Classroom teachers and physical activity integration

Cothran, Donetta J.; Kulinna, Pamela Hodges; Garn, Alex C.

doi:10.1016/j.tate.2010.04.003

Cited by 97 publications

(102 citation statements)

References 33 publications

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“…As such there was suggestion that schools may have a tendency to support more traditional forms of teaching. Whilst external pressures such as meeting curriculum requirements (Cothran et al, 2010;Stylianou et al, 2016) have been identified in previous literature, this issue of school inspection is a particularly novel finding, which has not previously been reported.…”

Section: Discussionmentioning

confidence: 64%

“…Teachers' perceptions of using MI in primary school classrooms have been examined in a number of qualitative studies, which have largely been conducted in the United States (Cothran, Kulinna, & Garn, 2010;Finn & McInnis, 2014;Gately, Curtis, & Hardaker, 2013;Goh et al, 2013;Howie, Newman-Norlund, & Pate, 2014;Mcmullen, Kulinna, & Cothran, 2014a;Norris, Shelton, Dunsmuir, Duke-Williams, & Stamatakis, 2015b;Vazou & Skrade, 2014) and have offered some insight into barriers to and facilitators of both the delivery (i.e. the behaviour of carrying out MI) and implementation (i.e.…”

Section: Introductionmentioning

confidence: 99%

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

Routen

Johnston

Glazebrook

et al. 2018

International Journal of Educational Research

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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.

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Section: Discussionmentioning

confidence: 64%

Section: Introductionmentioning

confidence: 99%

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

Routen

Johnston

Glazebrook

et al. 2018

International Journal of Educational Research

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“…Studies have begun to accumulate demonstrating the positive relationship that school PA can have on behavior, attentiveness, and performance at school [9,10,37]. For example, teachers from the Southwest US reported that physical activity in the classroom gave students something to be excited about, and students who didn't always participate in class activities enjoyed it.…”

Section: Discussionmentioning

confidence: 99%

“…For example, teachers from the Southwest US reported that physical activity in the classroom gave students something to be excited about, and students who didn't always participate in class activities enjoyed it. Furthermore, many teachers saw a distinct increase in attentiveness after physical activity, and used it to wake students up or take a break to refresh the students for more reading and math [10].…”

Section: Discussionmentioning

confidence: 99%

Seasonal variation of American Indian children’s school-day physical activity

Brusseau

Kulinna

Kloeppel

et al. 2012

Biomedical Human Kinetics

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SummaryStudy aim: To examine the pedometer steps taken during the school-day by American Indian children during all four seasons. Material and methods: Participants included third-sixth grade children (n = 157) aged 9.6±1.07 (boys) and 9.7±1.2 (girls) attending school from one Southwestern US American Indian community. Children had a mean BMI of 23.9±7.7 with 70% being classified as overweight or obese. Children wore a pedometer (Yamax Digiwalker SW-200) for 20 days (5 days per season). Results: Children accumulated 4762±1544 (boys) and 4408±1194 (girls) steps/day across the four seasons with the highest totals occurring during the Fall (4899, males; 4796, females) and the lowest totals during the Winter (4463, males; 4043, females). Repeated measures ANOVA showed no significant differences in daily school-day steps across seasons. Children classified as normal weight averaged 5146±1688 steps/day, overweight children averaged 5020±1333 steps/day, and obese children accumulated 4275±1123 steps/day. Conclusions: PA stayed relatively consistent across seasons in this sample of children. However, children were the least active during Winter months. With 70% of the current sample being classified as overweight and with American Indian children at greater risk for numerous hypokinetic diseases there is a clear need for additional school-day PA opportunities.

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“…Studier viser, at laerere generelt har en begraenset viden om de gavnlige effekter af fysisk aktivitet og mangler viden om den nyeste forskning (Benes et al, 2016;Cothran, Kulinna, & Garn, 2010;Gilmore & Donohoe, 2016), hvilket påvir-ker villigheden til at integrere fysisk aktivitet i undervisningen. Hvis laererne har viden på området og forstår sammenhaengen mellem fysisk aktivitet og laering, er de mere tilbøjelige til at integrere fysisk aktivitet i undervisningen (Cothran et al, 2010;McMullen, Kulinna, & Cothran, 2014), ligesom laererens kendskab til de politiske krav også er en fremmende faktor for integrering af fysisk aktivitet i undervisningen (Allison et al, 2016).…”

Section: Det Intrapersonelle Niveauunclassified

Implementeringen af motion og bevægelse i skolen – et review af hæmmende og fremmende faktorer set i et lærerperspektiv

Jørgensen

Troelsen

2017

LUP

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.dk og Jens Troelsen, professor, Syddansk Universitet, jtroelsen@health.sdu.dk Resumé Implementeringen af den ny skolereform inkluderer 45 minutters daglig motion og bevaegelse for alle elever. Formålet med artiklen er at praesentere en oversigt over eksisterende videnskabelige studier, der har undersøgt faktorer, som påvirker laereres oplevelse af og villighed til at implementere motion og bevaegelse. Vi har søgt i 6 databaser (2000-2016) og inkluderet 24 studier. Vi har brugt en socio-økologisk model i praesentationen af resultaterne og Rogers' diffusion of innovation teori i diskussionen af haemmende og fremmende faktorer. Mangel på tid som følge af akademisk pres, og mangel på viden, kompetencer og support er blandt de haemmende faktorer. NøgleordFolkeskole, laereres oplevelse, bevaegelse, undervisning, implementering Artiklen er fagfaellebedømt IndledningDa eleverne og laererne skulle begynde i skolen igen efter sommerferien i august 2014, var det en ny struktur og hverdag, som de skulle forholde sig til. Det nye bestod bl.a. i en laengere skoledag og 45 minutters daglig motion og bevaegelse for alle eleverne. Undervisningsministeriet dikterer med afsaet i aftalen mellem regeringen, Venstre og Dansk Folkeparti, at: "På alle folkeskolens klassetrin skal motion og bevaegelse indgå i et omfang, der i gennemsnit svarer til ca. 45 minutter dagligt i

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Classroom teachers and physical activity integration

Cited by 97 publications

References 33 publications

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

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

Seasonal variation of American Indian children’s school-day physical activity

Implementeringen af motion og bevægelse i skolen – et review af hæmmende og fremmende faktorer set i et lærerperspektiv

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