A Mixed-Methods Evaluation of Teachers’ Implementation of ‘The Daily Move’ in Irish Primary Schools Using the RE-AIM Framework

The Daily Move (TDMo) is a modified version of The Daily Mile, developed in previous research [1], that provides children greater choice in activities during participation. This study evaluated a teachers-led implementation of TDMo, aiming to assess its sustainability within primary schools. Teachers (N = 60) implemented TDMo with their classes for two 5-week blocks across two school semesters. Data were collected via questionnaires administered at the start and end of each block (Time 1 to Time 4), aligned with the RE-AIM framework’s effectiveness, adoption, implementation, and maintenance elements. Two teacher focus groups (n = 6) and one child focus group (aged 8-9 years; n = 6) were conducted at Time 4. TDMo was perceived to positively impact multiple health metrics across timepoints, including physical fitness (agreement decreased from 92-84%), movement proficiency (agreement increased from 84.6-96.2%), and attention and concentration (agreement decreased from 96.2-92.3%). Teachers reported all children responded positively to its adoption (100%). Children’s involvement in game selection increased significantly from Block One to Block Two (p = 0.01). The main implementation barriers were curriculum demands (agreement de-creased from 80-72%) and inclement weather (agreement increased from 50% to 53.8%). Most teachers intended to sustain their implementation of TDMo (96.2%). The diverse and novel design of TDMo offers potential holistic health benefits and supports long-term sustainability. The variety of physical activity appears to enhance children’s enjoyment and encourage teachers’ sustained implementation. Aligning government policies to formally incorporate movement breaks within the curriculum may further support sustainability by reducing curriculum-related pressures.