Secondary school teachers' experiences with classroom-based physically active learning: “I'm excited, but it's really hard”

Schmidt, Sabrina Krogh; Bratland‐Sanda, Solfrid; Bongaardt, Robert

doi:10.1016/j.tate.2022.103753

Cited by 17 publications

(10 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings in this study also suggest that perceived competence is important for secondary teachers’ continuance of CBPA in the future. This is in line with previous findings that teachers’ perceived competence is important for their confidence, adoption, maintenance, and overcoming of challenges when implementing CBPA (9,14,24,28,29). According to Dyrstad et al (9), teachers’ perceived competence regarding mastering the intervention was important for the implementation in schools, and experienced lack of competence was a significant barrier to applying CBPA on a regular basis.…”

Section: Discussionsupporting

confidence: 92%

“…The main reason for this was the belief that CBPA was less suited to teach new academic content than traditional classroom instruction (13). Schmidt et al (24) found that teachers think it is difficult to combine PA and subjects, and they would rather prioritize PA for active breaks from sedentary time. The importance of competence and learning outcome is in line with SDT and identified regulation (15,16).…”

Section: Discussionmentioning

confidence: 99%

“…Examples of such value, or benefits, could be a better learning climate in class, more variation in learning activities, and better relatedness between pupils and between the pupils and the teacher. These values have been identified in previous qualitative studies (14,24). Using CBPA may strengthen students’ sense of belonging because they share the same experiences, which might lead to improved social capital and promotion of social inclusion (25).…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

What Motivates Secondary School Teachers to Continue to Use Classroom-Based Physical Activity? A Self-Determination Theory Approach

Reinboth,

Schmidt,

Jonskaas

et al. 2024

Transl J ACSM

Self Cite

View full text Add to dashboard Cite

Purpose This study aimed to examine the motivational regulations of secondary school teachers to use classroom-based physical activity (CBPA). Methods A total of 148 secondary school teachers (response rate, 34%) completed a survey including the Behavioral Regulation in Exercise Questionnaire (α = 0.79–0.92), the Intrinsic Motivation Inventory perceived competence (α = 0.85) and perceived autonomy (α = 0.86) subscales, and the perceived relatedness with students scale (α = 0.93). Results English, Norwegian, and mathematics CBPA were used by 13%, 26%, and 22% of respondents, respectively. Thirty-seven percent of the teachers reported using in-class physically active breaks one to four times a week or daily. There was a positive correlation between teachers’ perception of autonomy, competence, relatedness with students, and self-determined regulations for applying CBPA. A stepwise regression analysis showed that identified regulation for CBPA and perceived competence explained 31% of the likelihood of using CBPA in future teaching. Conclusion To improve rates of teachers using CBPA on a regular basis in secondary school, implementers need to focus on strengthening teachers’ personal held values about and perceived competence for using CBPA.

show abstract

Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

What Motivates Secondary School Teachers to Continue to Use Classroom-Based Physical Activity? A Self-Determination Theory Approach

Reinboth,

Schmidt,

Jonskaas

et al. 2024

Transl J ACSM

Self Cite

View full text Add to dashboard Cite

show abstract

“…The main barrier to PAL implementation reported by both the groups was the perception of difficulty in controlling the class before, during, and after PAL activities. Indeed, the facilitators and barriers highlighted in the current study have been previously reported in countries that have more widely implemented the PAL approach and seem to be intrinsically related (25,26,39). In a recent study, McMullen et al (40) reported an awareness of the potential positive experiences that PAL can facilitate for pupils despite a lack of knowledge about how to effectively introduce PA into classroom learning, which was a potential barrier for Norwegian and UK teachers (39,41).…”

Section: Discussionsupporting

confidence: 86%

“…Despite the potential effect that PAL may have on children's overall physical, motivational, and academic outcomes (19,21,22), the implementation of recent classroom-based PA interventions in primary schools fails to substantially deliver PAL, with more than one-third of teachers failing to implement 15 min of PAL per day (23). Teachers' perceptions of different aspects of PAL in several grade school classrooms have been extensively examined in the United States and in northern Europe (24)(25)(26)(27). In general, studies identified individual and school factors related to PAL delivery and implementation.…”

Section: Introductionmentioning

confidence: 99%

Portuguese School Teachers’ Perceptions of Physically Active Learning

Martins,

Mota,

Santos

et al. 2024

Transl J ACSM

View full text Add to dashboard Cite

Introduction/Purpose Limited evidence is available on teachers’ perceptions of physically active learning (PAL) in southern Europe, where this approach is not widely implemented. The age of incumbent teachers in Portugal has been increasing. Considering that teachers’ years of experience could limit their motivation for and enjoyment of new requirements of instruction, this study explored Portuguese primary school teachers’ perceptions of PAL benefits, delivery, and implementation, according to their years of teaching experience. Methods Primary school teachers (n = 119; 45.35 ± 7.45 yr old; 98% female) from 48 schools were allocated into two groups: <20 yr and ≥20 yr of experience. Teachers answered an online survey to assess their perceptions of PAL. Chi-square test was used to associate independent (years of experience) and dependent variables. Results More than 80% of the teachers agreed with PAL benefits for children’s outcomes. Associations with years of experience were seen for PAL implementation in mathematics and sciences (P < 0.05), with less experienced teachers agreeing most. Artistic and motor expressions were reported as the most suitable curricular component to use PAL (95.9% and 87.1% for <20 yr and ≥20 yr of teaching experience, respectively). Children’s satisfaction during PAL classes was reported as the main facilitator and difficulty in controlling the class as the main barrier in both groups. Conclusion The results showed teachers’ similar perceptions of PAL, independent of their teaching experience, although perception of adequacy of PAL for specific Portuguese curricular components differed according to years of experience. Future initiatives should consider developing training to support the implementation process. The insights learned from this study can be used to help facilitate further support for teachers about how to resolve issues relating to classroom management during PAL activities.

show abstract

“Just because it's fun, it's not without purpose”: Exploring the blurred lines of physically active learning

Mandelid

Thurston

Reinboth

et al. 2023

Teaching and Teacher Education

View full text Add to dashboard Cite

Secondary school teachers' experiences with classroom-based physically active learning: “I'm excited, but it's really hard”

Cited by 17 publications

References 52 publications

What Motivates Secondary School Teachers to Continue to Use Classroom-Based Physical Activity? A Self-Determination Theory Approach

What Motivates Secondary School Teachers to Continue to Use Classroom-Based Physical Activity? A Self-Determination Theory Approach

Portuguese School Teachers’ Perceptions of Physically Active Learning

“Just because it's fun, it's not without purpose”: Exploring the blurred lines of physically active learning

Contact Info

Product

Resources

About