Teacher's Reflections From Integrating Physical Activity in the Academic Classroom

Background/Purpose:

With the increasing numbers of childhood obesity and the declines in the time provided for physical education (PE), new ways to increase physical activity (PA) levels at the school environment, such as integrating PA in the academic classroom, have been emphasized by national organizations. As with any innovative method, teachers’ attitudinal reactions to the integrated PAs in the classroom, perceived barriers and future recommendations were explored. To this purpose, qualitative techniques, involving in-depth interviews and teacher logs, were used in order to identify factors that underpin a successful implementation of integrated PAs.

Method:

Fifteen teachers in the 4^th and 5^th grade from five schools used an integrated PA package, named “Move for Thought” in mathematics, language arts and science for 8 weeks on a regular basis. Upon completion of the implementation period teachers were interviewed individually or in small focus groups regarding their experiences from the integration of the academic subject with PA. An interview format with open-ended questions was used. Examples of the questions are “What did you like (or did not like) about the activities?”, “What impact did the activities have on you as a teacher?” “What challenges did you face?” and “What would you suggest to other teachers about implementing PAs in the classroom?”

Analysis/Results:

Using inductive and deductive content analysis the raw data quotations were combined into themes and dimensions. Perceived benefits and barriers were identified for both the teachers and the students, and recommendations for future implementation of classroom-based PAs emerged based on themes on instruction, management, students’ behavior, motivation and social interactions. Years of teaching experience emerged as a unique theme that had an impact on the successful implementation of the classroom-based PAs.

Conclusions:

Reflections from teachers’ experiences that integrated PA in the academic classroom are valuable in order for this innovative method to be evaluated. Identifying perceived motivational barriers and benefits can increase our understanding about successfully implementing PA in the academic classroom.