Building and preserving primary school girls’ confidence through physical activity

The project sought to explore the impact of the M2 programme on primary school aged girls in a sample of schools in Leeds, West Yorkshire, with a focus on physical, psychological and social developments.

The challenge

It has long been recognised that the teenage years are typically marked by a decline in engagement in sport and physical activity for many young women. For some time, research has consistently identified a number of societal and structural barriers young women face in being physically active. However, research has recently highlighted the need to consider how the challenges young women face in engaging in sport and physical activity begin much earlier than the teenage years.

Programmes, designed specifically for primary school aged girls, are critical in supporting them to recognise the barriers they face early in their lives and to help them to find ways of overcoming these such that they can enjoy a positive relationship with their bodies and physical activity.

M2, a community interest group, have developed a number of programmes for primary schools aimed at creating a generation of young girls that enjoy being physically active whilst learning to value themselves. The programmes focus on movement and mindfulness using the power of physical activity to develop a strong sense of self-worth, self-belief, and confidence.

The approach

Research was undertaken in five case study schools (representing 25% of the schools who were delivering the M2 programme in Leeds during the Spring term in 2024) to explore the impact of the M2 programme. The schools selected were agreed between M2 and the research team and were based on school location, and the demographics of the school, to ensure a diversity of schools were considered. Two visits were undertaken at each school at the start and end of the programme to generate qualitative data to complement M2’s ongoing quantitative evaluation activities. Visits involved observations of sessions, field notes, ‘roving reporter’ interviews with girls and semi-structured interviews with programme facilitators. The research team also took part in one end celebration event with one school, involving participant observation methods. Data were generated regarding participant engagement, interactions between the girls and the girls and the facilitator, the girls’ thoughts and feelings about the activities engaged in, and facilitators’ roles, experiences, aspirations and challenges in delivering the M2 programme.

The impact

The key findings from this research have been presented to M2, and a report created outlining recommendations for curricula development. M2 are currently revisiting their four curricula and associated resources to take on board some of the report recommendations.