2008
DOI: 10.1080/07303084.2008.10598131
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Recess, Extracurricular Activities, and Active Classrooms

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Cited by 9 publications
(3 citation statements)
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References 29 publications
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“…Although timetabling of PE was not mentioned, there were some concerns from the PSTs about the status of PE as a subject that can infer that schools may not prioritise PE in timetabling. The subject of PE has been previously deemed 'peripheral' in some primary school settings, resulting in the elimination and reduction of PE classes (Kahan, 2008). With a reduction of PE classes in some primary schools, this has the potential to negatively impact on the amount of time for generalist PSTs to practice the teaching of PE to improve teaching confidence.…”
Section: Discussionmentioning
confidence: 99%
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“…Although timetabling of PE was not mentioned, there were some concerns from the PSTs about the status of PE as a subject that can infer that schools may not prioritise PE in timetabling. The subject of PE has been previously deemed 'peripheral' in some primary school settings, resulting in the elimination and reduction of PE classes (Kahan, 2008). With a reduction of PE classes in some primary schools, this has the potential to negatively impact on the amount of time for generalist PSTs to practice the teaching of PE to improve teaching confidence.…”
Section: Discussionmentioning
confidence: 99%
“…Policy level barriers for in-service teachers have included equipment budgets, a crowded curriculum, time for PE delivery and developmental opportunities (Hardman, 2008;Le Masurier & Corbin, 2006;Morgan & Hansen, 2008). There has often been less status for the PE subject in schools (Kahan, 2008). As the benefits of providing quality PE are extensive on children's cognitive, social and physical developmental domains, addressing these intrapersonal, interpersonal, physical environment and policy level barriers early in teacher training is vital.…”
Section: The Social-ecological Model (Sem) Approachmentioning
confidence: 99%
“…It is therefore recommended that these interventions be framed within behavior change models. The evidence also shows that apart from teacher’s characteristics, other barriers include time constraints, academic pressure, and lack of support from school staff (Kahan, 2008).…”
mentioning
confidence: 99%