Next Article in Journal
Concentration Levels, Pollution Characteristics and Potential Ecological Risk of Dust Heavy Metals in the Metropolitan Area of Beijing, China
Next Article in Special Issue
Environmental Influences on Physical Activity among Rural Adults in Montana, United States: Views from Built Environment Audits, Resident Focus Groups, and Key Informant Interviews
Previous Article in Journal
The Monetary Valuation of Lifetime Health Improvement and Life Expectancy Gains in Turkey
Previous Article in Special Issue
Neighbourhood Environmental Attributes Associated with Walking in South Australian Adults: Differences between Urban and Rural Areas
Article

“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

1
Department of Public and Occupational Health, the Amsterdam Public Health Research Institute, VU University Medical Center, 1081 HV Amsterdam, The Netherlands
2
Welten Institute—Research Centre for Learning, Teaching and Technology, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands
3
Department of Complex Genetics, School for Nutrition, Toxicology and Metabolism/Faculty of Health, Medicine and Life Sciences, Maastricht University, 6211 LK Maastricht, The Netherlands
4
Centre for Brain and Learning, Faculty of Psychology and Education, LEARN! Institute, VU University Amsterdam, 1081 HV Amsterdam, The Netherlands
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2017, 14(10), 1160; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph14101160
Received: 28 August 2017 / Revised: 27 September 2017 / Accepted: 28 September 2017 / Published: 30 September 2017
(This article belongs to the Special Issue Social and Environmental Influences on Physical Activity Behaviours)
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. View Full-Text
Keywords: physical activity; academic performance; school setting; feasibility; perceptions teachers; perceptions principals; intervention development; interviews; qualitative research physical activity; academic performance; school setting; feasibility; perceptions teachers; perceptions principals; intervention development; interviews; qualitative research
Show Figures

Figure 1

MDPI and ACS Style

Van den Berg, V.; Salimi, R.; De Groot, R.H.M.; Jolles, J.; Chinapaw, M.J.M.; Singh, A.S. “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. Int. J. Environ. Res. Public Health 2017, 14, 1160. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph14101160

AMA Style

Van den Berg V, Salimi R, De Groot RHM, Jolles J, Chinapaw MJM, Singh AS. “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. 2017; 14(10):1160. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph14101160

Chicago/Turabian Style

Van den Berg, Vera, Rosanne Salimi, Renate H.M. De Groot, Jelle Jolles, Mai J.M. Chinapaw, and Amika S. Singh. 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, no. 10: 1160. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph14101160

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop