Experts identify the key to The Daily Mile’s success

The Daily Mile initiative has enjoyed worldwide success thanks to its simplicity, flexibility and adaptability, according to new research led by the University of Stirling.

Experts – including scientists from the Universities of Edinburgh and the Highlands and Islands – studied the implementation of the scheme, founded in Stirling in 2012.

It comes just months after research led by the same team confirmed that The Daily Mile – which involves children taking a 15-minute break from class to do physical activity – improves fitness, body composition and activity levels in participants.

Dr Gemma Ryde, Lecturer in Physical Activity and Health in Sport at Stirling, led the latest study – and believes it provides a blueprint for schools looking to introduce the scheme. The findings of both studies are featured in a new ‘How to / Why to’ guide, to be distributed to schools.

“This is the first study to explore why The Daily Mile might have been so successfully implemented,” Dr Ryde explained. “Our research suggests that this success can be attributed to the simple core intervention components – allowing the children to walk, jog or run; flexible delivery that supports teacher autonomy; and adaptability that suits the specific primary school context.

“Other factors relating to how The Daily Mile was developed, trialled and rolled out might also have contributed towards its successful implementation.”

Dr Ryde worked with Stirling colleagues Dr Colin Moran, Dr Naomi Brooks and Ross Chesham on the project, as well as Dr Josie Booth, of the University of Edinburgh’s Moray House School of Education, and Dr Trish Gorely, of the University of the Highlands and Islands.

The team conducted interviews at four primary schools in Scotland with staff who had a significant role in implementing The Daily Mile. Two schools were implementing the initiative successfully, with the other two finding the process more challenging.

The interviews provided valuable information on the delivery of the scheme, as well as the obstacles and benefits encountered during the process. In addition, the scientists recorded information on the schools’ grounds and facilities.

The duration of the activity at all schools was 15 minutes, with one participant noting that the intervention is actually time and not distanced based, as suggested by the name. The amount of time was perceived as being short enough to not interfere too much with the school day and, if the children were running, then they achieved approximately one mile during this period.

One school reported that they initially had the children completing an actual mile; however, it took some children too long or was too difficult for them to complete the distance. Therefore, the school adapted their approach to 15 minutes of activity, which was more feasible.