Fitness for life primary: stakeholders' perceptions

Hodges, Michael; Hodges-Kulinna, Pamela; Kloeppel, Tiffany

doi:10.1080/17408989.2014.893287

Cited by 5 publications

(8 citation statements)

References 23 publications

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“…These perceptions were attributed to a number of factors, including a personal belief in the importance of PA, a concern for pupils’ wellbeing, and the perceived need for more PA opportunities in school, as well as viewing CBPA as supportive of academic requirements or as beneficial for pupils’ attention and readiness to learn. These findings are consistent with the findings of related studies that showed that CBPA was well received by classroom teachers for similar reasons (Bartholomew and Jowers, 2011; Cothran et al, 2010; Gibson et al, 2008; Hodges et al, 2014; Lowden et al, 2001; Parks et al, 2007). For instance, Cothran et al (2010) found that teachers’ engagement in a similar project was influenced positively by their own personal wellness history, caring about pupils, and the perceived increased pupil attentiveness associated with CBPA.…”

Section: Discussionsupporting

confidence: 92%

“…allocating PD time, practical involvement with intervention strategies) needs to receive particular attention in CBPA programmes (Webster et al, 2015b) as it may alleviate some of the organizational barriers associated with CBPA (e.g. time and testing pressures) (Goh et al, 2013) and facilitate teacher buy-in and continued use of activities in relevant programmes (Hodges et al, 2014).…”

Section: Practical Implicationsmentioning

confidence: 99%

“…These include training and a supportive environment (e.g. administrative support, school facilitators or support teams, space, resources) (Gibson et al, 2008; Hodges et al, 2014; Lowden et al, 2001; Martin et al, 2010; Naylor et al, 2006; Parks et al, 2007; Webster et al, 2013), as well as pupil buy-in and positive pupil outcomes (Gibson et al, 2008; Hodges et al, 2014; Lowden et al, 2001; McMullen et al, 2014; Martin et al, 2010; Naylor et al, 2006; Riley et al, 2015; Webster et al, 2013). Satisfaction with personal school experiences (Webster et al, 2015a), individual and/or collective efficacy (Bartholomew and Jowers, 2011; Parks et al, 2007), teaching experience (Vazou and Skrade, 2014), compatibility with teachers’ educational philosophy (Webster et al, 2013), and ease of implementation (McMullen et al, 2014; Webster et al, 2013) have also been found to be associated with favourable teacher perceptions and/or outcomes relative to CBPA implementation.…”

Section: Introductionmentioning

confidence: 99%

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

Stylianou

Kulinna

Naiman

2015

European Physical Education Review

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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.

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Section: Discussionsupporting

confidence: 92%

Section: Practical Implicationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Stylianou

Kulinna

Naiman

2015

European Physical Education Review

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“…The data obtained by us confirmed the studies of other scientists [6,11,21]. Our data supplemented other results justifying the ratio of the proposed exercises.…”

Section: Discussionsupporting

confidence: 83%

“…-school needs comfortable intervention programs that increase the level of student activity and knowledge about healthy behavior [21]; -presented proposals that will help teachers to structure fitness programs and pedagogical approaches (meeting needs and benefits) [31];…”

mentioning

confidence: 99%

Modernization of physical education of student youth

Shuba

2017

PES

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Purpose:to develop and experimentally substantiate fitness technology for students taking into account their individual peculiarities. Material:The experiment was performed by girls (n=51, age 17-20) who were divided into experimental (n=25) and control (n=26) groups. Classes were held twice a week during the year: 66 hours in the hall and 95 hours of independent study. At the beginning and at the end of the study, all students met the control standards, which allowed to determine the level of development of physical qualities and level of physical fitness. Results:8 exercise complexes were developed to implement our fitness technology. Complexes were taken into account: interests, age, individual characteristics and level of physical fitness of students. At the first lessons the loading was about 45-50%. In the future, the loading increases to 70-75% of the total time of classes. Conclusions:When constructing fitness technology using varieties of fitness it is necessary to take into account: the type and nature of exercises, the volume and intensity of exercises, the number of repetitions and the amount of weight, the frequency of training sessions and the duration of work, intervals of rest, the number and alternation of exercises.

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Teachers' and students' perspectives of participating in the ‘Active Classrooms’ movement integration programme

Martin

Murtagh

2017

Teaching and Teacher Education

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Fitness for life primary: stakeholders' perceptions

Cited by 5 publications

References 23 publications

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

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

Modernization of physical education of student youth

Teachers' and students' perspectives of participating in the ‘Active Classrooms’ movement integration programme

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