Co-Creation of a School-Based Motor Competence and Mental Health Intervention: Move Well, Feel Good

Children · 7 authors, 3 centres

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The authors describe and reflect on each stage of the workshop-based co-creation process, identifying four key themes: stakeholders' engagement and attendance, stakeholders' knowledge and competence, time constraints, and conflicting visions and motives. The study was approved by the Edge Hill University Science Research Ethics Committee. The authors note that co-creation projects are context-specific and recommend investing time to engage stakeholders, clarify aims, manage expectations, and overcome early conflicts.

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other

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pediatrics

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AI pipeline

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100% · A

ORIGINAL PAPER

PMC10453743

Co-Creation of a School-Based Motor Competence and Mental Health Intervention: Move Well, Feel Good

Children

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ABSTRACT

Abstract Low motor competence (MC) and inhibited psychosocial development are associated with mental health difficulties. Improving children’s MC through school-based physical activity interventions emphasising psychosocial development may therefore be a mechanism for promoting positive mental health. This study describes and provides reflective insights into the co-creation of ‘Move Well Feel Good’, a primary school physical activity intervention to improve children’s MC and mental health. Class teachers, school leaders, physical activity specialists, and children (aged 8–9 years) participated in a series of co-creation workshops. Stakeholders’ knowledge and experiences were integrated with existing research evidence using creative methods (e.g., post-it note tasks, worksheets, and drawings) to facilitate discussion. The co-creation process culminated in stakeholder consensus voting for one of three proposed intervention ideas. Children cited physical and mental health benefits, enjoyment with friends, and high perceived competence as motives for being physically active. Opportunities to develop MC across the different segments of the school day were identified by adult stakeholders, who perceived children’s lack of resilience, an overloaded curriculum, and poor parental support for physical activity as barriers to intervention implementation. The chosen intervention idea received six out of a possible twelve votes. Co-creation projects are specific to the contexts in which they are implemented. This study reinforces the complex nature of school-based intervention development and highlights the value of engaging with stakeholders in co-creation processes. Keywords: co-creation, intervention development, motor competence, mental health, children, fundamental movement skills, physical activity

CITATION EXPORT

Lauren Clifford, Richard Tyler, Zoe Knowles et al.. Co-Creation of a School-Based Motor Competence and Mental Health Intervention: Move Well, Feel Good. Children. (2023). https://doi.org/10.3390/children10081403

AUTHORS

7 · 3 CENTRES

Lauren Clifford, Richard Tyler, Zoe Knowles, Emma Ashworth, Lynne Boddy, Lawrence Foweather, Stuart J Fairclough

1Movement Behaviours, Health, Wellbeing, and Nutrition Research Group, Department of Sport and Physical Activity, Edge Hill University, St. Helens Road, Ormskirk L39 4QP, UK; [email protected] (R.T.); [email protected] (S.J.F.)
2The Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool L3 2EX, UK; [email protected] (Z.K.); [email protected] (L.B.); [email protected] (L.F.)
3School of Psychology, Liverpool John Moores University, Liverpool L3 5UX, UK; [email protected]