They just need to move: Teachers' perception of classroom physical activity breaks

Authors

Danae Dinkel, University of Nebraska at OmahaFollow
Connie Schaffer, University of Nebraska at OmahaFollow
Kailey Snyder, University of Nebraska at OmahaFollow
Jung Min Lee, University of Nebraska at OmahaFollow

Author ORCID Identifier

Danae Dinkel

Document Type

Article

Publication Date

4-2017

Publication Title

Teaching and Teacher Education

Volume

63

First Page

186

Last Page

195

Abstract

The purpose of this study was to explore 1) perceptions of preschool-8th grade teachers' in regard to classroom physical activity (PA) and 2) multiple levels of factors impacting preschool-8th grade teachers' ability to implement PA into the classroom. Sixty preschool-8th grade teachers from five school districts participated in semi-structured interviews following a guide developed from constructs of the social ecological model. All teachers implemented classroom PA but had varied levels of confidence for implementation. Teachers identified barriers to implementation and requested additional classroom PA resources. Furthermore, they identified collaboration with other teachers as an underutilized resource for promotion of classroom PA.

Comments

The publisher/ final version can be found here: https://doi.org/10.1016/j.tate.2016.12.020

Recommended Citation

Dinkel, Danae; Schaffer, Connie; Snyder, Kailey; and Lee, Jung Min, "They just need to move: Teachers' perception of classroom physical activity breaks" (2017). Health and Kinesiology Faculty Publications. 38.
https://digitalcommons.unomaha.edu/hperfacpub/38