Beyond Jonny’s Story - Completing the Daily Mile Kristy Howells and Jo Bowen

Introduction – Jonny’s Story Inspired by Collingwood et al. (2000) proposed that physical exercise can raise self esteem. Investigated the potential impact of physical activity interventions for one case study child (Jonny) on his self-esteem and reading and numeracy academic levels. Found that Jonny had significant improvements to both his self-esteem and academic achievements.

Self Esteem Way see ourselves and impact that can has on our mental well-being (Jacques and Hyland, 2004) Physical activity interventions seen as ineffective, limited results. (Roberts and Treasure, 2012) Physical activity can enhance well-being and self-esteem (Laker, 2000) Opportunity to develop specific talents

Physical activity interventions Physical activity interventions take many forms Quender (2002) children who took part in less PA had lower self esteem and lower anxiety levels. Trudeau and Shephard (2008) proposed that PA reduced depression, anxiety symptoms.

Aim of Beyond Jonny’s Story Could improvements seen in Jonny be seen within a whole class setting? Daily Mile (Daily Mile Foundation, 2017)- recommend a mile a day to increase positive attitudes towards movement.

Daily Mile Physical Activity Interventions Everyday for 6 month period January to July Outside in the outdoor area of school Key focus observations: Wellbeing Preference of working in group How well the children worked in team Attitude to PA Academic sublevels in reading and literacy Observations of children’s behaviour within the daily mile.

Wellbeing

Girls vs Boys Wellbeing

Self esteem Observations 7/12 of the boys were very keen to be at the front, or wanting to race each other to be first, being first was key to them all. 4/8 of the girls at the start of the research were found to be always at the back of the group, and were very slow and reluctant to complete the daily mile.

Jonny’s academic improvements Subject Level at start of physical activity intervention period Level after 5 months of physical activity interventions Difference between the levels Reading 3b 4b 3 sublevels Mathematics 3a 4a

Daily Mile Academic Improvements Reading sublevels Average increase Min increase Max increase Overall 5 1 10 Boys 4 6 Girls 2 Literacy sublevels Average Min Max Overall 5 1 9 Boys 6 2 Girls 8

Overall conclusion Space and time to complete the daily mile helps: Coordination and spatial awareness skills. Speech and language skills can be developed and enhanced. Confidence in working with others. Confidence in working independently and being successful in own work. Able to articulate what is happening with their bodies and how they have improved in terms of fitness and the importance of daily physical activity. Handwriting skills through the freedom and acceptance that it is ok to have time to practice whilst walking.

Recommendations Home life, as this will reflect potential unsettled behaviour How children react to seeing the ‘end’ of something, especially if it has become the ‘norm’ an everyday thing – recommended to get the parents more involved to continue this within holiday periods To include record keeping to make the daily mile purposeful, e.g. who works with who, to encourage them round To ensure that it is completed everyday as children hold different importance levels to the activity, for some it is key part of their day.

Questions