Current projects

Move Well, Feel Good

Move Well, Feel Good is a new intervention co-production project that is funded by the Waterloo Foundation. The project is led by me at Edge Hill University with support from Dr Richard Tyler, Lauren Clifford, and Prof Zoe Knowles, Prof Lynne Boddy, Dr Lawrence Foweather, and Dr Emma Ashworth at Liverpool John Moores University. A short summary of what the project is about follows.

Children’s motor skill ability is linked to mental health problems such as anxiety and depression. The COVID-19 lockdown restrictions have negatively affected children’s mental health and reduced their participation in physical activity, which is vital for motor skill development. As school-based programmes are promising ways to tackle declines in motor skills and mental health, in Move Well, Feel Good we will work with children, teachers, school leaders, and physical activity specialists to develop a primary school intervention to improve children’s motor skills and mental health. We will use different research methods to see how feasible and acceptable the intervention and our research approaches are. We will also measure the children’s motor skills and mental health to see whether these change during the intervention, and how they relate to other factors like physical activity, and support from others. We will share our findings with children, teachers, physical activity providers, public health officials, and the academic community.

We started the co-production stakeholder workshops in the spring of 2022. These involved children, teachers, school leaders, and physical activity deliverers from West Lancashire Sport Partnership. These stakeholders worked in single and multiple stakeholder groups through a 6-stage process facilitated by the researchers. These stages align to the Double Diamond Design Approach (DDDA) by employing divergent and convergent thinking processes as stakeholders discover, define, develop, and deliver a solution to the ‘problems’ of how best to improve children’s motor competence and mental health, and how best to facilitate real-world implementation in school contexts. The intention was that the DDDA would enable stakeholder groups to reach consensus on the components and content of a school-based motor competence and mental health intervention, underpinned by psycho-social concepts as key elements of the underpinning theoretical model – the Elaborated Environment Stress Hypothesis. To engage the children in the process without them feeling inhibited in expressing their thoughts in the presence of the adults that regularly teach them, they  operated in single stakeholder groups,  after which their discussion points were shared with the adult stakeholders to inform their discussions and intervention idea-generation. The final co-production workshop in early July 2022 led to the generation of three intervention ‘ideas’. The stakeholders subsequently voted on these and one was selected for implementation in the phase 2 feasibility and acceptability evaluation starting in September 2022.

We are currently developing intervention and training materials in time for September. I will post further updates as we progress things.

The Youth Activity Profile predicts physical activity and sedentary behaviour in English youth

Over the last couple of years I have been working with colleagues to calibrate and validate a version of the Youth Activity Profile (YAP) for use with English youth. Pedro Saint-Maurice (National Cancer Institute) and Greg Welk (Iowa State University) previously demonstrated the potential of the YAP as a self-report questionnaire to accurately predict estimates of MVPA and sedentary behavior (SB) derived from activity monitors (see and Moreover, the US team have shown how the tool can be used at scale by teachers and practitioners with no expertise in activity measurement or exercise science (see The predictive accuracy of the YAP is built around algorithms calibrated against MVPA and SB estimates from accelerometer-based activity monitors. The calibration algorithms are specific to MVPA during the school day, out-of-school, and weekends, and to out-of-school time spent in SB.

Project team

Stuart Fairclough (Edge Hill University), Danielle Christian (University of Central Lancashire), Pedro Saint-Maurice (National Cancer Institute), Paul Hibbing (University of Tennessee), Robert Noonan (University of Liverpool), Greg Welk (Iowa State University), Philip Dixon (Iowa State University), Lynne Boddy (Liverpool John Moores University)

We received funding from the Youth Sport Trust and Edge Hill University to evaluate the accuracy of the YAP and its calibration algorithms with English youth.

We aimed to:

(1) Assess the predictive accuracy of applying the original US-generated YAP calibration algorithms for PA and SB in a sample of English youth

(2) Develop and validate new English-specific YAP calibration algorithms

(3) Examine the potential surveillance utility of the new algorithms to assess compliance to PA guidelines

What we did

Before the study, the YAP was minimally amended by the research team to make the clarity, language, and terminology more appropriate for English youth (e.g., the word ‘recess’ was replaced with ‘break time’, ‘cell phone’ was replaced with ‘mobile phone’, etc). Through this process the fundamental content and meaning of the YAP questions were unaltered.

