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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8432
Title: “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
Authors: Van den Berg, Vera
Salimi, Rosanne
De Groot, Renate
Jolles, Jelle
Chinapaw, Mai
Singh, Amika
Keywords: physical activity
academic performance
school setting
feasibility
perceptions teachers
perceptions principals
intervention development
interviews
qualitative research
Issue Date: 30-Sep-2017
Publisher: International Journal of Environmental Research and Public Health
Citation: Van den Berg, V., Salimi, R., De Groot, R. H. M., Jolles, J., Chinapaw, M. J. M., & Singh, A. S. (2017). “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. International Journal of Environmental Research and Public Health, 14(10), 1160.
Abstract: 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
URI: http://hdl.handle.net/1820/8432
Appears in Collections:1. FEEEL Publications, books and conference papers

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