Barriers and facilitators to the implementation of ‘The Daily Mile’ in Maltese schools

Abstract

The World Health Organisation recommends that children and youth should engage in at least an average of 60 minutes of moderate to vigorous physical activity every day (WHO, 2020b) and in Malta, a great number of children are not reaching these guidelines (Decelis et al., 2014). Schools have a great potential to help many children be more physically active and guide them to develop into active citizens (WHO, 2018). The Daily Mile is a school-based initiative, founded in Scotland in 2012 which became popular in schools worldwide, including Malta, for its simple and free implementation. A local case study measured changes in the students’ fitness levels and gathered feedback from students, teachers/ LSEs and parents/guardians attending a Maltese state school (Bianchi & Vella, 2019). This current study aimed to conduct further research across different primary schools in Malta to help identify barriers and facilitators, from the perspective of teachers, that influence the implementation of the Daily Mile. Qualitative data was collected through remote interviews with four teachers and a Head of School from different primary schools who have experience implementing the Daily Mile. Through a thematic analysis of the data, it was confirmed that students enjoy participating in this inclusive physical activity and that teachers should adhere to the simple components to facilitate implementation. Participants in this study acknowledged that teachers who try the Daily Mile will quickly recognise the benefits associated with it and after some time it will fit well into their daily schedule. Ultimately, adequate outdoor facilities, possibly with areas of shade, support from an appointed person in school, and the teachers’ effort and confidence to initiate participation, increases the chances of successful implementation.