Teachers' perspectives on physically active learning and student wellbeing in the Nova Scotia Active Smarter Kids Project
Bibliographic Data
| ID | 24234050 |
|---|---|
| Authors | Julie E Campbell (0000-0002-5273-9136, Dalhousie University), Sarah A Moore (0000-0003-3712-0199, Dalhousie University), Son Truong (0000-0002-4548-2977, Dalhousie University), Daniel G Rainham (Dalhousie University), Michelle R Stone (Dalhousie University) |
| Year | 2026 |
| Volume | 8 |
| Publication date | 2026-10-14 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Sports and Active Living (JOURNAL) |
| Journal identifiers | ISSN: 2624-9367 • E-ISSN: 2624-9367 |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/fspor.2026.1914074 |
| OpenAlex | W7221771668 |
| Language | EN |
| References cited | 71 |
Introduction Active Smarter Kids (ASK) is a Norwegian physically active learning (PAL) program that integrates physical activity into school lessons for students to learn while moving. In 2017, government departments in Nova Scotia (NS), Canada, partnered with ASK to adapt and implement it locally as the NS ASK Project. Since 2018, teachers in over 130 NS schools have been trained in ASK. International studies and a pilot report from NS have noted several benefits of ASK, such as increased physically active time, academic achievement, and executive function. However, a more comprehensive study of the NS ASK project has not been completed. This paper explored elementary and middle school teachers' perceptions of students' wellbeing and the implementation challenges from a PAL project from NS, Canada. Methods Ten teachers (5 elementary, 5 middle school) participated in semi-structured interviews addressing their experience conducting ASK lessons, perceived contributions to students' wellbeing, and any implementation challenges they've encountered. Data were analyzed using reflexive thematic analysis. Results Seven themes were developed: 1) Fostering belonging and relationship-building; 2) Opportunities for, and experiencing success in, physical activity; 3) The joy of learning with movement; 4) Sharpening engagement and focus; 5) Pedagogical approaches as catalysts for wellbeing; 6) ‘Running' out of resources; and 7) Navigating the status quo. Discussion The project was perceived to support many facets of students' wellbeing through its flexible, adaptable approach, enabling the meeting of different needs and abilities, and positioning it as a promising health-promoting school initiative aligned with global wellbeing frameworks. Implementation challenges, such as a lack of space and curriculum and assessment pressures, can inform efforts to rethink educational systems of similar contexts to remove barriers for PAL.
elementary and middle school teachers · health promoting schools · Nova scotia · physically active learning · program implementation challenges · Student engagement · student well-being · teacher perceptions · Physical Activity and Health · Physical Education and Pedagogy · School Health and Nursing Education
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| Highly cited | No |
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