An Exploration of Supports for Increasing Classroom Physical Activity within Elementary Schools

Abstract

Classroom-based physical activity (CBPA) can significantly benefit students' health and educational outcomes, but many teachers do not utilize CBPA. This study examined teachers' perceptions about the value and impact of several approaches to support CBPA implementation, and teachers' weekly self-reported CBPA use. Interviews were conducted with 35 classroom teachers (including those using and not using CBPA) at two public elementary schools, and CBPA tracking logs were collected on a weekly basis. Interview transcripts were interpreted through key domains within implementation science. On average, teachers reported using one activity every other day. Interview data revealed that utilizing professional collaboration time for peer-to-peer feedback and getting informal support from the school's physical education teacher both have some promise for increasing implementation of CBPA. However, teachers largely felt these strategies were unnecessary. Explicit administrator support was reported by teachers as the most promising mechanism for increasing their CBPA implementation.

Teacher Classifications of Implementing Classroom Movement Integration in Elementary Schools

“…This finding aligns with prior empirical research accentuating the impact of different PA types on fulfilling students' daily PA needs (Watson et al, 2017). Moreover, this result reinforces the imperative to maximize student participation during typically brief classroom PA sessions (Calvert et al, 2019). Because these classroom PA sessions are inherently brief (Daly-Smith et al, 2018), teachers play a critical role in enhancing student PA engagement within these limited time frames.…”

“…Many studies identify multifaceted determinants shaping teachers' adoption of MI activities. These factors encompass various elements, including the recognition and value that teachers place on PA for their students (Allison et al, 2016), the empowering impact of administrative support (Calvert et al, 2019), and the enthusiastic readiness to integrate PA into the regular classroom schedule (Dinkel et al, 2017). Furthermore, the teachers' dedication to enhancing their knowledge and skills in implementing MI highlights their commitment to utilizing MI effectively (Benes et al, 2016).…”

A qualitative study of school leader experiences adopting and implementing a whole of school physical activity and sedentary behaviour programme: Transform-Us!

“…Recommendations in the current study included having a team of ‘champions” and for school leaders to encourage peer-to-peer support by providing dedicated time in meetings and for group lesson planning. It has previously been suggested that creating peer support among teachers is more advantageous than a traditional PE teacher “champion” who may not always understand the classroom context (Calvert et al 2019). School leaders may consider that rather than placing one staff member in charge as the champion, support teams (Van den Berg et al , 2017) where individuals are given time in their workload as intervention champions may be effective at promoting changes to teaching practices within the school (Michael et al , 2019).…”

Individual and Contextual Factors Associated with Classroom Teachers’ Intentions to Implement Classroom Physical Activity

“…However, teachers also report many barriers to implementing CPA such as lack of time, resources, and leadership support [ 12 , 13 , 14 , 15 ]. Organizational leadership is an important determinant of the implementation of many evidence-based practices [ 17 , 18 ], including CPA [ 19 , 20 , 21 ]. The availability of resources, perceived benefits of CPA, and perceived implementation climate have all been associated with teachers’ CPA implementation [ 22 , 23 , 24 ].…”