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They just need to move: Teachers' perception of classroom physical activity breaks
ARTICLE

, School of Kinesiology, United States ; , Teacher Education, United States ; , , School of Kinesiology, United States

TATE Volume 63, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved May 8, 2021 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.12.020

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