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Physically active academic lessons: acceptance, barriers and facilitators for implementation.

Sindre M Dyrstad1, Silje E Kvalø2, Marianne Alstveit3

  • 1Department of Education and Sport Science, University of Stavanger, 4036, Stavanger, Norway. sindre.dyrstad@uis.no.

BMC Public Health
|March 8, 2018
PubMed
Summary
This summary is machine-generated.

Physically active academic lessons were well-received by students and teachers, but implementation faced barriers. Clearer expectations and better-organized lessons can improve the integration of physical activity in schools.

Keywords:
ChildrenFidelityImplementationPhysical activitySchool

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Area of Science:

  • Educational Psychology
  • Pedagogy
  • Public Health

Background:

  • The Active School programme in Stavanger, Norway, introduced physically active academic lessons to enhance student health and learning.
  • This teaching method integrates physical activity with academic content delivery.
  • The study aimed to evaluate the reception of these lessons and identify implementation facilitators and barriers.

Purpose of the Study:

  • To assess the response of school leaders, teachers, and children to physically active academic lessons.
  • To identify key factors that facilitate the successful implementation of this intervention.
  • To pinpoint barriers hindering the widespread adoption of physically active academic lessons in schools.

Main Methods:

  • Qualitative interviews were conducted with five school leaders, 13 teachers, and 30 children.
  • Teacher intervention delivery logs were collected and analyzed over a 10-month period.
  • Data were analyzed using the NVivo 10 qualitative data analysis program.

Main Results:

  • Physically active academic lessons were delivered in 53% of the weeks, covering 73% of planned activity.
  • The intervention was positively received by school leaders, teachers, and children.
  • Facilitators included active leadership, teacher support, and ease of organization; barriers included unclear expectations and lack of planning time.

Conclusions:

  • Physically active academic lessons are an effective pedagogical method, highly valued by teachers and children.
  • Active involvement of principals and teachers, alongside integration into school strategy, can strengthen implementation.
  • Improving implementation clarity and providing high-quality, easy-to-organize lessons can reduce barriers.