Abstract
Introduction
It is widely accepted that Western Society is experiencing a worldwide epidemic in childhood inactivity. Schools are increasingly being seen as a possible environment in which to influence the opportunity for more physical activity (PA) due to the time children spend within it and as such the potential to address engagement, on task behaviour, and cognition as well as societal level issues in public health. One area that has the potential to be further explored is classroom based physically active teaching and learning (PATL) methods.
Methods
A realist method of data collection and analysis was employed focusing on realist interviews of teachers and active pupil focus groups as well as session observations in order to test programme theory around implementation. Self-report activity diaries and a small accelerometer study also inform the analysis.
Results
Results show that Teachers lack confidence and knowledge around classroom PA and movement. Complexities of classroom ecology and teacher autonomy are contributing factors. Pupils would welcome more PA and movement in classrooms as it is more fun and as such more likely to help remember core concepts and stay on task. Results of the accelerometer study and self-report diaries showed a lack of sustained PA.
Conclusion
UK primary schools should embed and integrate PATL within the classroom environment through more sustained and embedded low intensity physical activity (LIPA) building Teacher capacity as the change agent to improve on task behaviour and engagement in core subjects and influence child health and wellbeing
It is widely accepted that Western Society is experiencing a worldwide epidemic in childhood inactivity. Schools are increasingly being seen as a possible environment in which to influence the opportunity for more physical activity (PA) due to the time children spend within it and as such the potential to address engagement, on task behaviour, and cognition as well as societal level issues in public health. One area that has the potential to be further explored is classroom based physically active teaching and learning (PATL) methods.
Methods
A realist method of data collection and analysis was employed focusing on realist interviews of teachers and active pupil focus groups as well as session observations in order to test programme theory around implementation. Self-report activity diaries and a small accelerometer study also inform the analysis.
Results
Results show that Teachers lack confidence and knowledge around classroom PA and movement. Complexities of classroom ecology and teacher autonomy are contributing factors. Pupils would welcome more PA and movement in classrooms as it is more fun and as such more likely to help remember core concepts and stay on task. Results of the accelerometer study and self-report diaries showed a lack of sustained PA.
Conclusion
UK primary schools should embed and integrate PATL within the classroom environment through more sustained and embedded low intensity physical activity (LIPA) building Teacher capacity as the change agent to improve on task behaviour and engagement in core subjects and influence child health and wellbeing
| Original language | English |
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| Publication status | Published - 31 Jul 2019 |
| Event | International Association for Critical Realism conference, University of Southampton, August 2019 - Southampton university Duration: 31 Jul 2019 → 2 Aug 2019 |
Conference
| Conference | International Association for Critical Realism conference, University of Southampton, August 2019 |
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| Period | 31/07/19 → 2/08/19 |