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Implementation Outcomes and Recommendations of Two Physical Activity Interventions: Results from the Danish ACTIVE SCHOOL Feasibility Study

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  • Lise Sohl Jeppesen

    (Department of Nutrition, Exercise and Sports, University of Copenhagen, DK-2200 Copenhagen, Denmark
    Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, DK-2200 Copenhagen, Denmark)

  • Jesper Sandfeld

    (Faculty of Teacher Education, University College Copenhagen, DK-1799 Copenhagen, Denmark)

  • Søren Smedegaard

    (Faculty of Education and Social Sciences, UCL University College, DK-5230 Odense, Denmark)

  • Glen Nielsen

    (Department of Nutrition, Exercise and Sports, University of Copenhagen, DK-2200 Copenhagen, Denmark)

  • Mathias Brekke Mandelid

    (Department of Pedagogy, Social Science and Religion, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, NO-6856 Sogndal, Norway
    Department of Sports, Physical Education and Outdoor Studies, Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, NO-3800 Bø, Norway)

  • Malene Norup

    (Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, DK-2200 Copenhagen, Denmark)

  • Jacob Wienecke

    (Department of Nutrition, Exercise and Sports, University of Copenhagen, DK-2200 Copenhagen, Denmark)

  • Anna Bugge

    (Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, DK-2200 Copenhagen, Denmark)

Abstract

Physical activity (PA) should be an essential part of all children’s lives, as it can promote physical and mental health, enhance general well-being, and positively impact learning outcomes. Schools offer an ideal setting to encourage physical activity during the school day, as nearly all children attend school. However, schools present a complex environment for implementing PA, and sedentary behavior is common in classroom teaching. This study explores the feasibility of two types of school-based physical activity interventions: one based on research in exercise and cognition (Run, Jump & Fun) and another grounded in embodied learning (Move & Learn). Run, Jump & Fun can be conceptualized as extra non-curricular physical activity implemented into the school day while Move & Learn is integrated into curricular time. The 8-week study involved third-grade students and their teachers from seven schools, with educational strategies applied to support adoption. Quantitative and qualitative data were collected before, during, and after the 8-week period. The results indicated that both interventions were feasible to implement, leading to a series of recommendations for further refinement. These recommendations can guide the development of future school-based PA interventions and inspire other researchers to assess and improve their implementation strategies.

Suggested Citation

  • Lise Sohl Jeppesen & Jesper Sandfeld & Søren Smedegaard & Glen Nielsen & Mathias Brekke Mandelid & Malene Norup & Jacob Wienecke & Anna Bugge, 2025. "Implementation Outcomes and Recommendations of Two Physical Activity Interventions: Results from the Danish ACTIVE SCHOOL Feasibility Study," IJERPH, MDPI, vol. 22(1), pages 1-23, January.
    • Handle: RePEc:gam:jijerp:v:22:y:2025:i:1:p:67-:d:1561548
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    References listed on IDEAS

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    1. Ana Barbosa & Stephen Whiting & Philippa Simmonds & Rodrigo Scotini Moreno & Romeu Mendes & João Breda, 2020. "Physical Activity and Academic Achievement: An Umbrella Review," IJERPH, MDPI, vol. 17(16), pages 1-29, August.
    2. Jiayu Li & Weide Shao, 2022. "Influence of Sports Activities on Prosocial Behavior of Children and Adolescents: A Systematic Literature Review," IJERPH, MDPI, vol. 19(11), pages 1-20, May.
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