Around 400 primary and secondary school students aged 10-15 years old from 11 schools in northwest England agreed to take part in the study. They wore a SenseWear Armband Mini (SWA) multi-sensor activity monitor for 8-days to assess their MVPA and sedentary behavior (SB). On the 8th day of SWA wear the students completed the online YAP under the direction of the research team. The YAP has 15 questions comprised of three sections (school day, out-of-school, and sedentary behaviour), with five questions per section. The students were asked to recall their PA and SB over the past 7-days during context-specific time segments. For example, the school day questions ask on how many days students undertook active travel to and from school, and their activity levels during break time, lunch time, and PE. The out-of-school segment refers to activity levels before school, immediately after-school, evening, and across both Saturday and Sunday. The SB section asks about time spent watching TV, playing video games, using a mobile phone, a computer/tablet, and overall SB. All questions are structured using a 1-5 Likert scale (e.g., for active travel to school, a score of 1 indicates 0 days per week of active travel, whereas a score of 5 indicates 4-5 days per week). On completion of the YAP, researchers used recall ‘probing’ questions as a quality assurance mechanism to improve the accuracy of responses. These probes were specifically developed for the YAP calibration and are not part of the regular YAP administration protocol.

Schools also provided details of the previous week’s school timetable schedule which included days and times for school start and end, break times, lunchtime, and physical education (PE) lessons. This information was used to temporally match each student’s SWA data so estimates of MVPA and SB could be derived for specific time segments of the day. These segments reflected the content of the YAP questions and are detailed in Table 1 below.

  • To assess aim 1, the original US YAP calibration algorithms were applied to the students’ SWA data.
    • Next, the sample was randomly split (stratified by primary/secondary school) into a calibration sample (6 schools) and a cross-validation sample (3 schools).
  • To assess aim 2, the YAP and SWA data from the calibration sample underwent quantile regression analyses to generate new YAP calibration algorithms. This resulted in new YAP calibration algorithms for MVPA during school, out-of-school, and at weekends, and SB out-of-school. These new algorithms were then applied to the cross-validation sample data and bias and mean absolute percent error (MAPE) were calculated to explore group-level agreement. Equivalence testing was also applied with the cross-validation sample to look at whether 95% confidence intervals (CI) for YAP-predicted minutes of MVPA/SB were within a 10% range (equivalence zone) of estimates from the SWA. Where there was no evidence of equivalence at 10%, the equivalence zone was increased by 5% until equivalence was reached (i.e., 15%, 20%, etc).
  • To assess aim 3 we examined the agreement between the proportion of students achieving the MVPA recommendations of 60 minutes per day, and 30 minutes per school day according to the YAP and SWA. Classification accuracy of the YAP was evaluated using percent agreement, kappa, sensitivity, and specificity

What we found

Predictive ability of US YAP algorithms with English sample (Aim 1)

Group-level agreement between the US YAP algorithms and the SWA estimates of MVPA and SWA was weak for each segment. The algorithms underestimated MVPA and over-estimated SB (see Figures 1 and 2). %MAPE ranged from 26.5% to 51.0%.

Generation of English YAP algorithms (Aim 2)

For the calibration analyses 200 students had valid YAP and SWA data for at least one of the YAP segments of the week. In the final models the predictors of MVPA and SB were school level (i.e., primary/secondary), sex, and the interaction between the segment YAP score and school level. Root mean square error values were 12.1, 9.6%, 8.5%, and 15.3% for in-school, out-of-school, and weekend MVPA, and out-of-school SB, respectively.


From the three cross-validation schools, there were 129 students with valid YAP and SWA data for at least one YAP segment of the week. The new YAP algorithms over-estimated school day MVPA (by 3.6 min/day or 0.4% of segment time), out-of-school MVPA (by 5.2 min/day or 0.1% of segment time) and SB (21.8 min/day or 0.3% of segment time), and underestimated weekend MVPA (by 2.5 min/day or 0.1% of segment time). These results are presented in Figures 3-6.

The MAPE was lowest for weekend MVPA (3.6%) and highest for school day MVPA (17.3%). Figure 7 compares the MAPE between the US YAP algorithms and new English ones applied to the cross-validation sample, and also to the full sample.

When we applied equivalency tests to the cross-validation sample we found that school day and out-of-school MVPA predicted by the YAP were within the SWA-estimated MVPA 20% equivalence zones. Weekend MVPA and SB predicted by the YAP were within the 15% equivalence zones for SWA-estimated weekend MVPA and SB. These results are summarised in Figures 8 and 9.

Potential surveillance utility of the English YAP algorithms (Aim 3)

Sixty-min/day MVPA was achieved by 81% of the participants according to the SWA. YAP-predicted estimates of daily MVPA indicated that the recommendation was met by 85.8% of participants. Agreement was 80.7% and the kappa value was 0.31 (fair agreement). Sensitivity and specificity were 91% and 37%, respectively. The school day 30 min/day MVPA recommendation was achieved by 77.6% and 79.2% of participants, according to SWA and YAP-predicted estimates, respectively. Percent agreement and kappa values were 82.2% and 0.47, respectively (moderate agreement). Classification accuracy were 89% sensitivity and 57% specificity. The descriptive results are shown in Figure 10.

