Table 2 The different measures collected and the time of year they were collected
Construct/Measure | Instrument/method for data collection | Number of items/tasks | Time of collection |
|---|---|---|---|
Pupils’ academic performance in Reading and Mathematics | Sentence reading test [36] Mathematical basic skills test [37] | Reading: 15–24 tasks Maths: 50–87 tasks | August 2014 and May 2015 |
Pupils’ social relations | Social Network Analysis Social Cognitive Mapping | 21 | August 2014 and May 2015 |
Pupils’ well-being | Strength and Difficulty Questionnaire [44] | 25 | August 2014 and May 2015 |
Pupils’ motivation for school | Academic Self-Regulation Questionnaire [51] | 17 | August 2014 and May 2015 |
Pupils’ physical activity | Axivity, AX3 accelerometers | 10 day periods from November 2014 to June 2015 | |
Contexts of the PA | Schools’ class time tables Activity questionnaires | Questionnaire: 50 items | 10 day periods from November 2014 to June 2015 |
Pupils’ height, weight and BMI | Height Measure Body Composition Monitor | At the beginning of the 10 day periods from November 2014 to June 2015 | |
Pupils’ background | Electronic Questionnaire to parents | 33 | March 2015 |
Teachers’ background | Electronic questionnaire | 13 | March 2015 |
Degree of implementation of EOTC | Online platform | 16 | Throughout the school year |
Processes and interactions of importance to social relations, well-being and motivation | Qualitative case observations, focus-group interviews and personal interviews | Throughout the school year | |
Learning processes | Qualitative case observations, focus-group interviews and personal interviews | Throughout the school year |