They just need to move: Teachers' perception of classroom physical activity breaks
Danae Dinkel, School of Kinesiology, United States ; Connie Schaffer, Teacher Education, United States ; Kailey Snyder, Jung Min Lee, School of Kinesiology, United States
TATE Volume 63, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
The purpose of this study was to explore 1) perceptions of preschool-8th grade teachers' in regard to classroom physical activity (PA) and 2) multiple levels of factors impacting preschool-8th grade teachers' ability to implement PA into the classroom. Sixty preschool-8th grade teachers from five school districts participated in semi-structured interviews following a guide developed from constructs of the social ecological model. All teachers implemented classroom PA but had varied levels of confidence for implementation. Teachers identified barriers to implementation and requested additional classroom PA resources. Furthermore, they identified collaboration with other teachers as an underutilized resource for promotion of classroom PA.
Dinkel, D., Schaffer, C., Snyder, K. & Lee, J.M. (2017). They just need to move: Teachers' perception of classroom physical activity breaks. Teaching and Teacher Education: An International Journal of Research and Studies, 63(1), 186-195. Elsevier Ltd.