The Conforming, The Innovating and The Connecting Teacher: A qualitative study of why teachers in lower secondary school adopt physically active learning

• Published in: Teaching and teacher education 2021-09, Vol.105, p.103434, Article 103434
• Main Authors: Lerum, Øystein, Eikeland Tjomsland, Hege, Leirhaug, Petter Erik, McKenna, Jim, Quaramby, Thomas, Bartholomew, John, Jenssen, Eirik Sørnes, Smith, Andy-Daly, Resaland, Geir Kåre
• Format: Article
• Language: English
• Subjects: Classroom-based physical activity; Movement integration; School-based physical activity
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2021.103434

This paper explores why teachers adopt physically active learning (PAL). Data were collected through ‘go-alongs’ supplemented by individual interviews with 13 teachers in seven Norwegian lower secondary schools. Data were then analysed thematically. Results indicated that as well as to enhance their teaching and pupils' learning, teachers adopt PAL to adhere to school policy (The Conforming Teacher), to be an innovative educator (The Innovating Teacher), and, because it matches past positive personal experiences (The Connecting Teacher). The findings can be used to shape PAL teacher training programs to increase the likelihood of adoption. •Teachers adopt physically active learning (PAL) to enhance teaching and learning.•Three developed teacher personas illustrate other personal “whys”.•School policy, innovativeness, and past experience influence teachers to adopt PAL.•The findings can help shape and tailor PAL teacher training programs.