Less is more: Qualitative insights into physically active learning in secondary math education

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.