Abstract

The purpose of this study was to explore classroom teachers’ perceptions in providing physical activity breaks during their regular lessons in their classrooms. Twenty-two randomly selected school teachers (6 men and 16 women) from public urban elementary schools participated in this study. Data collection took place in the participating school settings during regular school time and included 30-minute semi-structured interviews, teachers’ reflective journals and field notes taken for classroom facilities, number of students in each class, available space in each class, etc. Data were analyzed inductively by conducting a systematic search for similar patterns that occurred across the collected data. According to the results, teachers identified barriers to implementation of activity breaks, such as a) had a hard time for class management when movement activities were included, b) did not have a minimum repertoire of activities to implement in class, c) had limited pedagogical knowledge in implementing the activity breaks, d) had difficulties in re-starting the class, e) had a limitation of time, due to the additional workload, beyond their regular teaching load in class and other school responsibilities and f) had limited space to implement physical activity breaks in the classroom. As far as the content, results showed that teachers prefer activity breaks relevant to the lesson, enjoyable to students, or waking up students to attend the rest of the lesson effectively. These findings may have practical implications regarding physical education teacher education and professional development for classroom teachers.

Keywords

Activity breaks, Classroom teachers, Elementary school, Obesity,

References

  1. T. D. Synder, & S.A. Dillow, (2012). Digest of education statistics 2011 (NCES2012-001). Washington, DC: National Center for Education Statistics, Institute of Education Statistics, US Department of Education. Retrieved from: https://nces.ed.gov/pubs2012/2012001.pdf
  2. R.A. Abbott, L.M. Straker, & E.S. Mathiassen, Patterning of children’s sedentary time at and away from school, Obesity, 21 (2013) 131-133.
  3. A. Watson, A. Timperio, H. Brown, & K.D. Hesketh, Process evaluation of a classroom active break (ACTI-BREAK) program for improving academic-related and physical activity outcomes for students in years 3 and 4, BMC Public Health, 19 (2019) 633.
  4. G. Joseph, M. Genakritis, P. Vezyrides, & A. Samoutis, Interventions for Childhood Obesity Controls in Cyprus: An analysis and evaluation of programmes and protocols, International Journal of Caring Sciences, 6(2) (2013) 146-169.
  5. C. Lazarou, D.B. Panagiotakos, A.L. Matalas, Children’s Adherence to the Mediterranean diet in Cyprus: The CYKIDS study, Public Health Nutrition, 12(7) (2010) 991-1000.
  6. K.C. Graber, L.F. Locke, D. Lambdin, & M.A. Solmon, The landscape of elementary school physical education, The Elementary School Journal, 108(3) (2008) 151-159.
  7. D. Kirk, Physical education, youth sport and lifelong participation: The importance of early learning experiences, European Physical Education Review, 11(3) (2005) 239-255.
  8. P. Constantinides, & S. Silverman, Cypriot elementary students attitudes towards physical education, Journal of Teaching in Physical Education, 37 (2018) 69-77.
  9. P. Constantinides, Differences in physical activity levels among students that are taught by physical education teachers and classroom teachers, Exercise & Society, 52 (2011) 7-14.
  10. P. Constantinides, Perceptions of elementary obese students about their experiences in physical education, Physical Education & Sport, 32(3) (2013) 89-102.
  11. J. Mandigo, Presenting the evidence: Quality physical education for Canadian children and youth position statement by Physical & Health Education Canada, PHENex Journal, 2(1) (2010).
  12. P. Constantinides, R. Montalvo, & S. Silverman, Teaching processes in elementary physical education classes taught by specialists and nonspecialists, Teaching and Teacher Education, 36 (2013) 68–76.
  13. P. Constantinides, (2019). Perceptions of elementary teachers for the use of activity breaks in the classroom. Paper presented at the 20th National Conference of the Physical Education Teachers’ Association of Northern Greece. Thessaloniki, Greece.
  14. M. Parks, M. Solmon, & A. Lee, Understanding classroom teachers’ perceptions of integrating physical activity: A collective efficacy perspective, Journal of Research in Childhood Education, 21(3) (2007) 316–328.
  15. I. Rovegno, Theoretical perspectives on knowledge and learning and a student teacher’s pedagogical content knowledge of dividing and sequencing subject matter, Journal of Teaching in Physical Education, 14 (1995) 284–304.
  16. I. Rovegno, The development of in-service teachers’ knowledge of a constructivist approach to physical education: Teaching beyond activities, Research Quarterly for Exercise and Sport, 69 (1998) 147–162.
  17. I. Rovegno, (2003). Teachers‘ knowledge construction, in S. Silverman & C. Ennis (Eds.), Student learning in physical education: Applying research to enhance instruction (pp. 295–310). Champaign, IL: Human Kinetics.
  18. P. Constantinides, (2015). Preservice teachers’ planning and teaching elementary physical education. Can we bridge the gap? Paper presented at the 18th International Conference of the Physical Education Teachers’ Association of Northern Greece. Thessaloniki, Greece
  19. P. Constantinides, Increase in elementary students’ physical activity levels: The use of activity breaks, IOSR Journal of Sports and Physical Education, 7(1) (2020) 23-30.
  20. D. Dinkel, J.M. Lee, & C. Schaffer, Examining the knowledge and the capacity of elementary teachers to implement classroom physical activity breaks, International Electronic Journal of Physical Education, 9 (1) (2016) 182-196. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1126711.pdf
  21. J. McMullen, P. Kulinna, & D. Cothran, Physical Activity Opportunities During the School Day: Classroom Teachers’ Perceptions of Using Activity Breaks in the Classroom, Journal of Teaching in Physical Education, 33 (2014) 511-527.
  22. P.H. Kulinna, M. Stylianou, K. Lorenz, J. Martin, M. Hodges, & J. Houston, (2013). Using social cognitive theories to investigate teacher behavior change in integrating physical activity breaks. Paper presented at the American Educational Research Association 2013 annual meeting, San Francisco, California, April.
  23. K.R. Evenson, K. Ballard, G. Lee, & A. Ammerman, Implementation of a school-based state policy to increase physical activity, Journal of School Health, 79(5) (2009) 231-238.
  24. P.J. Morgan, & V. Hansen, Classroom teachers’ perceptions of the impact of barriers to teaching physical education on the quality of physical education programs, Research Quarterly for Exercise and Sport, 79(4) (2008) 506-516.
  25. D.J. Cothran, P.H. Kulinna, & A.C. Garn, Classroom teachers and physical activity integration, Teaching and Teacher Education, 26 (2010) 1381–1388.
  26. C.A. Webster, P. Caputi, M. Perrault, R. Doan, P. Doutis, & R.G. Weaver, 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 (2013) 419–440.