Teacher-perceived barriers and facilitators for using classroom-based physical activity: Results from a mixed methods study
ISPAH ePoster Library. Skovgaard T. Oct 15, 2018; 225354; 273
Thomas Skovgaard
Thomas Skovgaard
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Abstract Introduction:<\b>
Since 2014, it has been mandatory for all Danish state schoolteachers to integrate, on average, 45 minutes of daily physical activity (PA). In general, teachers have a positive perception of using classroom-based PA and find it beneficial for students’ health, well-being and academic performance, however barriers for fully integrating PA remain. The purpose of this study was to explore teacher-perceived barriers and facilitators for using classroom-based PA among Danish schoolteachers.Method: The study uses a mixed methods approach. A survey, asking participants to identify barriers and facilitators for using classroom-based PA on a one to five ranking scale. Five factors were selected; time, resources, competences, relevance and support. In a subsequent in-depth interview respondents were asked to elaborate on the survey findings. 206 state schoolteachers and teacher assistants across subjects, year, age, experience, and gender answered the survey. Nine teachers recruited from the survey sample were interviewed. Results:<\b>
Respondents identified time and resources as key barriers, and time and relevance as the two most important facilitators for using classroom-based PA. Results from the interviews supported the survey findings, however they also indicated that factors such as lack of support (e.g. from management and colleagues), logistics and physical space are key barriers for using classroom-based PA. Conclusion:<\b>
The findings from this study pinpoint key teacher-perceived barriers and facilitators for integrating classroom-based PA. Such findings can help frame new research questions and inform stakeholders, such as school management, decision-makers and subject advisers, on innovative ways to foster, for instance, teachers’ motivation.
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