‘You get some very archaic ideas of what teaching is … ’: primary school teachers’ perceptions of the barriers to physically active lessons

Quarmby, Thomas; Daly-Smith, Andy; Kime, Nicky

doi:10.1080/03004279.2018.1437462

Cited by 40 publications

(54 citation statements)

References 33 publications

(56 reference statements)

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“…Although we found statistically significant improvements in LPA at the group level, the standard universal approach masked behavioural differences between subgroups and incorrectly presumed all participants reacted in the same way to the intervention (26,29). Refined analysis revealed small, but varied responses to the intervention: first, the least active pupils benefitted most, an effect supported by previous literature (39). Second, both intervention subgroups revealed a significant increase in time spent in LPA (p<0.05), "A pedometer-based physically active learning intervention: The importance of using pre-intervention physical activity categories to assess effectiveness" by Morris JL et al…”

supporting

confidence: 73%

“…The present study, in part, aims to encourage schools and policymakers to address the issue of traditional didactic teaching methods promoting sedentary behaviour and limiting time to be physically active (39). Moreover, it also endorses deploying analyses that can illustrate variations in intervention effect when the intervention occurs in a confined classroom space.…”

mentioning

confidence: 98%

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A Pedometer-Based Physically Active Learning Intervention: The Importance of Using Preintervention Physical Activity Categories to Assess Effectiveness

Morris

Daly-Smith

Defeyter

et al. 2019

Pediatric Exercise Science

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Purpose: To assess physical activity outcomes of a pedometer-based physically active learning (PAL) intervention in primary school children. Methods: Six paired schools were randomly allocated to either a 6-week teacher-led pedometer-based physically active learning intervention or a control (n = 154, female = 60%, age = 9.9 [0.3] y). Accelerometers assessed total daily sedentary time, light physical activity (LPA), and moderate-to-vigorous physical activity (MVPA). Preintervention mean daily MVPA minutes grouped participants as Low Active (<45 min/d) and High Active (≥45 min/d). Results: From the final sample size, the intervention (n = 52) significantly improved LPA versus control (n = 31, P = .04), by reducing sedentary time. More intervention (+10%) than control (+3%) pupils met the 60 minutes per day guidelines. In both intervention subgroups, pupils spent less time in LPA (P < .05) versus control. The greatest nonsignificant increase was found in the Low Active pupils MVPA levels. Conclusions: Improvements in LPA were statistically significant in the intervention versus control group. In subgroup analysis, Low Active pupils in the intervention showed the greatest beneficial effects and the Most Active pupils may have replaced MVPA and sedentary time with LPA. The intervention group housed clusters of pupils showing variable responsiveness, justifying routine examination of subgroup variability in future studies.

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supporting

confidence: 73%

mentioning

confidence: 98%

A Pedometer-Based Physically Active Learning Intervention: The Importance of Using Preintervention Physical Activity Categories to Assess Effectiveness

Morris

Daly-Smith

Defeyter

et al. 2019

Pediatric Exercise Science

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“…The social environment reflects the degree to which the stakeholders engage and support each other to provide physical activity. For example, teachers who implement physically active learning within supportive school social environments experience fewer implementation barriers [38][39][40].…”

