“It’s a Battle… You Want to Do It, but How Will You Get It Done?”

Teachers’ and Principals’ Perceptions of Implementing Additional Physical activity in School for Academic Performance

Datos Bibliográficos

ID17801166
AutoresVera Van Den Berg (0000-0002-6258-8482, Department of Public and Occupational Health, the Amsterdam Public Health Research Institute, VU University Medical Center, 1081 HV Amsterdam, The Netherlands), Rosanne Salimi (Department of Public and Occupational Health, the Amsterdam Public Health Research Institute, VU University Medical Center, 1081 HV Amsterdam, The Netherlands), Renate H M de Groot (0000-0002-3734-2560, Maastricht University), Jelle Jolles (Centre for Brain and Learning, Faculty of Psychology and Education, LEARN! Institute, VU University Amsterdam, 1081 HV Amsterdam, The Netherlands), Mai Chinapaw (Department of Public and Occupational Health, the Amsterdam Public Health Research Institute, VU University Medical Center, 1081 HV Amsterdam, The Netherlands), Mai J M Chinapaw (0000-0001-6259-2441), Amika Singh (0000-0001-5811-6282, Department of Public and Occupational Health, the Amsterdam Public Health Research Institute, VU University Medical Center, 1081 HV Amsterdam, The Netherlands, autor de correspondencia)
Año2017
Volumen14
Número10
Páginas1160-1160
Fecha de publicación2017-09-30
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaInternational Journal of Environmental Research and Public Health (JOURNAL)
Identificadores de la revistaISSN: 1661-7827 • E-ISSN: 1660-4601
EditorialMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph14101160
PMID28973967
OpenAlexW2759092381
IdiomaEN
Citas recibidas34
Referencias citadas34

School is an ideal setting to promote and increase physical activity (PA) in children. However, implementation of school-based PA programmes seems difficult, in particular due to schools' focus on academic performance and a lack of involvement of school staff in program development. The potential cognitive and academic benefits of PA might increase chances of successful implementation. Therefore, the aim of this qualitative study was: (1) to explore the perceptions of teachers and principals with regard to implementation of additional PA aimed at improving cognitive and academic performance, and (2) to identify characteristics of PA programmes that according to them are feasible in daily school practice. Twenty-six face-to-face semi-structured interviews were conducted with primary school teachers (grades 5 and 6) and principals in The Netherlands, and analysed using inductive content analysis. Teachers and principals expressed their willingness to implement additional PA if it benefits learning. Time constraints appeared to be a major barrier, and strongly influenced participants' perceptions of feasible PA programmes. Teachers and principals emphasised that additional PA needs to be short, executed in the classroom, and provided in "ready-to-use" materials, i.e., that require no or little preparation time (e.g., a movie clip). Future research is needed to strengthen the evidence on the effects of PA for academic purposes, and should examine the forms of PA that are both effective as well as feasible in the school setting

Battle · Mathematics education · Medical education · Perception · Physical activity · Physical therapy · Applied Psychology · Children's Physical and Motor Development · History · Inclusion and Disability in Education and Sport · Medicine · Motivation and Self-Concept in Sports · Psychology