The Future of Education
Physically Active Learning in Practice: Paths to Implementation and Reception of Physically Active Learning in Schools
Duarte Nuno Farbu Pinto, Nord Universitet (Norway)
Inger Lise Valstad, Nord University (Norway)
Andrine Granheim, Nord University (Norway)
Arnfrid Marie Farbu Pinto, Department of Mental Health, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology. (Norway)
Abstract
This article aims to provide knowledge on how school management and teachers respond to and adapt to the implementation of Physically Active Learning (PAL), with a special focus on identifying the barriers and driving forces that affect this process [1]. Through the collection and analysis of qualitative data, focus group interviews of school management and teachers, the article seeks to uncover and promote strategies for integrating PAL into daily teaching, making it a natural part of the school curriculum. It places special emphasis on teachers' attitudes and experiences, arguing that their engagement is essential for successful implementation. The article also explores the role of supportive leadership as a key factor for the success of PAL initiatives. It analyzes how the structural elements of school practice can be addressed and challenged and proposes strategic approaches for policy development and realization of PAL [2]. By highlighting the participants’ experiences, the article provides insight that contributes to a more comprehensive understanding of the implementation methods for PAL.
Keywords: Implementation of Physically Active Learning (PAL), School management, Educational Adaptation Strategies, Teacher Engagement in PAL.
REFERENCES:
[1] Quarmby T, Daly-Smith A, Kime N. “You get some very archaic ideas of what teaching is … ”: primary school teachers’ perceptions of the barriers to physically active lessons. Education 3–13. 2018;1–14. Available from: https://doi.org/10.1080/03004279.2018.1437462 *.
[2] Cherian, F., & Daniel, Y. (2008). Principal Leadership in New Teacher Induction: Becoming Agents of Change. International Journal of Education Policy and Leadership, 3(2), 1-11.
[3] Daly-Smith, A., Quarmby, T., Archbold, V. S., Routen, A. C., Morris, J. L., Gammon, C., ... & Dorling, H. (2020). Implementing physically active learning: Future directions for research, policy, and practice. Journal of Sport and Health Science, 9(1), 41-49.
Chalkley, A. E., Mandelid, M. B., Thurston, M., Daly-Smith, A., Singh, A., Huiberts, I., ... & Tjomsland, H. E. (2022). “Go beyond your own comfort zone and challenge yourself”: A comparison on the use of physically active learning in Norway, the Netherlands and the UK. Teaching and Teacher Education, 118, 103825.
Norris, E., Shelton, N., Dunsmuir, S., Duke-Williams, O., & Stamatakis, E. (2015a). Physically active lessons as physical activity and educational interventions: a systematic review of methods and results. Preventive Medicine, 72, 116-125. doi:10.1016/j.ypmed.2014.12.027
Webster, C.A., Caputi, P., Perreault, M., Doan, R., Doutis, P., & Weaver, R.G. (2013). Elementary Classroom Teachers’ Adoption of Physical Activity Promotion in the Context of a Statewide Policy: An Innovation Diffusion and Socio-Ecologic Perspective. Journal of Teaching in Physical Education, 32(4), 419-440.
Webster, C.A., Russ, L., Vazou, S., Goh, T.L., & Erwin, H. (2015b). Integrating movement in academic classrooms: Understanding, applying and advancing the knowledge base. Obesity Reviews, 16, 691-701.
