Teachers' Perceptions and Implementation of Classroom Physical Activity Breaks

• In Event: Research on Learning and Instruction in Physical Education Poster Session

Abstract

The purpose of this study was to understand how classroom physical activity (PA) breaks are perceived and implemented in schools when common barriers are removed, and understand how utilization of classroom PA breaks relates to school-centered social ecological frameworks like the whole school, whole community whole child model. Fifteen teachers, two principals, and two professional development leaders completed semi-structured interviews. Three main themes focused on teacher knowledge, collaborative learning, and policy emerged across the theoretical levels. Results indicated that when barriers such as time, resources and support were diminished, teachers and administrators implemented daily classroom PA breaks consistently and expressed value for the benefits experienced by students and the school as a whole.

Authors

• Jeanne M. Barcelona, Wayne State University

• Erin Elizabeth Centeio, University of Hawaii - Manoa

• Sharon Phillips, Hofstra University

• Dara Gleeson, Hofstra University

• Kevin Mercier, Adelphi University

• John Foley, Cortland – SUNY

• Kelly Simonton

• Alex Garn, Louisiana State University