Focusing elementary students with active classrooms: exploring teachers’ perceptions of self-initiated practices
The aim of our study was to explore the perceptions of elementary teachers who routinely prioritized physical activity in their classrooms. Researchers are reporting improved student academic test results following physical activity sessions, however, classroom teachers are challenged...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Kura Publishing
2017-09-01
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| Series: | International Electronic Journal of Elementary Education |
| Subjects: | |
| Online Access: | https://iejee.com/index.php/IEJEE/article/view/299/291 |
| _version_ | 1828028248477401088 |
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| author | Christine A. Foran Cynthia Mannion Gayle Rutherford |
| author_facet | Christine A. Foran Cynthia Mannion Gayle Rutherford |
| author_sort | Christine A. Foran |
| collection | DOAJ |
| description | The aim of our study was to explore the perceptions of elementary teachers who routinely prioritized physical activity in their classrooms. Researchers are reporting improved student academic test results following physical activity sessions, however, classroom teachers are challenged in balancing curricular and other expectations. Hence, teachers who voluntarily implement physical activity have views that are unique and important for promoting the practice to others. We interviewed seven teachers from grades 1-6, using the qualitative constructivist approach to grounded theory qualitative research. Teachers valued physical activity because it enhanced their students’ focus on classroom activities. Common attributes amongst the teachers were active lifestyles, previous employment experiencesusing physical activity, and a pedagogical approach prioritizing physical activity throughout the day. Additionally, the teachers perceived that belonging to schools with a culture of movement was important. Teachers view physical activity as a teaching asset when they perceive a positive impact on their students’ ability to focus. Specific teacher attributes and a school environment that embraces physical activity may predispose teachers to these views, and represent areas that should be further explored. Pre-service courses could be one way to provide teachers with experience and a repertoire of easy physical activities. |
| first_indexed | 2024-04-10T13:50:06Z |
| format | Article |
| id | doaj.art-a0457adca2d14a1da1bc7db501612b1e |
| institution | Directory Open Access Journal |
| issn | 1307-9298 1307-9298 |
| language | English |
| last_indexed | 2024-04-10T13:50:06Z |
| publishDate | 2017-09-01 |
| publisher | Kura Publishing |
| record_format | Article |
| series | International Electronic Journal of Elementary Education |
| spelling | doaj.art-a0457adca2d14a1da1bc7db501612b1e2023-02-15T16:10:47ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982017-09-01101616910.26822/iejee.2017131887Focusing elementary students with active classrooms: exploring teachers’ perceptions of self-initiated practicesChristine A. Foran0Cynthia Mannion1Gayle Rutherford2University of CalgaryUniversity of CalgaryUniversity of CalgaryThe aim of our study was to explore the perceptions of elementary teachers who routinely prioritized physical activity in their classrooms. Researchers are reporting improved student academic test results following physical activity sessions, however, classroom teachers are challenged in balancing curricular and other expectations. Hence, teachers who voluntarily implement physical activity have views that are unique and important for promoting the practice to others. We interviewed seven teachers from grades 1-6, using the qualitative constructivist approach to grounded theory qualitative research. Teachers valued physical activity because it enhanced their students’ focus on classroom activities. Common attributes amongst the teachers were active lifestyles, previous employment experiencesusing physical activity, and a pedagogical approach prioritizing physical activity throughout the day. Additionally, the teachers perceived that belonging to schools with a culture of movement was important. Teachers view physical activity as a teaching asset when they perceive a positive impact on their students’ ability to focus. Specific teacher attributes and a school environment that embraces physical activity may predispose teachers to these views, and represent areas that should be further explored. Pre-service courses could be one way to provide teachers with experience and a repertoire of easy physical activities.https://iejee.com/index.php/IEJEE/article/view/299/291Physical activityfocusteachersperceptionsculture |
| spellingShingle | Christine A. Foran Cynthia Mannion Gayle Rutherford Focusing elementary students with active classrooms: exploring teachers’ perceptions of self-initiated practices International Electronic Journal of Elementary Education Physical activity focus teachers perceptions culture |
| title | Focusing elementary students with active classrooms: exploring teachers’ perceptions of self-initiated practices |
| title_full | Focusing elementary students with active classrooms: exploring teachers’ perceptions of self-initiated practices |
| title_fullStr | Focusing elementary students with active classrooms: exploring teachers’ perceptions of self-initiated practices |
| title_full_unstemmed | Focusing elementary students with active classrooms: exploring teachers’ perceptions of self-initiated practices |
| title_short | Focusing elementary students with active classrooms: exploring teachers’ perceptions of self-initiated practices |
| title_sort | focusing elementary students with active classrooms exploring teachers perceptions of self initiated practices |
| topic | Physical activity focus teachers perceptions culture |
| url | https://iejee.com/index.php/IEJEE/article/view/299/291 |
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