Rapid ethnographic research to inform physical activity intervention development: learning from the PASSPORT study in primary schools

Introduction 

Primary schools offer an opportunity to implement physical activity (PA) interventions to large numbers of children. However, school-based PA interventions have had limited success. We suggest this is partly attributable to traditional intervention approaches ignoring the importance of school context. The PASSPORT study undertook rapid ethnographic research in primary schools to gain in-depth understanding of physical activity delivery and participation, as well as systems and decision-making, to inform the development of the context-specific intervention.

Goals and methods 

This presentation explores the methodological learning, benefits and challenges of this type of embedded qualitative work. Research was conducted in three diverse primary schools in Southwest England. Schools varied in sociodemographic profile, size, and prioritisation of Physical Education (PE). Our data included: 80 observations (e.g. PE lessons, break times, clubs, and staff meetings); four photo elicitation activities with pupils; 26 semi-structured interviews with school staff; documentary and descriptive school data (e.g. policies and spending) and field notes. We developed an analytic framework to triangulate the findings. The presentation will include practical considerations for the method, illustrating how the approach provides different research insights, can contribute to the complex intervention agenda, and can support the development of more inclusive public health interventions.

Results 

This methodology provided novel insights into pupil PA in the primary school system that we previously had not captured in school staff interviews. Triangulating observational data, documentary sources, and conversational data revealed dissonance between what was stated and the reality of delivering PA opportunities in practice, as well as a more complex understanding of the primary school system and decision-making.

Conclusions 

This research illustrates the value of ethnographic approaches in developing contextually-sensitive interventions that can address global public health challenges. It provides different data and insight to interviews alone. Our key learning can support others to use this approach.