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Teacher perceptions on the delivery and implementation of movement integration strategies: The CLASS PAL (Physically Active Learning) Programme

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journal contribution
posted on 02.02.2018, 13:08 by Ash Routen, Julie P. Johnston, Cris Glazebrook, Lauren Sherar
Children sit for extended periods in the school classroom. Movement integration (MI) methods (e.g. active breaks, physically active lessons) could be used to break/reduce sitting time and improve classroom behaviour and engagement. Limited evidence is available on teacher perceptions of what influences the implementation of MI. Interviewed primary school teachers reported factors perceived to influence implementation at a variety of levels including individual (e.g. teacher and pupil characteristics, time, behavioural management) and school (e.g. whole school approach; and external to school expectations). In addition suggestions for increasing adoption and implementation of MI (e.g. communicating MI initiatives to schools) were identified.

Funding

This work was supported by a project grant from the National Institute for Health Research Collaboration for Leadership in Applied Health Research and Care East Midlands (CLAHRC EM).

History

School

  • Sport, Exercise and Health Sciences

Published in

International Journal of Educational Research

Volume

88

Pages

48 - 59

Citation

ROUTEN, A.C. ... et al, 2018. Teacher perceptions on the delivery and implementation of movement integration strategies: The CLASS PAL (Physically Active Learning) Programme. International Journal of Educational Research, 88, pp.48-59.

Publisher

© Elsevier

Version

AM (Accepted Manuscript)

Publisher statement

This paper was accepted for publication in the journal International Journal of Educational Research and the definitive published version is available at https://doi.org/10.1016/j.ijer.2018.01.003.

Acceptance date

05/01/2018

Publication date

2018

ISSN

0883-0355

Language

en

Exports