Virtual traveller: a behaviour change intervention to increase physical activity during primary school lessons

Abstract

Background: Children spend a large amount of their time in obligatory seated school lessons, with notable effects on health and cognitive outcomes. The ‘Virtual Traveller’ programme tests Virtual Field Trips (VFTs) as physically active lessons and Behaviour Change interventions. These utilise existing classroom interactive whiteboards to integrate globe-based educational content with related physical movements. This study aimed to test the effects of a 6-week ‘Virtual Traveller’ intervention on health and educational outcomes in primary-school children. Methods: Design – A Randomised Controlled Trial compared pupils receiving the Virtual Traveller Intervention and waiting-list control. Participants – N=264 pupils from ten Year 4 classes (8-9 years old) provided usable data across all data collection points Measures – Data was collected before (T0), during (T1 & T2), 1 week- (T3) and 3 months- (T4) post intervention. Physical activity was assessed via Actigraph GT1M accelerometers, on-task behaviour was observed using the Observing Teachers and Pupils in Classrooms tool (OPTIC) tool and student engagement was assessed with the Student Engagement Instrument – Elementary Version (SEI-E) questionnaire. Analysis – Multilevel modelling was used to assess outcomes. Findings: Intervention pupils demonstrated significantly less sedentary behaviour and more light, moderate and vigorous physical activity and significantly better on-task behaviour during lessons (T1 & T2) than control pupils. No difference in outcomes was found at T4. Discussion: Virtual Traveller was successful at increasing classroom physical activity and on-task behaviour. Using the Behaviour Change Wheel and Behaviour Change Techniques allows development of replicable health interventions in applied settings such as schools.