Section: The Social and Physical Environmentmentioning

confidence: 99%

Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework

Daly-Smith

Quarmby

Archbold

et al. 2020

Int J Behav Nutr Phys Act

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128

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Background: UK and global policies recommend whole-school approaches to improve childrens' inadequate physical activity (PA) levels. Yet, recent meta-analyses establish current interventions as ineffective due to suboptimal implementation rates and poor sustainability. To create effective interventions, which recognise schools as complex adaptive sub-systems, multi-stakeholder input is necessary. Further, to ensure 'systems' change, a framework is required that identifies all components of a whole-school PA approach. The study's aim was to codevelop a whole-school PA framework using the double diamond design approach (DDDA).Methodology: Fifty stakeholders engaged in a six-phase DDDA workshop undertaking tasks within same stakeholder (n = 9; UK researchers, public health specialists, active schools coordinators, headteachers, teachers, active partner schools specialists, national organisations, Sport England local delivery pilot representatives and international researchers) and mixed (n = 6) stakeholder groupings. Six draft frameworks were created before stakeholders voted for one 'initial' framework. Next, stakeholders reviewed the 'initial' framework, proposing modifications. Following the workshop, stakeholders voted on eight modifications using an online questionnaire.Results: Following voting, the Creating Active Schools Framework (CAS) was designed. At the centre, ethos and practice drive school policy and vision, creating the physical and social environments in which five key stakeholder groups operate to deliver PA through seven opportunities both within and beyond school. At the top of the model, initial and in-service teacher training foster teachers' capability, opportunity and motivation (COM-B) to deliver whole-school PA. National policy and organisations drive top-down initiatives that support or hinder wholeschool PA.Summary: To the authors' knowledge, this is the first time practitioners, policymakers and researchers have codesigned a whole-school PA framework from initial conception. The novelty of CAS resides in identifying the multitude of interconnecting components of a whole-school adaptive sub-system; exposing the complexity required to create systems change. The framework can be used to shape future policy, research and practice to embed sustainable PA interventions within schools. To enact such change, CAS presents a potential paradigm shift, providing a map and method to guide future co-production by multiple experts of PA initiatives 'with' schools, while abandoning outdated traditional approaches of implementing interventions 'on' schools.

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“…An undesirable consequence of this approach is that whilst children may be sufficiently active during physical education classes, the opportunity for children to develop their motor skills may be overlooked, thus potentially reducing their ability to maintain physical activity when leaving school and transitioning into adulthood [ 5 ]. Additionally, in a primary school setting, physical education is often not delivered by teachers with specialist physical education teacher training as recommended [ 16 ] and a lack of teachers’ confidence in delivering physical activity sessions has been reported by Ofsted [ 17 ] and in previous research [ 18 ]. This lack of confidence may prevent teachers from delivering activities that require specialist coaching and instruction, such as fundamental movement skills [ 19 ].…”

Section: Introductionmentioning

confidence: 99%

Integrated Strength and Fundamental Movement Skill Training in Children: A Pilot Study

et al. 2020

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Competence in fundamental movement skills is essential to enable children to be physically active. We investigated the effect of an integrated fundamental movement skill with a strength training intervention on children’s fundamental movement skills. Seventy-two (53% female) 10- to 11-year-old children from three primary schools assented to take part in this study (87% compliance). Schools were randomly allocated to a control (no intervention; n = 21), fundamental movement skill (FMS) (n = 18) or FMS and strength (FMS+; n = 20) group. Interventions were delivered twice weekly for four weeks, in addition to normal physical education. FMS competence was measured through the Canadian agility and movement skills assessment (CAMSA) (product-process) and through countermovement jump (CMJ) and 40-m sprint tests (product). Improvements were observed in the CAMSA in both FMS (4.6, 95% confidence intervals 2.9 to 6.4 Arbitrary Units (AUs), second-generation p-value (pδ) = 0.03) and FMS+ (3.9, 2.1 to 5.3 AU, pδ = 0.28) with no difference beyond our minimum threshold of 3 AU observed between these intervention groups (pδ = 1). Clear improvements in CMJ were observed in FMS+ relative to the control (25, 18 to 32%, pδ = 0) and FMS groups (15, 6.1 to 24%, pδ = 0). These preliminary data suggest combined FMS and strength training warrants further investigation as a tool to develop fundamental movement skills in children.

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‘You get some very archaic ideas of what teaching is … ’: primary school teachers’ perceptions of the barriers to physically active lessons

Cited by 40 publications

References 33 publications

A Pedometer-Based Physically Active Learning Intervention: The Importance of Using Preintervention Physical Activity Categories to Assess Effectiveness

A Pedometer-Based Physically Active Learning Intervention: The Importance of Using Preintervention Physical Activity Categories to Assess Effectiveness

Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework

Integrated Strength and Fundamental Movement Skill Training in Children: A Pilot Study

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