Main Content
Session Information
08 SES 11 B JS, Perspectives on Physical Activity and Learning
Joint Paper Session NW 08 and NW 18
Contribution
This project is an evaluation of the correlation between participating in running a mile initiatives (Daily Mile and Golden Mile) and ‘readiness to learn’. The Daily Mile and the Golden Mile are both initiatives which encourage children to run a mile each school day, citing a positive impact on children’s ‘readiness to learn’. ‘Readiness to learn’ is a reference to the level of focus and concentration that children have to engage with learning, which in turn improves attainment. However, there is currently no systematic data collection which demonstrates this pattern.
Main research question:
To what extent does participating in a running initiative improve health and ‘readiness to learn’?
Sub-research questions:
- What do teachers, children and parents believe is the educational value of participating in the Daily Mile/Golden Mile for children?
- What do teachers, children and parents believe is the health value of participating in the Daily Mile/Golden Mile for children?
- To what extent does participating in the Daily Mile/Golden Mile enhance children’s educational outcomes?
- To what extent does participating in the Daily Mile/Golden Mile improve children’s physical and mental wellbeing?
Objective:
1. The first aim of the project is to provide an evidence base which measures the impact of the Daily Mile/Golden Mile initiative on the educational outcomes of children. Three educational outcomes associated with ‘readiness to learn’ will be measured: Attendance, academic attainment and learner engagement.
2.The second aim of the project is to give a voice to key stakeholders (teachers, children and parents) about their perceptions and experiences of the Daily Mile/Golden Mile initiative. The project aims to identify to what extent there is a correlation between the measures of educational outcome and stakeholders’ beliefs about the initiative.
It is intended that this study will advance education. If the evaluation provides an evidence base for the potential to improve ‘readiness to learn’ it will enable other local schools to adopt an initiative which can advance education through improving educational outcomes. The schools involved in this initiative are developing this approach locally, but evidence is needed to show its impact on readiness to learn. This will ensure that schools and their teachers can continue to have the support of children, parents and governors in continuing these initiatives. The evidence collected will also help to support teachers in disseminating this good practice. It has been recognised that public health initiatives can have a positive impact on educational outcomes. Therefore, evidence showing the effectiveness of this approach is in the public interest at a local and national level. In addition, the positive health benefits and improved educational outcomes should improve the long-term quality of life for children in the local communities.
Method
Expected Outcomes
References
Ball, S. (2013) The Education Debate, Policy Press, Bristol Bonell, C. (2014) Why schools should promote students health and wellbeing, British Medical Journal, 348; g3078 Lincoln, Y. S. and Guba, E. (1985), Naturalistic Inquiry, Sage publications, London. Miles, M. B. and Huberman, A.M. (1994) An expanded sourcebook qualitative data analysis, Sage publications, London, 2nd ed Suhrcke, M. & de Paz Nieves, C. (2011) The impact of health and health behaviours on educational outcome in high income countries: a review of the evidence, WHO. Thomson, P. and Hall, C. (2017) Place-based for researching schools, Bloomsbury, London
Programme by Networks, ECER 2021
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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