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Title: Teacher perceptions on the delivery and implementation of movement integration strategies: The CLASS PAL (Physically Active Learning) Programme
Authors: Routen, Ash C.
Johnston, Julie P.
Glazebrook, Cris
Sherar, Lauren B.
Keywords: Qualitative
Interviews
Teachers
Classroom
Physical activity
Sedentary behaviour
Primary School
Children
Issue Date: 2018
Publisher: © Elsevier
Citation: ROUTEN, A.C. ... et al, 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.
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.
Description: This paper is closed access until 19 September 2019.
Sponsor: This work was supported by a project grant from the National Institute for Health Research Collaboration for Leadership in Applied Health Research and Care East Midlands (CLAHRC EM).
Version: Accepted for publication
DOI: 10.1016/j.ijer.2018.01.003
URI: https://dspace.lboro.ac.uk/2134/28365
Publisher Link: https://doi.org/10.1016/j.ijer.2018.01.003
ISSN: 0883-0355
Appears in Collections:Closed Access (Sport, Exercise and Health Sciences)

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