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Many interventions have been conducted to reverse childhood overweight and obesity, employing a variety of strategies to enhance levels of habitual physical activity and reduce time spent in sedentary behaviours. Schools have been identified as a key context to implement such physical activity promoting interventions, given that children on average spend 40 percent of their waking time there (FOX ET AL., 2004). Despite this, school-based interventions have been conducted with varied success (SUMMERBELL ET AL., 2005), which could be attributed to the different intervention strategies and variable methodological quality, such as lack of objective measurements of physical activity (MOUNTJOY ET AL., 2011). Furthermore, interventions targeting reduced sedentary behaviour tend to discourage highly valued behaviours, such as engagement with technology. LINK TO COMPUTER SCIENCE INTERVENTIONS…   Specifically, ambient displays, also known as glanceable displays, which are peripheral, aesthetically pleasing displays of information that support awareness of some data, can be utilised to make information visible in an appealing and socially interactive manner. They are designed to be looked at occasionally without distracting us from our activities \cite{Rogers2010}.  Therefore, the aim of the present pilot study was to utilise ambient displays in order to provide near real-time visual feedback on physical activity levels during school time.