By Dr. Laura Basterfield
Whilst physical activity has long been promoted as cure for different ailments, our understanding of, and interest in, just how far-reaching those effects are has grown in the last few decades. One of the benefits of a physically active lifestyle is that at higher intensities it leads to higher physical fitness. Having a fitter heart and lungs means that they can supply your muscles with energy and oxygen more efficiently, so you can keep an activity going for longer. Building stronger muscles also helps strengthen bones, preventing fractures (and making carrying shopping or children easier!). Physical fitness also helps maintain a healthy body composition and reduces the risk of cardiovascular disease and Type 2 diabetes. In addition to the physical benefits, and there is also good evidence suggesting that being physically fit benefits children and young people’s mental wellbeing, too.
What I’m trying to get across is the need not just to increase the amount of physical activity everyone does, but also to make sure that it is enough to increase their fitness.
Sadly we know that globally, children and young people’s physical fitness is in decline, so we need to find innovative ways of encouraging children and young people to get active. Key to this is accessibility – we need to remove any barriers, whether financial, physical, social or geographical – and offer fun, challenging, varied activities, that children and young people want to join in with.
There are multiple ways to address the problem, including safe active transport, free sports, convenient locations, access to appropriate kit, and exercise sessions at school. High intensity exercise can increase fitness in adolescents, but so far has been led by researchers or teachers. We wanted to increase the sustainability of the programme by using older peers to lead the exercises for younger pupils, which had not previously been tested.
In 2023 I ran a small pilot study to test whether we could train sixth form students (aged 17-18 years) to lead Year 7 pupils (aged 11-12 years) in high intensity exercise sessions, twice a week. We had designed the study with pupils and teachers, to try and offer them what they wanted, and get as many pupils as possible taking part. This wasn’t just for the ‘sporty’ kids – we wanted everyone to join in and feel the benefits. Most children and young people are in school, so this is an easy place for them to take part. The sessions were only 10 minutes long, and took place during morning tutor time. All the exercises could be done in school uniform, and exercises were chosen based on what the pupils said they wanted to do.
Over an afternoon of training with my collaborator Dr Katy Weston (University of Strathclyde) and me, the Young Leaders were taught safe and effective exercises, and how to demonstrate them. They were given a training manual and access to an online site with all the information. For 8 weeks, the five Young Leaders got to know the Year 7 pupils in the group, and led their sessions. The exercises changed from full-body exercises like squat jumps to boxing with sprints, an activity the Year 7s really enjoyed doing.

I was at each of the sessions to support the Young Leaders, and was able to observe the changes in both them and the younger pupils. The confidence and organisational skills of the Young Leaders grew as time went on, and it was great to see the bonds forming between the Year 7s and the Young Leaders. The Year 7s were enthusiastic about joining in each time, and gave it their all. The Young Leaders were dedicated to their role, and tried to involve all the pupils in each session. In addition, we had positive comments from teachers and both sets of pupils, and lots of helpful suggestions on improvements we could make to the training. The benefits to the pupils that were entirely separate from any improvements to their fitness were really encouraging, so we are working on the next version of the programme to test with another group of young people.

We are currently writing up the study for publication (watch this space!), but this is something we will be championing for years to come!
With thanks to my collaborators Dr Katy Weston (University of Strathclyde), Dr Brook Galna (Murdoch University) and Dr Naomi Burn (University of South Australia), and the pupils and teachers at Dukes Secondary School.
References:
Demchenko, I. et al., (2025). British Journal of Sports Medicine: bjsports-2024-109184.
Lubans, D. et al., (2021). British Journal of Sports Medicine 55:751-758.
Weston K et al., (2016). PLOS ONE 11(8): e0159116.