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Understanding and scaffolding Danish schoolteachers' motivation for using classroom-based physical activity: study
Louise Stjerne Knudsen1,2, Thomas Skovgaard1,2, Thomas Bredahl1
1Department of Sports Science and Clinical Biomechanics, University of Southern Denmark and Research, Odense, Denmark.
BMJ Open
|March 16, 2018
Summary
This study explores teachers' motivation for integrating physical activity in schools and their need for support. Findings aim to improve physical education strategies for better child health and academic outcomes.
Area of Science:
- Pedagogy
- Child Health
- Educational Psychology
Background:
- Physical activity benefits children's health and academic performance.
- Schools are ideal settings for regular physical activity.
- Teachers' perspectives on integrating physical activity into teaching are under-researched.
Purpose of the Study:
- To understand teachers' motivation for incorporating physical activity into lessons.
- To assess teachers' needs for guidance and support in implementing physical activity.
Main Methods:
- Explanatory sequential mixed-methods design across Danish schools.
- Quantitative phase: Work Task Motivation Scale for Teachers (Self-Determination Theory).
- Qualitative phase: In-depth interviews (Scaffolding Theory) to explore motivation and support needs.
Main Results:
- Analysis will identify teachers' internal and external motivation levels.
- Qualitative data will deepen understanding of motivational factors.
- The study will highlight specific support requirements for teachers.
Conclusions:
- Understanding teacher motivation is crucial for effective physical activity integration.
- Tailored support and guidance can enhance teachers' willingness and ability to promote physical activity.
- This research can inform policies and professional development for physical education in schools.