Possible solutions
The evidence presented above highlights a need for a new approach to designing and evaluating school-based physical activity interventions. We have argued firstly that interventions should focus on the context within which an intervention will be delivered (targeting each school’s needs) and secondly that the selected context-specific intervention should dictate the evaluation, rather than vice versa, and ensure that the design can answer relevant questions about relevant outcomes (School-specific context feeds into the intervention design, and the intervention informs both the design and analysis.