‘…because there’s nobody who can just sit that long’

Abstract

Classroom teachers are increasingly called upon to help increase pupils’ physical activity (PA). Grounded in Guskey’s model of teacher change, this study was part of an intervention that provided classroom teachers with training for implementing classroom-based PA (CBPA). The study examined teachers’ attempts to implement CBPA and focused on their self-reported practices (number of CBPAs implemented and management routines used) as well as their perceptions of this process. Participants ( N = 13) were teachers from a U.S. primary school. Data collection included self-reported number of CBPAs implemented (in the year prior to, and the year of, the intervention), self-assessment of management routines used, semi-structured interviews, self-reflection cards, and field notes from classroom observations. Descriptive statistics were calculated and group mean comparison tests were performed for the number of CBPAs implemented and the use of management routines. Qualitative data analysis involved constant comparison and analytic induction techniques, along with several trustworthiness techniques. Teachers implemented a significantly greater number of CBPAs on most days during the study compared to the year before ( M = 2.55, SD = 1.36, Cohen’s d = 1.88) and indicated a high level of consistency relative to the use of management strategies taught. Four themes were generated from the qualitative data: (a) positive teacher perceptions of CBPA; (b) perceived positive pupil outcomes and responses; (c) common management routines and common challenges; and (d) teacher support and valuable feedback for the intervention. Findings suggest that sustained professional development can provide classroom teachers with the knowledge and skills needed to regularly implement CBPAs. Also, findings indicate the usefulness of Guskey’s model of teacher change in studying classroom teachers’ involvement in PA promotion programmes and provide valuable insights that can inform similar future projects.

Focusing elementary students with active classrooms: exploring teachers perceptions of self-initiated practices

“…Articulating a connection between improved student focus with physical activity is consistent with other research (Dinkel et al, 2017;Gately et al, 2013;Gibson et al, 2008, Martin & Murtagh, 2015Stylianou et al, 2016). Orlick (2012) described focus as an essential skill for learning, distraction control, and mental readiness, but acknowledged that the skill is often expected and not taught.…”

Teacher perceptions on the delivery and implementation of movement integration strategies: The CLASS PAL (Physically Active Learning) Programme

“…As such there was suggestion that schools may have a tendency to support more traditional forms of teaching. Whilst external pressures such as meeting curriculum requirements (Cothran et al, 2010;Stylianou et al, 2016) have been identified in previous literature, this issue of school inspection is a particularly novel finding, which has not previously been reported.…”

“…This point very much aligns with previous data drawing upon diffusion of innovation theory suggesting the potential for observability (the perception that the innovation will produce observable results for key members of the social system) to influence teachers adoption of MI . The issues of simple to implement and accessible resources and the need for face-to-face professional development involving practical modelling of ideas has also been addressed in recent work by Stylianou et al (2016), who suggested that resources must be simple to implement, easy to access and developmentally appropriate; and that professional development training should be continuous and involve management strategies as a core component.…”

“…Knowledge on this interaction is particularly important as teachers frequently report threat to classroom control particularly when transitioning back to normal seated activities (McMullen et al, 2016;Stylianou, Kulinna, & Naiman, 2016). For example Stylianou et al (2016) found one of the most prevalent challenges reported by elementary school teachers implementing MI to be behavioural control following an activity, even after receiving extensive personal development training including management strategies.…”

“…For example Stylianou et al (2016) found one of the most prevalent challenges reported by elementary school teachers implementing MI to be behavioural control following an activity, even after receiving extensive personal development training including management strategies.…”