Teachers’ sensemaking of physically active learning: A qualitative study of primary and secondary school teachers participating in a continuing professional development program in Norway

Teslo, Ståle; Thurston, Miranda; Lerum, Øystein; Mandelid, Mathias Brekke; Jenssen, Eirik S.; Resaland, Geir Kåre; Tjomsland, Hege Eikeland

doi:10.1016/j.tate.2023.104113

Cited by 14 publications

(10 citation statements)

References 46 publications

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“…The panel pointed to the importance of involving all stakeholders in decision-making processes to facilitate motivation through increased ownership. Qualitative data on teachers’ values in relation to their judgments about PAL support this (9,35); teachers’ enactment of PAL is driven by their values and affected by fundamental ideologies on which school policies and educational goals are built. Instead of understanding PAL as something to use, researchers have concluded that teachers “engage” PAL in their practice (35).…”

Section: Discussionmentioning

confidence: 90%

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Decisive Factors for a Physically Active School Day in Denmark—A Multi-Stakeholder Delphi Process

Nielsen,

Hansen

2024

Transl J ACSM

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Introduction In 2014, the Danish Educational Act introduced daily physical activity (PA) as a part of a varied and physically active school day (PASD) to promote health and support motivation and learning. Implementation of PASD in Denmark has been slow, and schools meeting the legal requirement have decreased since 2017. Schools are complex systems with many stakeholders and different functions; however, evaluation of PASD often focuses on one group. This study aimed to identify the most important factors to succeed in implementing PASD as part of a varied school day in Danish schools through dialogue between stakeholders from all parts of the school system. Methods Stakeholders (n = 57) from all parts of the Danish school system participated in a Delphi study. Based on 449 inputs from practitioners, experts, and a literature review, 169 factors were identified. In two online surveys, stakeholders rated and prioritized factors within 12 themes related to the school system. This resulted in 136 factors which qualified as important for further discussion at two workshops where stakeholders prioritized factors within each theme through dialogue and experience exchange across the system. Results The panel identified 36 decisive factors for implementing PASD across all 12 themes representing the whole school system. Central themes included a common understanding of PA in PASD that aligns with teachers’ professional purposes. Also, leadership ensuring continuous evaluation and prioritizing time and resources to develop competencies and collegiate support was highlighted, along with a PASD culture where teachers and students feel competent and comfortable engaging in PA. Conclusion School systems are complex, and decisive factors related to all parts of a system indicate that they are interrelated, and all must be engaged to support the success of a PASD culture. The present findings can inform future actions for all stakeholders.

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Section: Discussionmentioning

confidence: 90%

“…Largely proposed for health promotion purposes (2,3), it has been supported by evidence of beneficial effects on children's mental health (4,5), cognitive performance (3,6), and academic achievement (1,7). Furthermore, PA as a part of varied teaching activities may increase the motivation of students and teachers (8,9).…”

Section: Introductionmentioning

confidence: 99%

Decisive Factors for a Physically Active School Day in Denmark—A Multi-Stakeholder Delphi Process

Nielsen,

Hansen

2024

Transl J ACSM

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“…On the other hand, it can lead to epistemic development that contests the traditional disciplinary boundaries by creating new languages. For instance, when describing PAL, teachers use an educational language that leaves out health disciplines (10,56). These findings suggest that knowledge production depends on diverse constellations of expertise that can bring together health and educational disciplines.…”

Section: Discussionmentioning

confidence: 99%

Approaching physically active learning as a multi, inter, and transdisciplinary research field

Mandelid

2023

Front. Sports Act. Living

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In broad terms, physically active learning is a phenomenon that combines health and educational disciplines to integrate physical activity and core educational goals. Despite a growing research interest within the physically active learning field, conceptual clarity on combining and synthesising research disciplines appears to be needed. This article thus explores knowledge production within the physically active learning research field. First, it outlines the origin of the research field. Secondly, the terms multi-, inter-, and transdisciplinary are applied to confront how knowledge is produced. Finally, the three approaches' theoretical and ethical implications are discussed. The article contributes to conceptual clarity within the field by proposing that physically active learning is inherently inter- and transdisciplinary because it embraces the complexity of integrating and synthesising knowledge from health and educational disciplines to address real-world problems. To conclude, awareness of physically active learning's practical and theoretical dimensions through the three approaches is central to evolving the field.

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“…One study, Knudsen et al (12), applied SDT as a motivational framework to examine teachers' motivations for using CBPA by applying a mixed methods approach. Qualitative interviews highlighted the importance of the teachers experiencing satisfaction of the psychological needs for autonomy, competence, and relatedness (12)(13)(14)17); the quantitative results were descriptive statistics only. This indicates a need for quantitative studies that can fill the knowledge gap of correlational and predictive factors for teachers' motivations for use of CBPA.…”

Section: Introductionmentioning

confidence: 99%

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

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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.

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Teachers’ sensemaking of physically active learning: A qualitative study of primary and secondary school teachers participating in a continuing professional development program in Norway

Cited by 14 publications

References 46 publications

Decisive Factors for a Physically Active School Day in Denmark—A Multi-Stakeholder Delphi Process

Decisive Factors for a Physically Active School Day in Denmark—A Multi-Stakeholder Delphi Process

Approaching physically active learning as a multi, inter, and transdisciplinary research field

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

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