Sustainability at Play: Educational Design Research for the Development of a Digital Educational Resource for Primary Education

Sá, Patrícia; Silva, Patrícia Christine; Peixinho, Joana Pinheiro; Figueiras, Ana; Rodrigues, Ana

doi:10.3390/socsci12070407

Cited by 1 publication

(1 citation statement)

References 33 publications

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“…Choosing a design-based model as a guiding tool can be seen as a step into the educational field (53), whereas choosing, for example, intervention mapping as a development method would be a more traditional choice for the planning of health promotion programs (54). We found the design model and theory by McKenney and Reeves (25) to be the best suited evidence-based model because it has been used in prior educational design projects (55). When conducting design-based research, achieving an optimal balance in stakeholder involvement in the development process is a critical consideration.…”

Section: Limitations and Implicationsmentioning

confidence: 99%

Developing ACTIVE SCHOOL—The Design Process for Two School-Based Physical Activity Interventions

Jeppesen,

Bugge,

Smedegaard

et al. 2024

Transl J ACSM

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Introduction Physical activity (PA) interventions in schools can improve children’s overall PA levels and positively affect academic performance. However, implementing PA during the school day can be challenging in the complex school setting. Many school-based PA studies do not present their interventions’ design processes, although this knowledge is important to replicate the intervention. Purpose This article aims to provide insights into the collaborative design process of the two PA interventions for third-grade pupils of the ACTIVE SCHOOL project. The evidence-based interventions focus on PA integrated into academic content (Move & Learn intervention) as embodied learning or PA as moderate to vigorous activity performed during the school day (Run, Jump & Fun intervention). The study’s objective was to engage teachers and pedagogues early in the design process to ensure the design was tailored to practice. Methods A team consisting of researchers, school staff, and experts were involved in the design process. The process lasted one school year and comprised three phases: exploration and analysis, construction and design, and reflection and evaluation. Multiple methods were used, including focus group interviews, a design workshop, and observations of iterative in-school testing. Results The result of the analysis and exploration phase was a set of learning points based on information about school culture, school staff competences, and needs. The design and construction phase produced a set of intervention skeletons, which were the actual elements of the interventions. The evaluation and reflection phase created the main results, which are specific principles and multifaceted implementation strategies for Move & Learn and Run, Jump & Fun, respectively. Finally, dose and timing of the interventions were specified. Conclusion Collaboration with schools and an iterative approach were determinants for designing interventions appropriate to the Danish school context and school staff practice.

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