Voices on a multicomponent school-based physical activity intervention: a qualitative study with school leaders, teachers, and students from the MOVESCHOOL study

Background Adolescent physical inactivity is a global public health priority, and schools are identified as critical setting for health promotion. While multicomponent “whole-school” interventions are recommended, there is a lack of qualitative evidence regarding their implementation and the experiences of key agents, particularly in secondary education settings. This research explored the perceptions and experiences of school leaders, teachers, and students regarding the MOVESCHOOL study. Methods A qualitative study was conducted within the framework of the MOVESCHOOL study, a 29-week multicomponent intervention that integrated physically active learning, active breaks, and active recess in secondary education. A total of five school leaders, 20 teachers, and 141 students participated through semi-structured interviews and focus groups. Data were analysed using a hybrid qualitative content analysis, combining deductive and inductive coding. Results The findings indicate that the intervention, in addition to increasing students’ levels of physical activity, contributed positively to their social interactions, motivation towards school, attention capacity, and enjoyment during the school day, which in turn influenced their academic performance. Furthermore, four key pillars for the feasibility and sustainability of the intervention were identified: the commitment and engagement to the intervention of school leaders and teachers, sustained student involvement determined by enjoyment, the availability of resources, and the presence of an intervention specialist as a catalytic factor. Conclusions The MOVESCHOOL intervention provides both social and academic benefits, alongside increased physical activity, although its long-term feasibility and sustainability will depend on how this approach can be adapted to the contextual and structural conditions of each school, going beyond the intervention’s design itself. Trial registration: ClinicalTrials.gov, identifier NCT06254638. Registered on 12 February 2024.