Brief discussion

We aimed to examine the predictive accuracy of the US YAP algorithms for MVPA and SB with a sample of English youth, and to calibrate and test the validity and predictive utility of new English YAP algorithms. We found that the US YAP algorithms poorly predicted SWA estimates of MVPA and SB in English youth. Group-level predictions of in-school, out-of-school, and weekend MVPA, and out-of-school SB from the English YAP algorithms were promising, and the YAP demonstrated potential as a surveillance tool to identify prevalence of compliance to youth PA guidelines. The calibrated YAP estimates of MVPA and SB have great potential utility for future research and PA promotion, as existing calibrated self-report instruments for English youth are not available.

Strengths of the study included (1) use of a proven, rigorous YAP protocol and methodology; (2) use of manageable group sizes for data collection which allowed use of recall probes to enhance the students’ recall accuracy; (3) recording detailed timetable information from each school to accurately determine each student’s schedule during the week when they wore the SWA, so as to enhance the degree of temporal precision required for the calibration analyses; (4) use of an independent sample for the cross-validation analyses, and (5) the choice of the SWA as the device-based measure, which has previously demonstrated superior agreement with criterion measures of free-living energy expenditure than other research-grade and consumer activity monitors.

There are also limitations which should be considered. Schools were not selected at random and so a degree of sampling bias in favour of more active students may have been evident. Data were collected in the spring and summer months which may have reflected the relatively high estimates of MVPA. Therefore, the English YAP algorithms do not account for seasonal variation in the students’ PA and SB. The YAP content means that it can only be used to predict MVPA and SB during school-term time and not during vacation periods, and all modes of MVPA and SB may not be captured. However, schools in England are in session for around 39 weeks of the year so typical activity would be captured by the YAP. The YAP-predicted MVPA and SB estimates demonstrated good group-level agreement, but like values from all PA measurement tools, they cannot be considered exact values reflecting individual-level activity behaviours. Moreover, the calibration algorithms are based on MVPA and SB estimates from the SWA as the field-based criterion measure. There are inherent differences in how MVPA and SB are calculated by the SWA compared to accelerometer-only devices, and this limits comparability with data from other studies. Further, like all PA measurement instruments, the SWA is subject to measurement error which we could not control, and which may have attenuated the effects of the analyses. Incorporating measurement error modelling against a criterion measure has been shown help reduce the effects of measurement error and improve the precision of PA estimates from self-report questionnaires. A true criterion measure of free-living PA and SB requires accurate ground-truth measurement (e.g., wearable cameras) to label activity behaviours (although unsupervised machine learning methods are now emerging, which may remove the need for criterion measures). However, these approaches are yet to be feasible in large samples, and therefore, currently offer limited value for the calibration of self-report questionnaires. Lastly, the SWA uses a default 60-second epoch setting to record data, which may not have fully captured intermittent bouts of higher intensity PA that are characteristic of school-aged youth, however, this monitor has been shown to provide accurate estimates of PA in this population.


Poor agreement was observed in MVPA and SB derived from the US YAP algorithms and SWA worn by the English sample. YAP algorithms developed using the English sample data resulted in MVPA and SB estimates that had promising group-level agreement with the lowest error observed for weekend MVPA and out-of-school SB. The YAP has potential as a surveillance tool to monitor compliance with youth PA guidelines, but more refinement is needed to improve its classification accuracy. The group-level YAP estimates of MVPA indicate that the YAP is a promising self-report questionnaire for use with English youth, and potentially with samples from other countries in the UK. The YAP is a cost-effective, easy to implement instrument that can be used at scale and implemented by researchers and practitioners, to provide meaningful group-level estimates of MVPA and SB.

What next?

We plan to further refine the YAP algorithms with a more representative UK sample. To do this we will firstly explore the use of unsupervised machine learning to more accurately estimate MVPA and SB from the activity monitors. We would then conduct another YAP calibration and validation study employing replicate measurement error modelling procedures to enhance the precision of the calibration algorithms. These are challenging and time-consuming studies to do well, but we believe that the YAP instrument has much to offer as an easy to use and accessible self-report measure, particularly in England where calibrated and robustly validated youth PA surveillance measures don’t exist.


The study is now published and is open access. All details here:

Influence of Children’s 24-hour Movement Behaviours on Behavioural, Psychological, and Cognitive Health

Project summary 

Children’s health and development are influenced by how much time is spent sleeping, sitting, and doing physical activity, which are collectively termed, movement behaviours. These movement behaviours can impact on a range of physical, developmental, psychological, and behavioural health indicators. Traditionally, movement behaviours have been studied individually in relation to health (e.g., sedentary behaviour and obesity risk). However, it has recently been highlighted that movement behaviours are inter-related and happen in a mutually exclusive manner over a finite period of time, such as a 24-hour day (e.g., if a child is sleeping they are not involved in physical activity). Researchers are now starting to look at how sleep, sedentary behaviour, and physical activity combined, influence children’s health. To date most of this research has focused on physical health, using a novel approach termed compositional data analysis, which accounts for the mutually exclusive nature of the movement behaviours. Our project will use this analysis approach to better understand how movement behaviours influence children behavioural, psychological, and cognitive health.

