Developing physical literacy (PL) in childhood is a key to develop lifelong physical activity. Teachers’ play an important role in supporting children’s PL and are at the forefront for continued participation in school-based interventions. This study aimed to discuss teacher-perceived pupils’ experiences of a London-based run/walk intervention and explore its contribution to PL. Semi-structured interviews were developed to explore school delivery and teacher perceptions. Six themes developed: perceived experiences, perceived outcomes of participation, teacher attitudes, fidelity/adherence, logistics and intervention suggestions. A novel insight is that the intervention ‘works for some but not others’ and the importance of self-select pace.
Bibliographical note© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
FunderSA received partial funding for PhD fees. However, the funders had no involvement in the design, data collection, data analysis and write up of this manuscript. The remaining authors have no conflicts on interest to declare
- Physical literacy
- physical activity