Introduction: Physical activity is fundamental for children’s health and well-being, yet most children are not active enough. School-based interventions aiming to increase children’s physical activity have largely been ineffective, perhaps due to a lack of consideration of the unique culture within each school. The aim of this paper is to understand the key aspects of physical activity culture in English primary schools using the organizational culture framework. Methods: A four-month rapid ethnography study was conducted within three primary schools in Bristol, UK, between March and July 2024. The findings draw on observations, interviews, documentary data, photo elicitation, informal conversations and field notes. The data were analysed using reflexive thematic analysis and five themes were generated. Results: Differences in underlying assumptions about physical activity impacted schools espoused values and artefacts, with schools who had a broader view of physical activity having greater variety and integration of physical activity opportunities. Across the schools, we observed practices that demonstrated a low emphasis placed on physical activity, such as Physical Education being secondary to the core curriculum and movement breaks being used infrequently and only for pupils with special educational needs. In two schools that outsourced most of their physical activity provision, there was less coherence and confidence in staff members to help pupils be active which impacted the way in which active play was facilitated at break and lunchtimes. Discussion: The findings suggest a need for broader understandings of physical activity, better education and support for school staff to implement physical activity opportunities, and more emphasis on the wider development and well-being of children beyond academic attainment goals
Walker et al. (Tue,) studied this question.