‘Mix it up and keep it lively!’: An exploratory study of perceived effects and implementation of The Daily Mile in the North of Scotland

Abstract

Young people’s physical and mental health is an increasingly prominent issue in Scotland. An increasingly popular physical activity intervention, the Daily Mile (DM) aims to address these concerns. The DM involves pupils jogging or walking approximately one mile each day. This article describes an exploration into the implementation and perceived effects of the DM in a sample of primary schools across three local authorities in the North of Scotland. A mixed methods design was utilised, involving an online teacher survey, followed by pupil and teacher focus groups. The online survey completed by 64 teachers, found that 94 per cent of participants would recommend the DM to another school. Additionally, teachers reported numerous positive effects to pupils’ fitness, cognition and mood associated with participation in the DM. These findings were replicated in the focus groups, where teachers discussed the benefits of the DM to pupil health as well as cognition; teachers noted positive changes in pupils’ listening and focus with fitness benefits more apparent when done daily. Pupils also perceived health improvements and they valued the freedom of the Daily Mile. An unexpected finding was that the DM can have a markedly positive effect on relationships within the school community and this appeared to be more salient, at times, than physical fitness enhancements. Consequently, the DM may provide an effective way to rebuild social relationships when pupils return to school after the Covid-19 lockdown. Schools can adapt the DM to the current context by incorporating social distancing measures into the DM. This will provide pupils with the time and space to connect with their peers and teachers in a safe way, facilitating nurturing relationships within the school community.