Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence

Abstract

Background Physically active learning (PAL) - integration of movement within delivery of academic content - is a core component of many whole-of-school physical activity approaches. Yet, PAL intervention methods and strategies vary and frequently are not sustained beyond formal programmes. To improve PAL training, a more comprehensive understanding of the behavioural and psychological processes that influence teachers’ adoption and implementation of PAL is required. To address this, we conducted a meta-synthesis to synthesise key stakeholders’ knowledge of facilitators and barriers to teachers’ implementing PAL in schools to improve teacher-focussed PAL interventions in primary (elementary) schools. Methodology We conducted a meta-synthesis using a five-stage thematic synthesis approach to; develop a research purpose and aim, identify relevant articles, appraise studies for quality, develop descriptive themes and interpret and synthesise the literature. In the final stage, 14 domains from the Theoretical Domain Framework (TDF) were then aligned to the final analytical themes and subthemes. Results We identified seven themes and 31 sub-themes from 25 eligible papers. Four themes summarised teacher-level factors: PAL benefits, teachers’ beliefs about own capabilities, PAL teacher training, PAL delivery. One theme encompassed teacher and school-level factors: resources. Two themes reflected school and external factors that influence teachers’ PAL behaviour: whole-school approach, external factors. Ten (of 14) TDF domains aligned with main themes and sub-themes: Knowledge, Skills, Social/Professional Role and Identity, Beliefs about Capabilities, Beliefs about Consequences, Reinforcement, Goals, Environmental Context and Resources, Social influences and Emotion. Conclusions Our synthesis illustrates the inherent complexity required to change and sustain teachers’ PAL behaviours. Initially, teachers must receive the training, resources and support to develop the capability to implement and adapt PAL. The PAL training programme should progress as teachers’ build their experience and capability; content should be ‘refreshed’ and become more challenging over time. Subsequently, it is imperative to engage all levels of the school community for PAL to be fully integrated into a broader school system. Adequate resources, strong leadership and governance, an engaged activated community and political will are necessary to achieve this, and may not currently exist in most schools.

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

“…This study indicates that successful implementation of PASD requires complex interactions and engagement across the whole school system, which corresponds with recent findings on the successful implementation of PAL (33,34), a key part of PASD. A total of 36 decisive factors for the successful implementation of PASD in Danish schools were identified using a group Delphi process, which included 57 stakeholders from all parts of the school system.…”

Portuguese School Teachers’ Perceptions of Physically Active Learning

“…Another interesting aspect of that study was that, even without implementing it, many headteachers perceived PAL as compatible with the national curriculum (36). Implementing a new learning strategy is challenging and could be even more so depending on a teacher’s commitment to and perception of its delivery (17).…”

Developing ACTIVE SCHOOL—The Design Process for Two School-Based Physical Activity Interventions

“…Thus, active leadership was emphasized as one of the most important factors for the implementation of PA (52). This is supported by the synthesis by Daly-Smith et al (15), which found that it is imperative to engage all levels of the school community for successful implementation of PAL, including leadership. The involvement of the principal might also depend on the principal's own attitude toward and experience of PA.…”

“…In ACTIVE SCHOOL, the interplay between skills learned through courses, materials, and tools used in the preparation of lessons and the opportunities to discuss and share practices at team meetings are all elements assumed to promote ongoing intervention delivery. This can lead to personalized and professional adaptations of the intervention, and working with pupils and collaborating with colleagues over time can develop this further (15,51). In a 1-yr, school-based PA intervention, adaptations were investigated in a group of the intervention schools that were rated with the best overall implementation (49).…”

“…Successful implementation of PA interventions in school requires the involvement of a variety of agents, including the recipients (pupils), the deliverers (school staff ), and the supportive functions (e.g., school board, management, administration) (14)(15)(16), but further knowledge is needed on how these agents can adopt, deliver, and maintain PA interventions or initiatives. Involving these agents from the beginning of the design process is important because their perspectives and experiences can contribute to the tailoring of the interventions to the actual school context, a major factor for implementation success (17,18).…”