The implementation of physically active academic lessons: A case study
Background: Schools are an ideal location to increase children’s physical activity level. Aims: The purpose of the study was to evaluate the implementation of physically active academic lessons and to study the effects of the intervention on teachers and children. Materials and methods: This case st...
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| Format: | Article |
| Language: | Danish |
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Norwegian Physiotherapist Association
2016-05-01
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| Series: | Fysioterapeuten |
| Subjects: | |
| Online Access: | https://fysioterapeuten.no/Fag-og-vitenskap/Fagartikler/Fysisk-aktivitet-som-pedagogisk-laeringsmetode-i-skolen |
| _version_ | 1818946893991903232 |
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| author | Ingrid Skage Sindre M. Dyrstad |
| author_facet | Ingrid Skage Sindre M. Dyrstad |
| author_sort | Ingrid Skage |
| collection | DOAJ |
| description | Background: Schools are an ideal location to increase children’s physical activity level. Aims: The purpose of the study was to evaluate the implementation of physically active academic lessons and to study the effects of the intervention on teachers and children. Materials and methods: This case study was carried out in one primary school in Stavanger, Norway. The school introduced three physically active sessions of 45 min per week in maths, Norwegian and music. These lessons included active games, relays and quizzes. Interviews of the principal, four teachers and six children were conducted. Teachers also registered the number and duration of activities for 30 weeks. Results: The completion rate for the number of physically active sessions and time used was 87% and 58%, respectively. Children and teachers expressed positive experiences with the intervention. Barriers for implementation were time, passive leadership, poor weather and inadequate facilitation of sharing teaching materials. Enablers were school readiness, teachers’ motivation, perceived external support, children’s positive response, and scheduled activity. Conclusion: Physically active academic lessons contributed to a more diverse, meaningful and physically active school day. Shorter sessions may facilitate implementation and it seems important that both the teachers and principal take an active part in the implementation process. |
| first_indexed | 2024-12-20T08:22:15Z |
| format | Article |
| id | doaj.art-2ff923a0a94f4e1f980abee2bfe5e6b6 |
| institution | Directory Open Access Journal |
| issn | 0016-3384 0807-9277 |
| language | Danish |
| last_indexed | 2024-12-20T08:22:15Z |
| publishDate | 2016-05-01 |
| publisher | Norwegian Physiotherapist Association |
| record_format | Article |
| series | Fysioterapeuten |
| spelling | doaj.art-2ff923a0a94f4e1f980abee2bfe5e6b62022-12-21T19:46:57ZdanNorwegian Physiotherapist AssociationFysioterapeuten0016-33840807-92772016-05-018352025The implementation of physically active academic lessons: A case studyIngrid Skage0Sindre M. Dyrstad1Stavanger kommunenstitutt for grunnskolelærerutdanning, idrett og spesialpedagogikk, Universitetet i StavangerBackground: Schools are an ideal location to increase children’s physical activity level. Aims: The purpose of the study was to evaluate the implementation of physically active academic lessons and to study the effects of the intervention on teachers and children. Materials and methods: This case study was carried out in one primary school in Stavanger, Norway. The school introduced three physically active sessions of 45 min per week in maths, Norwegian and music. These lessons included active games, relays and quizzes. Interviews of the principal, four teachers and six children were conducted. Teachers also registered the number and duration of activities for 30 weeks. Results: The completion rate for the number of physically active sessions and time used was 87% and 58%, respectively. Children and teachers expressed positive experiences with the intervention. Barriers for implementation were time, passive leadership, poor weather and inadequate facilitation of sharing teaching materials. Enablers were school readiness, teachers’ motivation, perceived external support, children’s positive response, and scheduled activity. Conclusion: Physically active academic lessons contributed to a more diverse, meaningful and physically active school day. Shorter sessions may facilitate implementation and it seems important that both the teachers and principal take an active part in the implementation process.https://fysioterapeuten.no/Fag-og-vitenskap/Fagartikler/Fysisk-aktivitet-som-pedagogisk-laeringsmetode-i-skolenImplementationphysical activitychildrenprimary schoollearning |
| spellingShingle | Ingrid Skage Sindre M. Dyrstad The implementation of physically active academic lessons: A case study Fysioterapeuten Implementation physical activity children primary school learning |
| title | The implementation of physically active academic lessons: A case study |
| title_full | The implementation of physically active academic lessons: A case study |
| title_fullStr | The implementation of physically active academic lessons: A case study |
| title_full_unstemmed | The implementation of physically active academic lessons: A case study |
| title_short | The implementation of physically active academic lessons: A case study |
| title_sort | implementation of physically active academic lessons a case study |
| topic | Implementation physical activity children primary school learning |
| url | https://fysioterapeuten.no/Fag-og-vitenskap/Fagartikler/Fysisk-aktivitet-som-pedagogisk-laeringsmetode-i-skolen |
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