Exploring the Ready Set Play (RSP) programme in Maltese primary schools : the perspective of key stakeholders

Abstract

Physical activity is increasingly recognised for its profound physical, cognitive, and emotional benefits in childhood. In Malta, the introduction of the Ready Set Play (RSP) programme represents a national effort to embed structured physical activity (PA) within the primary school timetable. However, its integration within the primary school setting is often challenged by curricular demands and institutional constraints. This study explores the RSP programme offered in state primary schools within various colleges. A qualitative approach was employed, involving semi-structured interviews with 3 class teachers, 3 physical education (PE) teachers, and 3 RSP educators. The participants were from three local state schools and were chosen using a purposive sampling technique. Reflexive thematic analysis, guided by Braun and Clarke’s (2019) framework, was used to code and analyse the data, revealing five key themes: educator’s knowledge perceptions of RSP; educator’s attitudes and knowledge; barriers and constraints; benefits of PA; and visions for future development. Findings indicate a general recognition of RSP’s holistic value but also highlight challenges, such as insufficient structural support and its impact on other academic subjects, be it positive or negative. Optimism regarding the future of RSP was highlighted yet advocating for improved policy guidance, and better resource allocation. This research offers insights into the first-hand experiences of implementing PA initiatives in Maltese primary schools. Implications are discussed with recommendations for policymakers, educators, and further research.