Preparing Classroom Teachers to Meet Students’ Physical Activity Needs

Hall, Tina; Little, Stephanie; Heidorn, Brent

doi:10.1080/07303084.2011.10598596

Cited by 14 publications

(17 citation statements)

References 9 publications

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“…In congruence with previous research, participants expressed higher engagement levels during class as well as being more focused on the content [36,37]. Participants felt that by engaging in physically active breaks, they were more focused and "ready to start the day."…”

Section: Discussionsupporting

confidence: 61%

“…This personal experience is essential in the learning and implementation process for pre-service teachers [37]. The more exposure teachers have and the more they participate in physically active breaks, the more confident they will become in presenting activity breaks [36]. One finding that is contrary to some teachers' beliefs [42] was that the physically active breaks did not interfere with student learning.…”

Section: Discussioncontrasting

confidence: 52%

“…Our hope is that this will translate into the overall health benefits for children in their future classrooms. Aligned with previous research [36], participants in the current study were somewhat knowledgeable about the physical health benefits of PA in the classroom, but did not realize the emotional and social benefits that would also occur. Participants constantly talked about how "fun" and "exciting" the breaks were in addition to how much they "enjoyed getting to know their classmates more."…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

The Impact of Physically Active Brain Breaks on College Students’ Activity Levels and Perceptions

Stapp¹,

Prior²

2018

JPAR

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A majority of adults in the United States do not attain the recommended 2.5 hours of moderate-to-vigorous exercise each week. This is precipitated by an increased amount of time spent in environments that inhibit movement and promote sedentary behaviors -at work, at home, and in cars. College-aged students (18-29) also engage in a greater amount of sedentary behaviors as they encounter a transitional period in life where many begin making independent lifestyle choices for the first time. Despite the trend towards physical inactivity, higher education provides the ideal platform to develop and employ methods that can impact students' physical activity behaviors. Thus, this study compared the effect of physically active brain breaks in a college classroom on college students' physical activity levels to students who did not participate in physically active brain breaks. An embedded sequential mixed methods design was utilized wherein quantitative data was collected via pedometers during class, while student interviews provided qualitative data to assist the researchers in understanding participants perceptions within the experimental intervention. Results indicated that participants (n = 65) who participated in physically active brain breaks acquired a higher daily step count average, compared to participants (n = 52) who did not participate in physically active brain breaks. Three themes emerged from the interviews that suggest students' experiences with physically active brain breaks were compellingly positive and their perceptions revealed that (1) experience is essential; (2) variety is key; and physically active brain breaks are (3) engaging for all.

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Section: Discussionsupporting

confidence: 61%

Section: Discussioncontrasting

confidence: 52%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The Impact of Physically Active Brain Breaks on College Students’ Activity Levels and Perceptions

Stapp¹,

Prior²

2018

JPAR

View full text Add to dashboard Cite

show abstract

“…PEPI was structured such that PCTs became more aware of their personal health behaviors and empowered to make changes toward healthy lifestyles through assignments carried out in Phase 1. Assisting PCTs in identifying personal benefits of a physically active lifestyle and encouraging them to pursue activities they enjoy would consequently increase their beliefs to enter the education profession as agents of change in the health and well-being of their students (Hall, Little, & Heidorn, 2011). PEPI also prepared the PCTs to take on roles as active and competent PA promoters in their classrooms by teaching mini-movement-integrated lessons.…”

Section: Implications For Practicementioning

confidence: 99%

“I'll Squeeze It In”: Transforming Preservice Classroom Teachers' Perceptions Toward Movement Integration in Schools

Goh

Hannon

Newton

et al. 2013

Action in Teacher Education

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“…Elementary classroom teachers play a crucial role in incorporating PA in both the classroom and school by collaborating with physical education teachers, administrators, families, and other school staff (Hall, Little, & Heidorn, 2011;Russ, Webster, Beets, & Phillips, 2015). Several studies have emphasized that physical education teachers should be the leaders in implementing CSPAP in schools (Webster, Nesbitt, & Lee, 2017;Webster et al, 2016;Zhang, Gu, Zhang, Keller, & Chen, 2018).…”

Section: The Significant Role Of Elementary Classroom Teachersmentioning

confidence: 99%

Comprehensive School Physical Activity Program and Physical Literacy: Exploring Preservice Elementary Classroom Teachers’ Perspectives

Lee¹,

Zhang²,

Chu³

et al. 2019

APE

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This study aimed to examine preservice elementary classroom teachers' perceptions of the comprehensive school physical activity program (CSPAP) and physical literacy (PL). Participants were 192 preservice elementary classroom teachers enrolled in a public research university in the US. Three themes were found between the CSPAP and the psychomotor domain of PL: 1) improving physical fitness (PF) and motor skills; 2) increasing physical activity (PA) time; and 3) promoting a healthy lifestyle. The CSPAP contributed to the PL's cognitive domain through three themes: 1) learning knowledge about PA benefits; 2) improving academic performance; and 3) teaching the importance of PA/PF to social agents. In the affective domain of PL, the four CSPAP themes included: 1) increasing PA enjoyment; 2) building social skills; 3) improving self-esteem; and 4) promoting social agents' support and value. The findings underline the important role of the CSPAP in developing preservice elementary classroom teachers' physical literacy.

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Preparing Classroom Teachers to Meet Students’ Physical Activity Needs

Cited by 14 publications

References 9 publications

The Impact of Physically Active Brain Breaks on College Students’ Activity Levels and Perceptions

The Impact of Physically Active Brain Breaks on College Students’ Activity Levels and Perceptions

“I'll Squeeze It In”: Transforming Preservice Classroom Teachers' Perceptions Toward Movement Integration in Schools

Comprehensive School Physical Activity Program and Physical Literacy: Exploring Preservice Elementary Classroom Teachers’ Perspectives

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