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Physically Active Learning (PAL) enhances secondary students' motivation, engagement, and meaningful learning, despite covering less content. Teachers find PAL feasible with resources, highlighting its social and academic benefits for sustainability.

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Area of Science:

  • Education
  • Pedagogy
  • Kinesiology

Background:

  • Physically Active Learning (PAL) integrates physical activity into academic lessons, offering combined physical and academic benefits.
  • Implementation of PAL in secondary schools faces challenges, necessitating research into teacher and student perspectives.
  • Understanding perceptions is crucial for effective integration of PAL in secondary education.

Purpose of the Study:

  • To evaluate teacher and student perceptions and experiences with a Physically Active Learning intervention in secondary education.
  • To explore the impact of PAL on student motivation, engagement, learning, and social development.
  • To assess the feasibility and sustainability of PAL in secondary school settings.

Main Methods:

  • A 16-week intervention involving weekly outdoor PAL lessons was implemented.
  • Data collection included individual interviews with 5 mathematics teachers and 6 focus groups with 36 students.
  • Conventional content analysis was used to analyze the qualitative data.

Main Results:

  • Teachers and students reported increased student motivation, participation, and improved behavior during PAL lessons.
  • Both groups perceived learning as more meaningful with enhanced retention due to active engagement, despite less content coverage.
  • Improvements in student cooperation, socialization, and perceived feasibility of PAL (with resources) were noted by teachers.

Conclusions:

  • Physically Active Learning offers significant social and academic advantages for secondary education.
  • PAL can foster meaningful learning experiences and improve student well-being.
  • Successful and sustainable implementation requires integration across the entire educational community.