ArticleBMC public health2026
Voices on a multicomponent school-based physical activity intervention: a qualitative study with school leaders, teachers, and students from the MOVESCHOOL study.
Article in BMC public health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT06254638 (Effectiveness of a Multicomponent Intervention to Promote Physical Activity Levels During the School Day), which is not on this map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Effectiveness of a Multicomponent Intervention to Promote Physical Activity Levels During the School Day (MOVESCHOOL)
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Authors and funding
6 authors.
Funding
Abstract
backgroundAdolescent physical inactivity is a global public health priority, and schools are identified as a critical setting for health promotion. While multicomponent "whole-school" interventions are recommended, there is a lack of qualitative evidence regarding their implementation and the experiences of key agents, particularly in secondary education settings. This research explored the perceptions and experiences of school leaders, teachers, and students regarding the MOVESCHOOL study.
methodsA qualitative study was conducted as part of the MOVESCHOOL study, a 29-week multicomponent intervention that integrated physically active learning, active break, and active recess in secondary education. A total of five school leaders, 20 teachers, and 141 students participated through semi-structured interviews and focus groups. Data were analysed using a hybrid qualitative content analysis, combining deductive and inductive coding.
resultsThe findings indicated that the intervention, in addition to increasing students' physical activity levels, contributed positively to their social interactions, motivation towards school, attention capacity, and enjoyment during the school day, which in turn influenced their academic performance. Furthermore, four key pillars for the feasibility and sustainability of the intervention were identified: the commitment and engagement to the intervention of school leaders and teachers, sustained student involvement determined by enjoyment, the availability of resources, and the presence of an intervention specialist as a catalytic factor.
conclusionsThe intervention provided both social and academic benefits, alongside increased physical activity, although its long-term feasibility and sustainability will depend on how this approach can be adapted to the contextual and structural conditions of each school, going beyond the intervention design itself.
trial registrationClinicalTrials.gov, identifier NCT06254638. Registered on 12 February 2024.
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