘It helps me stay awake at the end of the day.’
‘When I can’t think of an idea I walk around.’
‘It doesn’t just help your physical strength but your mental strength.’
‘It’s about being active in places you normally wouldn’t.’
‘We now spend more time outside in the middle of the lesson. It makes us feel better.’
‘We stand up when teachers are telling us what to do.’
‘I like that it makes my legs feel healthy.’
‘My mum and I are a lot more active together.’
‘It’s automatic.’
‘We should get all the schools to be active together.’
‘I enjoy it because it makes me feel more healthy and being active together.’
‘When we started it Year 6s came round and told everyone about it.’
‘I feel happy being healthy.’
‘You do it as part of class.’
‘You do it all the time.’
‘We walk round to look at other people’s work.’
‘We have a timer that goes off after 20 minutes.’
‘Everyone likes it because it stops you getting tired.’
‘We went round the room to find information.’
‘We swapped tables to a clock every five minutes.’
Teacher quotes
‘I really liked the way lessons were planned and resourced. The lessons reflected the ethos of the programme.”
“Through the active questioning and discussion, children were made aware of different activities they could do instead of sitting playing or using technology.”
“I find that having to stand up makes the children think more deeply about what they were asking.”
“Completing the Active Walk has made the children much more aware of their general fitness.”
“Using standing up to rehearse show or understanding of French was now a regular part of classroom practise.”
“When we stand up to read, they are much more focussed.”
“I liked the children having the opportunity to make healthy swaps in the lunch box.”
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
Voyage of Darwin The lesson was to be bout his expedition to determine his theory of evolution. The teacher placed on the Active Walk roundels information and stops along the journey. The children then took in the voyage for themselves which made the lesson exciting, engaging and highly active. A teacher wrote “Having the children discover the information like Darwin in an active way heightened the enjoyment of the children. I’m definitely going to use this technique for learning.”
Red Oak walk The walk has become a central theme to all activity in school as part of lesson content and children re-energisation. In addition, the walk has become a regular link with parents who also enjoy the experience after school
Other There were many anecdotes of Active Movement being actively used in lessons such as Maths (helping to identify fractions), collegiate behaviour in class (checking work), child ownership (Year 6s telling other classes about the programme) and integrating into class routine (a 20 minute clock). The use of the walk in Red Oak and St Margaret’s was particularly strong
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.
The Lowestoft was deliberately selected owing to the social and economic challenges the programme would have to face. The more strident application of the GDPR requirements in schools that are already under severe time pressure added a layer of bureaucracy that proved too much for most. Senior support was also inconsistent.
However, in schools where the programme was given the support and commitment required, there were definitive gains in activity levels both in the school and, importantly for a behaviour change programme, outside the school environment too. The integration with One Life to create Active One Life to was on the whole a potent combination – not only adding a nutritional component but creating a regular point of contact and local relevance for the programme.
Whilst only one school has maintained the programme into a second year, the simplicity of the idea and its integration into daily routine coupled with a comprehensive support system have begun a groundswell of awareness, understanding and involvement that will hopefully create a behaviour change for long-term.