Using Wearable Technology Data to Inform Class Teachers’ Practices and Improve Pupils’ Physical Activity

Background. There are vast inequalities in physical activity, which disadvantage girls. Previous research has demonstrated that teachers are capable of interpreting data from wearable technologies, and it is feasible that such technologies could be used in school-based interventions. Purpose. To investigate whether data from wearable technologies can be used by class teachers to inform school-based practices and improve physical activity outcomes in their pupils. Method. This study followed a data-sharing and co-design intervention model. In total, 11 classes, 8 primary-schools, and 228 pupils aged 8-11 years old were included in the project. Mixed-methods and the triangulation of data was used to create meaningful interpretations of quantitative physical activity data and qualitative interviews. Baseline physical activity was measured in pupils for 2-weeks using (blinded) wrist worn accelerometers (Moki), and subsequently discussed with class teachers during semi-structured interviews. Individual class data were used to co-design 3-5 interventional strategies, at the discretion of each teacher, and informed by their responses to the data and what was perceived as feasible to implement in the subsequent 2-weeks within their school. At the end of this 2-week intervention period, teachers were interviewed again, reviewing changes in physical activity, and discussing the effectiveness and challenges of implementing the targeted strategies. Results. Physical activity increased in pupils from baseline during the intervention period (p <0.01, +6.5%), with a greater increase in girls compared to boys (females, +9.2%, males +4.3%). Teachers were positive about using wearable devices in their classrooms. Teachers understood and were interested in the baseline physical activity data, and they responded with positive and negative reactions, increased awareness, and a desire to address differences and inequalities. They were able to effectively co-design and implement a diverse range of strategies, for example, providing new equipment, additional opportunities, or reforming the social environment. Teachers discussed factors which they believed contributed to gender differences, and several strategies were chosen with a particular focus on addressing girls’ inactivity. Teachers provided valuable explanations for differences in physical activity in their classes, including the factors impacting the success or failings of interventional strategies and overall changes in physical activity. Conclusions. These findings demonstrate that data-driven insights from wearable technologies can be used to inform primary school teachers’ practices and positively impact physical activity in their pupils. This approach shows promise in addressing inequalities, for example, increasing physical activity in girls.