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May 16, 2026BMC Public Health0 citationsOpen Access

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

FBFrancisco J. Bandera-CamposUniversidad de Cádiz DSD Sánchez-OlivaUniversidad de Cádiz MGMaría González-PérezUniversidad de Cádiz

Key Points

The research aimed to explore the perceptions and experiences of school leaders, teachers, and students regarding the MOVESCHOOL study's physical activity intervention.
Qualitative study embedded in the MOVESCHOOL initiative.
29-week multicomponent intervention including active learning, breaks, and recess.
Data collected via semi-structured interviews and focus groups with 5 school leaders, 20 teachers, and 141 students.
Increased students’ physical activity levels and positive social interactions.
Enhanced student motivation, attention, and enjoyment, leading to improved academic performance.
Identified four pillars: commitment from leaders, sustained student enjoyment, resource availability, and an intervention specialist.

Abstract

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. 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. 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. 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. ClinicalTrials.gov, identifier NCT06254638. Registered on 12 February 2024.

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