Chasing rainbows: An interview study of middle school principals’ whole-of-school physical activity beliefs

Abstract

Despite the central importance of school leadership in the successful implementation of new programs, little research has explored administrators’ views concerning whole-of-school physical activity (PA) initiatives, which can support students’ academic performance and healthy development. A critical knowledge gap exists in the context of secondary education, where whole-of-school PA implementation may face nuanced challenges. The purpose of this U.S.-based study was to examine middle school principals’ beliefs about whole-of-school PA. A convenience sample of 19 principals from six states participated in individual, semi-structured interviews. The data were thematically analyzed in NVivo. Findings spanned three themes: (a) PA benefits the whole child, but who is in charge?, (b) school- and system-level resources that matter, and (c) the gap between verbal support and administrative action. Collectively, these themes revealed principals’ nearly universal philosophical support for school-based PA programming but also demonstrated how such convictions often operate within structures that deprioritize it. Although principals expressed a desire to foster more active school cultures, they often perceived such efforts as idealistic and instead conformed to the accountability systems that govern their work. This study provides a key empirical lens from the perspective of school leadership to understand potential barriers and facilitators to whole-of-school PA implementation in middle schools.