Teacher perceptions on the delivery and implementation of movement integration strategies: the CLASS PAL (Physically Active Learning) Programme

Routen, A.C., Johnston, J.P. ORCID: 0000-0003-2954-5234, Glazebrook, C. and Sherar, L.B., 2018. Teacher perceptions on the delivery and implementation of movement integration strategies: the CLASS PAL (Physically Active Learning) Programme. International Journal of Educational Research, 88, pp. 48-59. ISSN 0883-0355

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Abstract

Children sit for extended periods in the school classroom. Movement integration (MI) methods (e.g. active breaks, physically active lessons) could be used to break/reduce sitting time and improve classroom behaviour and engagement. Limited evidence is available on teacher perceptions of what influences the implementation of MI. Interviewed primary school teachers reported factors perceived to influence implementation at a variety of levels including individual (e.g. teacher and pupil characteristics, time, behavioural management) and school (e.g. whole school approach; and external to school expectations). In addition suggestions for increasing adoption and implementation of MI (e.g. communicating MI initiatives to schools) were identified.

Item Type: Journal article
Publication Title: International Journal of Educational Research
Creators: Routen, A.C., Johnston, J.P., Glazebrook, C. and Sherar, L.B.
Publisher: Elsevier
Date: 2018
Volume: 88
ISSN: 0883-0355
Identifiers:
NumberType
10.1016/j.ijer.2018.01.003DOI
S0883035517312685Publisher Item Identifier
Rights: © 2018 Elsevier Ltd. All rights reserved.
Divisions: Schools > School of Science and Technology
Record created by: Linda Sullivan
Date Added: 26 Apr 2018 12:40
Last Modified: 26 Apr 2018 12:40
URI: http://irep.ntu.ac.uk/id/eprint/33353

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