Primary School Bistrica ob Sotli

Slovenia

Let's Walk Around Slovenia

Focus Area

Physical activity - Evaluation of planned and implemented activities

Target Group

From 6 to 14 years old
(1st to 9th grades).

By Barbara Verbančič (teacher

Purpose of Let's Walk Around Slovenia

The purpose of this activity was to activate students for being physically active, in addition to exercise, also strengthened relationships between students of different ages.

Preparation Phase

With the emergence of certain problems at school, following the Covid-19 epidemic and distance education, we have assessed that mental health promotion among pupils is much needed. At the same time, we wanted to activate the pupils for being physically active when they are not in school (waiting for classes in the morning or afternoon, waiting for the bus and during long breaks) and during that time to socialise not only with their peers but also with other pupils in the school, younger and older. The school has a well-maintained, safe playground that offers various activity options for pupils, but these were not being utilized. Most pupils were sitting on benches or stairs and chatting. Therefore, the staff began to encourage them to be physically active during their free time (waiting for classes in the morning or afternoon waiting for the bus and during long breaks). They came up with the idea of walking around the school playground for a distance equivalent to the length of the Slovenian border (1370 km).

We had chosen a physical activity which, in addition to exercise, also strengthened relationships between pupils of different ages. The project was presented to the whole HPS team (with all external stakeholders) and to all the school’s teaching staff at school meeting, to the pupils and to the parents. The class teachers encouraged pupils to participate, and we also had the support of principal throughout.

About Primary School Bistrica ob Sotli

Bistrica ob Sotli Primary School is located in a small rural town in a hilly area in the east of Slovenia, a few kilometres from the border with neighbouring Croatia.

As it is a small town, the school has also close links with the local population. The rural school works well with its founding municipality. The municipality supports it from time to time in various ways in additional activities aimed at improving the local population. Although, there are no specific financial funds or legal provision for the municipality to support schools in activities to promote health and healthy lifestyles in the school setting and its immediate surroundings.

Primary School Bistrica ob Sotli have 130 students from 6 to 14 years old (from 1st to 9th grades) and 25 teachers.

Our school has been a member of the Network of Health Promoting Schools since 1993 when first 12 schools actively began participating in the project. The school implements various activities aimed at achieving the goals of whole-school approach. Representatives of students and teachers, counselling staff, school management, parents, the local community, and representatives of the Health Centre Šmarje pri Jelšah collaborate in planning the content.

School’s website: https://www.osbistricaobsotli.si/

The activity was presented to all pupils, and all staff were involved. Pupils were instructed to walk two laps around the playground track each day in their free time. After completing the task, they could engage in any activity of their choice.

Implementation Phase

Pupils were instructed to walk two laps around the playground track each day in their free time (waiting for classes in the morning or afternoon, waiting for the bus and during long breaks). After completing the task, they could engage in any activity of their choice. The students were actively engaged in walking around the playground, cheering each other. Teachers and staff joined the daily walks, and we extended the invitation to parents and other school visitors.

Project Results

The activity was completed successfully, as shown by the evaluation of the implementation itself. At the end of the project, we realised that pupils’ motivation would have been better (and would have required less personal commitment from teachers) if we had included a competition between pupils in the planning to achieve the goal of having walking the length of Slovenia.

Evaluation

The laps completed were recorded daily in a spreadsheet in their classroom. At the end of the month, the class teachers or older pupils counted the number of laps completed, calculated the total distance covered, and submitted the spreadsheet to the physical education teacher, who recorded the total distance covered by all participants that month. The goal set at the beginning of the task was not only achieved, but exceeded. The length of the Slovenian border was covered almost three times. In addition to the students, teachers, school visitors (parents, local community, etc.) also contributed to the kilometre count.

The evaluation showed that students developed a positive attitude towards physical activity. Walking was pleasant and the pace was adjusted to each individual or smaller group of students. There was a noticeable improvement in physical well-being, calmness, and relaxation, while at the same time, walking represented a pleasant social activity. Even after completing the task, they remained connected. There was no shortage of ideas for various conversations among students. While exercising, students also developed and strengthened their mental health. They connected intergenerationally, got to know each other, made new friends, solved many problems, exchanged opinions, and shared good and bad experiences. They learned to accept differences, developed empathy, trust, acceptance, cooperation, and belonging. At the same time, they developed a culture of communication, tolerance, and cooperation. They improved their self-image and strengthened their self-confidence. Due to all of the above, some felt better, more relaxed, and safer in the school environment. Older students became more understanding, empathetic, and caring towards younger students both at school and on the way home. Because of this, younger students were more willing to come to school. During the time when the drivers were waiting, when students from different classes were together, they remained connected to each other through conversation, play, and various outdoor activities.

Project Challenges

At the beginning of the project, we had a hard time choosing the right topic to focus on. We had many ideas, some of which we even tried to implement, but were unsuccessful because they did not engage the pupils. We then involved the pupils in the decision-making process, which was a winning decision, because the idea that came from the pupils (“Let’s go around Slovenia”) was the one that we were able to implement successfully. Also the obstacles we encountered during the implementation of the task did not stop us. In rainy weather, most students were not properly equipped (umbrellas, shoes), as many are brought to the school entrance by the school bus or parents. Similarly, in the case of newly fallen snow, the interest was lower, not due to a lack of appropriate clothing, but due to the activities that the snow offers. In this case, we did not encourage students to walk. However, in almost every grade, there was one or two pupils who, due to a lack of interest, needed a little more encouragement.

Success Factors

All of the school’s staff, who were frequently involved in the project, served as great role models and motivators for the pupils. It was crucial that we provided daily encouragement to help pupils reach their goals. Additionally, we involved parents, the local community, and other school visitors in the project. Everyone can contribute to achieving the goal.

Future Perspectives

These are projects that would have been created (or have already been created) regardless of participation in the SHE4AHA project. The school is part of a HPS network and has extensive experience in promoting health in the school setting. They have already implemented many similar projects and will continue to do so in the future. Projects developed within the framework of SHE4AHA will continue, some will be upgraded, and some will repeat the activity in a few years when generations of pupils change.

Recommendations

It is necessary to start from the needs of the school and the pupils, to involve as many teachers and other employees as possible (and local community). It is important that the goals that want to be achieved are shared. The school should seek activities that connect several different factors (e.g., physical activity and well-being at school).