'We Recommend Schools Use Active Lessons and imoves', Says NCSEM

15 November, 2018

Here at imoves, we aim to not only deliver high-quality, easy-to-use and accessible resources to get schools more active but we also like to prove that what we do works.

We asked the National Centre for Sport and Exercise Medicine at Sheffield Hallam University to undertake an independent evaluation of our resources.  

The purpose of the project was to evaluate the impact of the imoves programme on primary school pupils’ physical activity, well-being, behaviour, as well as investigating how the programme impacted teacher confidence and knowledge to teach active lessons.

Two primary schools in Sheffield with a total of 123 pupils participated in the study where they were evaluated at two different stages to track progress and compare results.

Summary Results

The key highlight was the overall positive effect on the activity, Moderate-to-Vigorous Physical Activity (MVPA), and sedentary behaviour for pupils, with the largest impact being that imoves enabled the previously least active pupils to become just as active as most active pupils. This is a really significant highlight as the key objective for the Sports Premium Funding is that ‘ALL’ children are active, with this report demonstrating that imoves helps schools to achieve exactly that by bringing all children's activity levels in line with one another.

The report concluded that the imoves programme was found to be viewed favourably by both pupils and teachers, stating that the resources were ‘fun, engaging, made learning easier, created a nice environment to teach in and excited pupils to come to school.’

The National Centre for Sport and Exercise Medicine concluded ‘...it is recommended that schools seek to utilise active lessons and the imoves programme due to the current evidence and positive benefits that occur as a result of being active during curriculum time.’

A male pupil from school two had this to say about his experience with imoves; “I would be actually really excited to come to school because the lessons would be a lot more fun and you could like move around and it would be better than just sitting down.”

A female pupil from school one also added: “It would make me feel better because I like learning but hate sitting down.”

From the study, teachers advised imoves has helped build their confidence to teach an active lesson, as well as increase their knowledge of opportunities to improve pupil PA and how to plan it into lesson time.

The overall feedback was really great, here is what a teacher from school one had to say;

“...so much more confident now; I used to be really like I don’t want to do it, I just want a normal lesson, sit down and be quiet, but now I know that doesn’t really always work, especially if you're doing it all day every day… They need to be up and out of their seats and it makes the kids happier, it makes me happy and it ends up being a bit more of a calmer environment, even though they’re up and they’re happy and being a bit louder than normal, it’s a nice environment to be in.”

Acute Lesson Activity Results

Analysis of the results (within a 60-minute lesson) found that the imoves programme had a significant impact on:

  • Decreasing sedentary behaviour by 13.02 minutes
  • Increasing total activity by 13.02 minutes
  • Increasing Moderate to Vigorous Physical Activity (MVPA) by 2.92 minutes

Daily Physical Activity Results

There was a 14% difference between the intervention and control condition in pupils meeting daily PA guidelines, which was in the expected direction.

The intervention condition were active for an average of 160.47 minutes a day and the control condition were active for an average of 128.20 minutes a day. Considering sedentary behaviour, the intervention condition were sedentary for an average of 259.52 minutes a day and the control condition were sedentary for an average of 291.79 minutes a day. Across the school day, at baseline, there was a significant difference in daily MVPA between the least active and the most active third (least active M = 20.42, most active M = 29.14).

At follow-up, the difference between the most active and least active thirds of the condition had become non-significant meaning the two groups MVPA were now similar (least active M = 28.14, most active M = 31.94). The least active third increased their MVPA from baseline to follow-up by 7.72 minutes and the most active third increased their MVPA from baseline to follow-up by 2.8 minutes. Thus, the imoves programme is having a positive impact on MVPA for both the least and most active tertile of the intervention condition, with the largest impact being for the least active pupils.

For more information or to read the full report click here.

To try imoves for free and to see the impact active learning can have on your classroom, click here.