They just need to move: Teachers' perception of classroom physical activity breaks

The purpose of this study was to explore 1) perceptions of preschool-8th grade teachers' in regard to classroom physical activity (PA) and 2) multiple levels of factors impacting preschool-8th grade teachers' ability to implement PA into the classroom. Sixty preschool-8th grade teachers fr...

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Bibliographic Details
Published in:Teaching and teacher education 2017-04, Vol.63, p.186-195
Main Authors: Dinkel, Danae, Schaffer, Connie, Snyder, Kailey, Lee, Jung Min
Format: Article
Language:English
Subjects:
Class activities
Elementary school teachers
Movement
Physical activity level
Qualitative research
Teacher role
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Summary:The purpose of this study was to explore 1) perceptions of preschool-8th grade teachers' in regard to classroom physical activity (PA) and 2) multiple levels of factors impacting preschool-8th grade teachers' ability to implement PA into the classroom. Sixty preschool-8th grade teachers from five school districts participated in semi-structured interviews following a guide developed from constructs of the social ecological model. All teachers implemented classroom PA but had varied levels of confidence for implementation. Teachers identified barriers to implementation and requested additional classroom PA resources. Furthermore, they identified collaboration with other teachers as an underutilized resource for promotion of classroom PA. •Classroom PA was implemented due to affective (behavioral) and physical rationales.•Teachers perceived different levels of administrator support for classroom PA.•Time and infrastructure were barriers to implementing classroom PA.•Collaboration with other teachers was an underutilized resource.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2016.12.020