Voices on a multicomponent school-based physical activity intervention: a qualitative study with school leaders, teachers, and students from the MOVESCHOOL study

Francisco J Bandera-Campos; David Sánchez-Oliva; María González-Pérez; Fátima Martín-Acosta; Daniel Camiletti-Moirón; Alberto Grao-Cruces

doi:10.1186/s12889-026-27718-1

Voices on a multicomponent school-based physical activity intervention: a qualitative study with school leaders, teachers, and students from the MOVESCHOOL study

BMC Public Health. 2026 May 14. doi: 10.1186/s12889-026-27718-1. Online ahead of print.

Authors

Francisco J Bandera-Campos^{1

2}, David Sánchez-Oliva^{3

4

5}, María González-Pérez^{1

2}, Fátima Martín-Acosta^{1

2}, Daniel Camiletti-Moirón^{1

2}, Alberto Grao-Cruces^{1

2}

Affiliations

¹ GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain.
² Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain.
³ GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain. davidsanchez@unex.es.
⁴ ACAFYDE Research Group, Department of Didactics of Musical, Plastic and Body Expression, Faculty of Sports Sciences, University of Extremadura, Av. de la Universidad, s/n, Caceres, 10071, Spain. davidsanchez@unex.es.
⁵ University Institute for Research and Innovation in Sport, University of Extremadura, Caceres, Spain. davidsanchez@unex.es.

PMID: 42135754
DOI: 10.1186/s12889-026-27718-1

Abstract

Background: Adolescent physical inactivity is a global public health priority, and schools are identified as a critical setting for health promotion. While multicomponent "whole-school" interventions are recommended, there is a lack of qualitative evidence regarding their implementation and the experiences of key agents, particularly in secondary education settings. This research explored the perceptions and experiences of school leaders, teachers, and students regarding the MOVESCHOOL study.

Methods: A qualitative study was conducted as part of the MOVESCHOOL study, a 29-week multicomponent intervention that integrated physically active learning, active break, and active recess in secondary education. A total of five school leaders, 20 teachers, and 141 students participated through semi-structured interviews and focus groups. Data were analysed using a hybrid qualitative content analysis, combining deductive and inductive coding.

Results: The findings indicated that the intervention, in addition to increasing students' physical activity levels, contributed positively to their social interactions, motivation towards school, attention capacity, and enjoyment during the school day, which in turn influenced their academic performance. Furthermore, four key pillars for the feasibility and sustainability of the intervention were identified: the commitment and engagement to the intervention of school leaders and teachers, sustained student involvement determined by enjoyment, the availability of resources, and the presence of an intervention specialist as a catalytic factor.

Conclusions: The intervention provided both social and academic benefits, alongside increased physical activity, although its long-term feasibility and sustainability will depend on how this approach can be adapted to the contextual and structural conditions of each school, going beyond the intervention design itself.

Trial registration: ClinicalTrials.gov, identifier NCT06254638. Registered on 12 February 2024.

Keywords: Active break; Active recess; Adolescents; Feasibility; Physically active learning; School-level physical activity intervention; Sustainability.

Associated data

ClinicalTrials.gov/NCT06254638

Abstract

Associated data

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