A realist evaluation of an integrated physically active teaching and learning (PATL) model

Research output: Published contribution to conferencePaper

Abstract

Title
A Realist Evaluation of an integrated Physically Active Teaching and Learning (PATL) model
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 diariesshowed 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 languageEnglish
Publication statusPublished - 31 Jul 2019
EventInternational Association for Critical Realism conference, University of Southampton, August 2019 - Southampton university
Duration: 31 Jul 20192 Aug 2019

Conference

ConferenceInternational Association for Critical Realism conference, University of Southampton, August 2019
Period31/07/192/08/19

Fingerprint

classroom
Teaching
evaluation
learning
teacher
pupil
building activity
lack
learning method
teaching method
ecology
primary school
cognition
data analysis
public health
autonomy
confidence
interview
health
school

Cite this

Dorling, H. (2019). A realist evaluation of an integrated physically active teaching and learning (PATL) model. Paper presented at International Association for Critical Realism conference, University of Southampton, August 2019, .
Dorling, Henry. / A realist evaluation of an integrated physically active teaching and learning (PATL) model. Paper presented at International Association for Critical Realism conference, University of Southampton, August 2019, .
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abstract = "TitleA Realist Evaluation of an integrated Physically Active Teaching and Learning (PATL) modelAbstractIntroductionIt is widely accepted that Western Society is experiencing a worldwide epidemic in childhoodinactivity. Schools are increasingly beingseen as a possible environment in which to influence theopportunity for more physical activity (PA) due to the time children spend within it and as such thepotential 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.MethodsA 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.ResultsResults 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 helpremember core concepts and stay on task. Results of the accelerometer study and self-report diariesshowed a lack of sustained PA.ConclusionUK 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",
author = "Henry Dorling",
year = "2019",
month = "7",
day = "31",
language = "English",
note = "International Association for Critical Realism conference, University of Southampton, August 2019 ; Conference date: 31-07-2019 Through 02-08-2019",

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Dorling, H 2019, 'A realist evaluation of an integrated physically active teaching and learning (PATL) model' Paper presented at International Association for Critical Realism conference, University of Southampton, August 2019, 31/07/19 - 2/08/19, .

A realist evaluation of an integrated physically active teaching and learning (PATL) model. / Dorling, Henry.

2019. Paper presented at International Association for Critical Realism conference, University of Southampton, August 2019, .

Research output: Published contribution to conferencePaper

TY - CONF

T1 - A realist evaluation of an integrated physically active teaching and learning (PATL) model

AU - Dorling, Henry

PY - 2019/7/31

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N2 - TitleA Realist Evaluation of an integrated Physically Active Teaching and Learning (PATL) modelAbstractIntroductionIt is widely accepted that Western Society is experiencing a worldwide epidemic in childhoodinactivity. Schools are increasingly beingseen as a possible environment in which to influence theopportunity for more physical activity (PA) due to the time children spend within it and as such thepotential 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.MethodsA 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.ResultsResults 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 helpremember core concepts and stay on task. Results of the accelerometer study and self-report diariesshowed a lack of sustained PA.ConclusionUK 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

AB - TitleA Realist Evaluation of an integrated Physically Active Teaching and Learning (PATL) modelAbstractIntroductionIt is widely accepted that Western Society is experiencing a worldwide epidemic in childhoodinactivity. Schools are increasingly beingseen as a possible environment in which to influence theopportunity for more physical activity (PA) due to the time children spend within it and as such thepotential 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.MethodsA 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.ResultsResults 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 helpremember core concepts and stay on task. Results of the accelerometer study and self-report diariesshowed a lack of sustained PA.ConclusionUK 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

M3 - Paper

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Dorling H. A realist evaluation of an integrated physically active teaching and learning (PATL) model. 2019. Paper presented at International Association for Critical Realism conference, University of Southampton, August 2019, .