Physical activity opportunities during the school day: Classroom teachers' perceptions of using activity breaks in the classroom

Jaimie McMullen, Pamela Kulinna, Donetta Cothran

Research output: Contribution to journalArticle

67 Scopus citations

Abstract

The purpose of this study was to explore classroom teachers' perceptions of incorporating physical activity breaks into their classroom and to determine specific features of preferred activity breaks. These perceptions are considered within the conceptual framework of Comprehensive School Physical Activity Program (CSPAP). Twelve elementary and high school classroom teachers from one Indigenous school district participated in the study. The data were collected using semistructured interviews and teachers' reflective journals and were analyzed inductively by conducting systematic searches for patterns across data types. Emergent themes included: the need for and threats to classroom control; a preference for breaks with connections to academic content; and the importance of implementation ease and student enjoyment. The findings indicated that teachers prefer activity breaks that are easy to manage, quick, academically oriented and enjoyable for students. These findings have practical implications when considering physical education teacher education and professional development that targets classroom teachers.

Original languageEnglish (US)
Pages (from-to)511-527
Number of pages17
JournalJournal of Teaching in Physical Education
Volume33
Issue number4
DOIs
StatePublished - Jan 1 2014

Keywords

  • Academic integration
  • Activity breaks
  • Classroom teachers
  • Comprehensive school physical activity program
  • Fun
  • Management

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education

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