Phase 1 of our project will be a secondary analysis of an existing large UK data set. Phase 2 will involve mixed-methods data collection and analysis with children from schools in West Lancashire. The research will use children’s 24-hour movement behaviour data with behavioural, psychological, developmental, and cognitive indicators of health, such as prosocial functioning, self-esteem, coordination disorders, cognitive function, and academic performance, respectively. A novel aspect is that these types of health indicators have rarely been examined with 24-hour movement behaviours. Compositional data analysis will examine the relationships between the 24-hour movement composition and each health indicator. We are particularly interested in looking at the effects on health when time in one movement behaviour (e.g., sedentary) is swapped for time in another movement behaviour (e.g., physical activity). Qualitative methods will explore children’s perceptions of this area using visual participatory approaches, such as Write, Draw, Show, and Tell. Following data collection and analysis, the project will focus on dissemination and activities to demonstrate the impact of the research.

The project is funded by the Waterloo Foundation and will be led by myself and Dr Richard Tyler at Edge Hill University in collaboration with Dr Andy Atkin and Professor Lee Shepstone at the University of East Anglia.

Active West Lancs School-Based Physical Activity and Wellbeing Programme Evaluation


The Active West Lancs (AWL) schools programme centres on the Dr Feelwell healthy lifestyles education programme, and the Les Mills International Born to Move physical activity and fitness programme. Both are delivered once a week for 12 weeks. For the purposes of this evaluation it is envisaged that both programmes will be received by current Year 5 pupils in each school. Change4Life after-schools clubs are implemented as a supplementary element of the programme.

Outcomes measures

Physical activity

    • Self-reported weekly physical activity (Youth Activity Profile survey)
      • Weeks 1 and 12
    • Objectively assessed school day physical activity on Born to Move and non-Born to Move days (Actigraph accelerometers)
      • Measured in one week within the 12 week block


  • Health-related fitness components (weeks 1 and 12)
    • Body mass index and weight status (height and weight)
    • Waist-to-height ratio as a cardiometabolic risk indicator (waist circumference and height)
    • Cardiorespiratory fitness (20 m shuttle run test/International Fitness Survey)
    • Muscular fitness (push-up test/International Fitness Survey)


  • Psychological correlates of physical activity (weeks 1 and 12)
    • Health-related quality of life and wellbeing (KIDSCREEN-27)
    • Physical self-perceptions (Physical Self-Perceptions Profile questionnaire)
    • Physical activity self-efficacy (Motl et al. questionnaire)
    • Physical activity enjoyment (Physical Activity Enjoyment Scale)
    • Physical activity attitudes (questionnaire to be confirmed)


  • Knowledge and understanding of physical activity and health lifestyles (questionnaire to be confirmed) (weeks 1 and 12)


  • Pupil learning
    • Before and after Born to Move classroom lesson time-on-task (Energizers study observation protocol)
      • Measured in one week within the 12 week block


  • Teachers’ and instructors’ perceptions of the programme (interviews)
    • Measured in one week within the 12 week block


  • Pupils’ perceptions of the programme (focus groups stimulated by write and draw tasks)
    • Measured in one week within the 12 week block


  • Programme fidelity (session observations)
    • Measured in multiple weeks within the 12 week block


Evaluation design and analysis

Except where stated, the outcomes will be measured at the beginning and end of each 12-week block. Quantitative data will be analysed to investigate change in outcomes over the course of the block. Qualitative data will be analysed thematically so as to better explain and to complement the quantitative results.


Longitudinal measures

The September 2017 phase of the AWL programme coincides with the explicit requirement for children to engage in 30 minutes of physical activity during the school day, and the physical and mental health agendas are more prominent in schools than ever before. Therefore, this unique context provides the basis to undertake a natural experiment embedded within the AWL evaluation to track selected outcomes over time to estimate the sustained effects on the children’s wellbeing, fitness, and health. Where feasible, selected outcomes (e.g., health-related fitness, health-related quality of life, etc) will be measured on repeated occasions (i.e., 6, 12, and 18 months post-baseline). These longitudinal data will allow exploration of changes in the short, medium, and long-term.

AWL is delivered by West Lancashire Sports Partnership and and the evaluation is coordinated by Dr Danielle Christian at Edge Hill University.

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