Evidence & Impact

100km Club is grounded in over a decade of real-world school implementation, supported by research, evaluation, and ongoing refinement across diverse contexts. 

Proven in Practice

  • 12+ years of school-based development

  • Designed and refined through real implementation in primary school settings

  • Successfully adapted across different school sizes, contexts, and communities

  • Sustained delivery in foundation schools over multiple years

Recognised in Education & Community

The 100km Club and its partner schools have been recognised through education and community awards, including:

  • 2017 - ACHPER QLD Innovation Program Award (Dalby State School)

  • 2018 - Department of Education Network 10 Showcase Award for Excellence in the Early and Primary Years (Darling Downs South West Region - iAIM 100km Club Action Schools - Dalby SS, Vale View SS, Charleville SDE, Roma State College, Nanango SS)

  • 2021 - P&Cs QLD P&C of the Year Awards: Runner-Up (Caloundra State School - Cal 100km Club)

These recognitions reflect both the educational value of the model and its impact within school communities.

Measured Impact in Schools

Caloundra State School (2025 – University of Queensland Evaluation)

 Evaluation of the Cal 100km Club found:

  • Students averaged ~16 minutes of moderate to vigorous physical activity (MVPA) per session

  • This represented ~90% of session time

    Each session contributed ~27% of the recommended daily physical activity

Importantly, results were consistent across sessions, demonstrating reliable impact rather than a one-off effect.

What this means

Before-school periods are typically low in physical activity (often 2–6 minutes of MVPA).

The 100km Club provides a structured, repeatable opportunity for students to accumulate meaningful activity before the school day begins. 

What Schools See

Feedback from staff and parents consistently highlights:

  • Improved readiness to learn, with students arriving calmer, more focused, and ready to engage

  • Increased physical activity, fitness, and development of active habits

  • Strong motivation through goal setting and kilometre milestones, supporting persistence and commitment

  • Positive behaviour and emotional regulation at the start of the school day

  • Enhanced relationships across year levels, contributing to school belonging and a positive community culture

  • A safe, structured and purposeful start to the day, replacing passive waiting time

Parents also report:

  • smoother morning routines

  • reduced pressure to organise additional physical activity outside school

  • increased enthusiasm for attending school

Research-Aligned Design

Research across iAIM Action Schools identified key features of effective school-based physical activity programs:

  • Flexibility – adaptable to local school context

  • Curriculum connection – supports learning, not separate from it

  • Evidence-informed practice – strengthened through reflection and research

These principles are embedded within the design of the 100km Club.

 What People Say

 “Students were calmer and more ready to learn after Cal 100.”

- Teacher, Caloundra State School

 “Children came into class happy and excited to see their achievements.”

- Teacher, Dalby State School

“This was really great. I felt great after it. It was good for me as well as the kids”

-Teacher, Vale View State School

“It gets them excited to start the day and helps them settle into learning.”

- Parent, Dalby State School

“My children were highly motivated - it was a highlight of their week.”

- Parent, Caloundra State School

Supporting Research

Research into before-school physical activity shows:

  • Participation increases overall daily physical activity

  • It does not reduce activity later in the day

  • It is linked to improved on-task behaviour in class

 Additional studies highlight the role of before-school activity in supporting:

  • daily movement accumulation

  • student wellbeing

  • readiness to learn

Stylianou, M., Van der Mars, H., Hodges Kulinna, P., Mahar, M.T., Adams, M.A. & Amazeen, E. (2016) Before-school running/walking club and student physical activity levels: An efficacy study. Research Quarterly for Exercise and Sport, 87(4).

Stylianou, M., Hodges Kulinna, P., Van der Mars, H., Mahar, M.T., Adams, M.A. & Amazeen, E. (2016) Before-school running/walking club: Effects on student on-task behavior. Preventive Medicine Reports, 3, pp.196–202.

Woodforde, J., Gomersall, S., Timperio, A., Loh, V., Browning, H., Perales, F., Salmon, J. & Stylianou, M. (2024) Before-school physical activity patterns among adolescents using accelerometer and GPS data. Health and Place, 86, 103222.

Woodforde, J., Kuswara, K., Perales, F., Salmon, J., Gomersall, S. & Stylianou, M. (2024) A qualitative exploration of multi-stakeholder perspectives of before-school physical activity. International Journal of Behavioral Nutrition and Physical Activity, 21(1), 25.


E: 100kmclub@gmail.com M: 0405 121 240