08 SES 11 B JS, Perspectives on Physical Activity and Learning
Joint Paper Session NW 08 and NW 18
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’?
- 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?
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.
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
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