The Daily Mile in practice: implementation and adaptation of the school running programme in a multiethnic city in the UK

Ash Routen; María González Aguado; Sophie O'Connell; Deirdre M. Harrington

doi:10.1136/bmjopen-2020-046655

The Daily Mile in practice: implementation and adaptation of the school running programme in a multiethnic city in the UK

Ash Routen, María González Aguado, Sophie O'Connell, Deirdre M. Harrington

Physical Activity And Health

Research output: Contribution to journal › Article › peer-review

6 Citations (Scopus)

35 Downloads (Pure)

Abstract

Objectives The aim of this study was to generate new evidence on how The Daily Mile (TDM), a popular school-based running programme in the UK, is implemented in a diverse and multiethnic city in the UK and also the barriers faced by non-implementer schools.

Design Mixed method cross-sectional study (including survey data collection and qualitative interviews).

Setting Primary schools in a multiethnic city in the East Midlands, UK.

Participants Forty-two schools in Leicester city completed an online survey, and five teaching staff from five schools took part in follow-up semistructured qualitative interviews.

Results Overall, 40.5% of schools who completed the survey reported having never implemented TDM, and 96.0% of implementer schools reported delivering TDM on three or more days per week. Reported barriers included space limitations and safety issues, timetabling and curriculum pressures, and pupil and teacher attitudes. Facilitators of implementation were teacher engagement and school culture/ethos, communication of the initiative and substantial delivery adaptations.

Conclusions The findings from this study, based on data from schools in a multiethnic city in the UK, suggest that implementation of TDM is variable, and is influenced by a range of factors related to the school context, as well as the characteristics of TDM itself

Original language	English
Article number	e046655
Number of pages	9
Journal	BMJ Open
Volume	11
Issue number	8
DOIs	https://doi.org/10.1136/bmjopen-2020-046655
Publication status	Published - 2 Aug 2021

Keywords

The Daily Mile
physical activity
primary schools

Access to Document

10.1136/bmjopen-2020-046655Licence: CC BY 4.0

Routen-etal-BMJ-2021-The-Daily-Mile-in-practice-implementationFinal published version, 284 KBLicence: CC BY 4.0

Daily Mile Research Advisory Group
Harrington, D. (Speaker)
27 Sept 2021
Activity: Talk or presentation types › Invited talk

Cite this

@article{1a1ee55df1844873b7ccec4d4cd060eb,

title = "The Daily Mile in practice: implementation and adaptation of the school running programme in a multiethnic city in the UK",

abstract = "Objectives The aim of this study was to generate new evidence on how The Daily Mile (TDM), a popular school-based running programme in the UK, is implemented in a diverse and multiethnic city in the UK and also the barriers faced by non-implementer schools.Design Mixed method cross-sectional study (including survey data collection and qualitative interviews).Setting Primary schools in a multiethnic city in the East Midlands, UK.Participants Forty-two schools in Leicester city completed an online survey, and five teaching staff from five schools took part in follow-up semistructured qualitative interviews.Results Overall, 40.5% of schools who completed the survey reported having never implemented TDM, and 96.0% of implementer schools reported delivering TDM on three or more days per week. Reported barriers included space limitations and safety issues, timetabling and curriculum pressures, and pupil and teacher attitudes. Facilitators of implementation were teacher engagement and school culture/ethos, communication of the initiative and substantial delivery adaptations.Conclusions The findings from this study, based on data from schools in a multiethnic city in the UK, suggest that implementation of TDM is variable, and is influenced by a range of factors related to the school context, as well as the characteristics of TDM itself",

keywords = "The Daily Mile, physical activity, primary schools",

author = "Ash Routen and {Gonz{\'a}lez Aguado}, Mar{\'i}a and Sophie O'Connell and Harrington, {Deirdre M.}",

year = "2021",

month = aug,

day = "2",

doi = "10.1136/bmjopen-2020-046655",

language = "English",

volume = "11",

journal = "BMJ Open",

issn = "2044-6055",

publisher = "BMJ Publishing Group",

number = "8",

}

TY - JOUR

T1 - The Daily Mile in practice

T2 - implementation and adaptation of the school running programme in a multiethnic city in the UK

AU - Routen, Ash

AU - González Aguado, María

AU - O'Connell, Sophie

AU - Harrington, Deirdre M.

PY - 2021/8/2

Y1 - 2021/8/2

N2 - Objectives The aim of this study was to generate new evidence on how The Daily Mile (TDM), a popular school-based running programme in the UK, is implemented in a diverse and multiethnic city in the UK and also the barriers faced by non-implementer schools.Design Mixed method cross-sectional study (including survey data collection and qualitative interviews).Setting Primary schools in a multiethnic city in the East Midlands, UK.Participants Forty-two schools in Leicester city completed an online survey, and five teaching staff from five schools took part in follow-up semistructured qualitative interviews.Results Overall, 40.5% of schools who completed the survey reported having never implemented TDM, and 96.0% of implementer schools reported delivering TDM on three or more days per week. Reported barriers included space limitations and safety issues, timetabling and curriculum pressures, and pupil and teacher attitudes. Facilitators of implementation were teacher engagement and school culture/ethos, communication of the initiative and substantial delivery adaptations.Conclusions The findings from this study, based on data from schools in a multiethnic city in the UK, suggest that implementation of TDM is variable, and is influenced by a range of factors related to the school context, as well as the characteristics of TDM itself

AB - Objectives The aim of this study was to generate new evidence on how The Daily Mile (TDM), a popular school-based running programme in the UK, is implemented in a diverse and multiethnic city in the UK and also the barriers faced by non-implementer schools.Design Mixed method cross-sectional study (including survey data collection and qualitative interviews).Setting Primary schools in a multiethnic city in the East Midlands, UK.Participants Forty-two schools in Leicester city completed an online survey, and five teaching staff from five schools took part in follow-up semistructured qualitative interviews.Results Overall, 40.5% of schools who completed the survey reported having never implemented TDM, and 96.0% of implementer schools reported delivering TDM on three or more days per week. Reported barriers included space limitations and safety issues, timetabling and curriculum pressures, and pupil and teacher attitudes. Facilitators of implementation were teacher engagement and school culture/ethos, communication of the initiative and substantial delivery adaptations.Conclusions The findings from this study, based on data from schools in a multiethnic city in the UK, suggest that implementation of TDM is variable, and is influenced by a range of factors related to the school context, as well as the characteristics of TDM itself

KW - The Daily Mile

KW - physical activity

KW - primary schools

U2 - 10.1136/bmjopen-2020-046655

DO - 10.1136/bmjopen-2020-046655

M3 - Article

SN - 2044-6055

VL - 11

JO - BMJ Open

JF - BMJ Open

IS - 8

M1 - e046655

ER -

The Daily Mile in practice: implementation and adaptation of the school running programme in a multiethnic city in the UK

Abstract

Keywords

Access to Document

Fingerprint

Activities

Daily Mile Research Advisory Group

Cite this