Collaborating with Classroom Teachers to Increase Daily Physical Activity: The GEAR Program

Maeda, Julienne K.; Murata, Nathan M.

doi:10.1080/07303084.2004.10607239

Cited by 24 publications

(19 citation statements)

References 5 publications

(1 reference statement)

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“…One exception is the Getting Energized and Recharged (GEAR) program (Maeda & Murata, 2004), a classroom-based Providing after-school physical activity programs based on students' interests increases participation.…”

Section: Active Classroomsmentioning

confidence: 99%

Recess, Extracurricular Activities, and Active Classrooms

Kahan

2008

Journal of Physical Education, Recreation & Dance

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Section: Active Classroomsmentioning

confidence: 99%

Recess, Extracurricular Activities, and Active Classrooms

Kahan

2008

Journal of Physical Education, Recreation & Dance

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“…School administration interested in promoting classroom physical activity should consider providing training on self-regulation, as researchers have recorded that some teachers expect that students' behavior will deteriorate if they introduce physical activity in the classroom (Gibson et al, 2008;Howie et al, 2014). In addition, some researchers noted that teachers did not link focus with physical activity (Cothran et al, 2010;Howie et al, 2014;Maeda & Murata, 2004;McMullen et al, 2014). Hence, there may be valuable ways to promote classroom physical activity to teachers that emphasize the end result of student focus and enhanced uptake of their teaching.…”

Section: Improved Student Focusmentioning

confidence: 99%

“…Several studies have targeted teachers' perceptions of their use of physical activity (Cothran, Hodges-Kulinna, & Garn, 2010;Dinkel, Schaffer, Snyder, & Lee, 2017;Gately, Curtis, & Hardaker, 2013;Gibson et al, 2008;Howie, NewmanNorlund, & Pate, 2014;Maeda & Murata, 2004;Martin & Murtagh, 2015;McMullen, Kulinna & Cothran, 2014;Stylianou, Hodges-Kulinna, & Naiman, 2016). However, few studies have been done on teachers who self-initiate regular physical activity in their classrooms-independent of a specific program or study that is aimed to increase student activity levels.…”

Section: Physical Activity and School Performancementioning

confidence: 99%

“…Many people assume that in school, students receive adequate opportunities for physical activity during recess and physical education classes, but students can choose non-active options at recess, and physical education is often not provided daily (Centers for Disease Control and Prevention, 2007;Maeda & Murata, 2004). To help children combat the effects of inactivity, students can be provided opportunities for physical activity in their classrooms during lessons or as transitions between subjects.…”

Section: Childhood Physical Inactivitymentioning

confidence: 99%

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Focusing elementary students with active classrooms: exploring teachers perceptions of self-initiated practices

Foran

Mannion

Rutherford

2017

iejee

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The aim of our study was to explore the perceptions of elementary teachers who routinely prioritized physical activity in their classrooms. Researchers are reporting improved student academic test results following physical activity sessions, however, classroom teachers are challenged in balancing curricular and other expectations. Hence, teachers who voluntarily implement physical activity have views that are unique and important for promoting the practice to others. We interviewed seven teachers from grades 1-6, using the qualitative constructivist approach to grounded theory qualitative research. Teachers valued physical activity because it enhanced their students' focus on classroom activities. Common attributes amongst the teachers were active lifestyles, previous employment experiences using physical activity, and a pedagogical approach prioritizing physical activity throughout the day. Additionally, the teachers perceived that belonging to schools with a culture of movement was important. Teachers view physical activity as a teaching asset when they perceive a positive impact on their students' ability to focus. Specific teacher attributes and a school environment that embraces physical activity may predispose teachers to these views, and represent areas that should be further explored. Pre-service courses could be one way to provide teachers with experience and a repertoire of easy physical activities.

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“…Parmi celles-ci figure l'intégration, en classe, de périodes permettant aux élèves de bouger 2 . Si l'augmentation de l'activité physique à l'école est identifiée comme un facteur favorable à la réussite scolaire 2 , la réalité de terrain montre que les instituteurs présentent pourtant des réticences à la mise en place de ce type d'activité 3 . Cette étude vise à déterminer l'impact de pauses d'activité physique scolaires (PAPS) sur le comportement et les attitudes des enfants.…”

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