Overview
In June 2019 I achieved a first class honours degree from the University of Exeter in Exercise and Sport Science. Throughout this course I developed my resilience and analytical skills, as well as gaining valuable research expertise during completion of my dissertation project. For my final year dissertation, I chose to work within the physical activity and health field with a particular interest in the acute effects of prolonged sitting on appetite, cognitive function and blood pressure.
Upon completion of my undergraduate degree I was successful in gaining a funded Masters by research in collaboration with Somerset Activity and Sport Partnership (SASP) which commenced in September 2019. This masters programme compliments my final year dissertation perfectly with its focus on physical activity interventions with the aim to reduce sitting time and increase physical activity in children, within a primary school setting.
I look forward to working with SASP over the course of my master’s degree and hope to one day pursue a career within the physical activity and health field in the clinical population.
Qualifications
BSc Exercise and Sport Science – University of Exeter
Publications
Key publications | Publications by category | Publications by year
Publications by year
2021
Chorlton B (2021). Exploring the acceptability and feasibility of implementing physical activity in primary school classrooms – a Somerset Activity and Sport Partnership Scheme.
Abstract:
Exploring the acceptability and feasibility of implementing physical activity in primary school classrooms – a Somerset Activity and Sport Partnership Scheme.
Abstract
Purpose: the purpose of this study was: 1) to explore the perceptions of primary school staff members, pupils and governors in regard to classroom based physical activity (CBPA); 2) to understand the multiple levels of factors impacting these stakeholder’s acceptability of interventions and 3) to collaboratively design a successful classroom movement intervention that is accepted by the school governors, feasible for teachers and enjoyable for the pupils, with the main aim of breaking up continuous uninterrupted
classroom sedentary time.
Methods: Sixty-four staff members and twenty governors completed a questionnaire and 7 participants (n=5 staff and n=2 governors) took part in a further follow up semi structured telephone interview. Thirty-four Key Stage (KS) 1 and KS2 pupils from one federated village school in Somerset took part in a focus group discussion.
Results: all staff members, governors and pupils were aware of the value of PA and had similar barriers for implementation within the classroom environment. Two main barriers that were reported by the majority of staff members are time and transitioning back to work following movement. In addition, suggestions for increasing adoption and implementation were identified, for example, short and simple breaks, pupil guided choice and performed at the teacher’s discretion. Furthermore, the need for more sufficient evidence regarding pupil cognition following a movement break were requested by both governors and staff.
Key words: qualitative research, classroom, movement breaks, stakeholders, prolonged sedentary time
Abbreviations: Physical activity (PA), Key Stage 1 (KS1), Key Stage 2 (KS2)
Abstract.
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