Understanding the management challenges associated with the implementation of the physically active teaching and learning (PATL) pedagogy: a case study of three Isle of Wight primary schools

Abstract

Enabled partly by government policies by the Department for Culture Media and Sport, some schools are beginning to shift towards promoting a physical activity culture which complements the traditional PE and school sports provision. For many, this entails using physical activity as modality to promote academic performance. Physically Active Teaching and Learning (PATL) is one approach which has been adopted by schools on the Isle of Wight (UK) as part of a holistic island-wide intervention aimed at increasing pupil's educational attainment, health and wellbeing. To gain an in-depth understanding of PATL and examine the management implications of its implementation, this paper draws on qualitative data collected from three primary schools on the Isle of Wight. Overall, the paper supports PATL pedagogies as a holistic and joined-up policy response however, critical conversations are crucial for unravelling and unlocking collaborative solutions when discussing physical activity in schools.

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

“…A recent meta-synthesis (34) shows that relevant theoretical frameworks extending the field include the Socio-Ecological Model (35), the COM-B model (36) and the RE-AIM framework (37). These frameworks map and evaluate teachers' motivation, behaviours and practices using qualitative and quantitative methods such as interviews, focus groups and questionnaires (34,(38)(39)(40)(41).…”

Most People Hate Physical Education and Most Drop Out of Physical Activity: In Search of Credible Curriculum Alternatives

“…School children frequently remain sedentary on average between 4 and 5 h per day, and schools are an ideal setting to increase the PA levels of children and reduce sedentary behaviours [45,46]. Traditional approaches to tackling these issues have been aiming to increase the number of PE lessons and providing additional opportunities for extra-curricular sport [47]. Endorsing a whole-school method to PA is a prevalent procedure of government policy, intending to tackle escalating societal trepidations over young people's health.…”

A realist case study inquiry of English primary school physical activity initiatives

“…The fundamental principle of SEM is that behaviour has multiple levels of influence, often involving interactions within the levels of intrapersonal (biological, psychological), interpersonal (interaction within the proximal social network), institutional (the primary organisational network), community (institution beyond the primary institution) and public policy (local, state and national) (Mcleroy et al, 1988). This is a particularly important insight for school-based initiatives, where the behaviour of children, who are still classed as dependants, is directly impacted by influences from school staff and family members (Domville et al, 2018;Mwaanga et al, 2018). A recent rapid realist review, using the five-level socio-ecological model by Mcleroy et al (1988) and Defever and Jones (2021), identified important factors at an intrapersonal (i.e.…”

“…The impact of national policy on school-based PA initiatives is complicated and was frequently discussed in the interviews with school staff. Mwaanga et al (2018) argue that the current UK education framework is based on the philosophical view of dualism of the mind and body as a separate entity, and disputably the educational regulatory bodies deem the cognitive function as superior to the physical body function. The academic pressure imposed by the government and the less priority on PA opportunities by school inspectors indeed negatively impact school staff's perceptions on whether school-based PA initiatives are considered worthwhile or not (Domville et al, 2018).…”