Recess, Extracurricular Activities, and Active Classrooms

Kahan, David

doi:10.1080/07303084.2008.10598131

Cited by 9 publications

(3 citation statements)

References 29 publications

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“…Although timetabling of PE was not mentioned, there were some concerns from the PSTs about the status of PE as a subject that can infer that schools may not prioritise PE in timetabling. The subject of PE has been previously deemed 'peripheral' in some primary school settings, resulting in the elimination and reduction of PE classes (Kahan, 2008). With a reduction of PE classes in some primary schools, this has the potential to negatively impact on the amount of time for generalist PSTs to practice the teaching of PE to improve teaching confidence.…”

Section: Discussionmentioning

confidence: 99%

“…Policy level barriers for in-service teachers have included equipment budgets, a crowded curriculum, time for PE delivery and developmental opportunities (Hardman, 2008;Le Masurier & Corbin, 2006;Morgan & Hansen, 2008). There has often been less status for the PE subject in schools (Kahan, 2008). As the benefits of providing quality PE are extensive on children's cognitive, social and physical developmental domains, addressing these intrapersonal, interpersonal, physical environment and policy level barriers early in teacher training is vital.…”

Section: The Social-ecological Model (Sem) Approachmentioning

confidence: 99%

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Perceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE study

Hyndman

2017

AJTE

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Section: Discussionmentioning

confidence: 99%

Section: The Social-ecological Model (Sem) Approachmentioning

confidence: 99%

Perceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE study

Hyndman

2017

AJTE

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“…It is therefore recommended that these interventions be framed within behavior change models. The evidence also shows that apart from teacher’s characteristics, other barriers include time constraints, academic pressure, and lack of support from school staff (Kahan, 2008).…”

mentioning

confidence: 99%

Academically Oriented Activity Breaks for First-Grade Chilean Students: Development and Pilot Testing Effectiveness

et al. 2020

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We developed and pilot tested the effectiveness of a physically active academic program, Active Breaks (AB), whose objective is to increase school time moderate/vigorous physical activity (MVPA) among first graders, through daily 15-minute bouts of MVPA, at the beginning of the first lesson. Initially, 240 cards including one game each were developed and tested in first-grade students from 16 schools in Santiago. Trained observers and school teachers assessed the time, ease, and feasibility of implementation for each card. Barriers and facilitators to implementation were obtained from semistructured interviews to 14 teachers (out of 16). In eight schools ( n = 556 students), we compared school time MVPA (with accelerometers) at baseline and follow-up, using test of proportions. One-hundred and twenty cards (games) complied with all aspects. AB were implemented 50% of the time with a duration of 14 minutes ( SD = 5). More than 90% of the time, teachers felt competent to conduct AB, and children understood the instructions and enjoyed the activity. The main facilitators included teachers liking physical activity and considering it important, support of principal and school staff, and conducting AB inside the classroom. Barriers included teacher’s workload and having to conduct AB during the first lesson. During the 4-month period of implementation, MVPA increased by 1.5 and 1.2 percentage points in boys and girls, respectively. The set of 120 cards is easy and feasible to implement. Moreover, preliminary results suggest they could be effective in increasing MVPA during school time, although studies with longer follow-ups are needed to assess the validity of these findings.

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Where are tweens active in school playgrounds? A hot-spot analysis using GPS, accelerometer, and GIS data

Amholt

Jespersen

Zacho

et al. 2022

Landscape and Urban Planning

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Recess, Extracurricular Activities, and Active Classrooms

Cited by 9 publications

References 29 publications

Perceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE study

Perceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE study

Academically Oriented Activity Breaks for First-Grade Chilean Students: Development and Pilot Testing Effectiveness

Where are tweens active in school playgrounds? A hot-spot analysis using GPS, accelerometer, and GIS data

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