1
|
Daly-Smith A, Morris JL, Norris E, Williams TL, Archbold V, Kallio J, Tammelin TH, Singh A, Mota J, von Seelen J, Pesce C, Salmon J, McKay H, Bartholomew J, Resaland GK. Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence. Int J Behav Nutr Phys Act 2021; 18:151. [PMID: 34801039 PMCID: PMC8605507 DOI: 10.1186/s12966-021-01221-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2021] [Accepted: 10/27/2021] [Indexed: 12/11/2022] Open
Abstract
BACKGROUND Physically active learning (PAL) - integration of movement within delivery of academic content - is a core component of many whole-of-school physical activity approaches. Yet, PAL intervention methods and strategies vary and frequently are not sustained beyond formal programmes. To improve PAL training, a more comprehensive understanding of the behavioural and psychological processes that influence teachers' adoption and implementation of PAL is required. To address this, we conducted a meta-synthesis to synthesise key stakeholders' knowledge of facilitators and barriers to teachers' implementing PAL in schools to improve teacher-focussed PAL interventions in primary (elementary) schools. METHODOLOGY We conducted a meta-synthesis using a five-stage thematic synthesis approach to; develop a research purpose and aim, identify relevant articles, appraise studies for quality, develop descriptive themes and interpret and synthesise the literature. In the final stage, 14 domains from the Theoretical Domain Framework (TDF) were then aligned to the final analytical themes and subthemes. RESULTS We identified seven themes and 31 sub-themes from 25 eligible papers. Four themes summarised teacher-level factors: PAL benefits, teachers' beliefs about own capabilities, PAL teacher training, PAL delivery. One theme encompassed teacher and school-level factors: resources. Two themes reflected school and external factors that influence teachers' PAL behaviour: whole-school approach, external factors. Ten (of 14) TDF domains aligned with main themes and sub-themes: Knowledge, Skills, Social/Professional Role and Identity, Beliefs about Capabilities, Beliefs about Consequences, Reinforcement, Goals, Environmental Context and Resources, Social influences and Emotion. CONCLUSIONS Our synthesis illustrates the inherent complexity required to change and sustain teachers' PAL behaviours. Initially, teachers must receive the training, resources and support to develop the capability to implement and adapt PAL. The PAL training programme should progress as teachers' build their experience and capability; content should be 'refreshed' and become more challenging over time. Subsequently, it is imperative to engage all levels of the school community for PAL to be fully integrated into a broader school system. Adequate resources, strong leadership and governance, an engaged activated community and political will are necessary to achieve this, and may not currently exist in most schools.
Collapse
Affiliation(s)
- Andrew Daly-Smith
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway.
- Faculty of Health Studies, University of Bradford, Bradford, UK.
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, UK.
| | - Jade L Morris
- Centre for Society & Mental Health, Department of Health Services & Population Health, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Emma Norris
- Health Behaviour Change Research Group, Brunel University London, London, UK
| | - Toni L Williams
- School of Sport, Carnegie, Leeds Beckett University, Leeds, UK
- Department of Sport and Exercise Sciences, Durham University, Durham, UK
| | | | - Jouni Kallio
- LIKES Research Centre for Physical Activity and Health, Jyväskylä, Finland
| | - Tuija H Tammelin
- LIKES Research Centre for Physical Activity and Health, Jyväskylä, Finland
| | - Amika Singh
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
- Mulier Instituut, Utrecht, The Netherlands
| | - Jorge Mota
- Research Center in Physical Activity, Health and Leisure, Faculty of Sport, University of Porto and Laboratory for Integrative and Translational Research in Population Health (ITR), Porto, Portugal
| | - Jesper von Seelen
- Department for Research and Development, University College South Denmark, Haderslev, Denmark
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome "Foro Italico", Rome, Italy
| | - Jo Salmon
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia
| | - Heather McKay
- Centre for Hip Health and Mobility, Vancouver Coastal Health Research Centre, Vancouver, Canada
- Department of Family Practice, University of British Columbia, Vancouver, Canada
| | - John Bartholomew
- Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, USA
| | - Geir Kare Resaland
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
| |
Collapse
|
2
|
Guldager JD, von Seelen J, Andersen PT, Leppin A. Do student social background and school context affect implementation of a school-based physical activity program? Eval Program Plann 2020; 82:101844. [PMID: 32585316 DOI: 10.1016/j.evalprogplan.2020.101844] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2019] [Revised: 03/11/2020] [Accepted: 06/14/2020] [Indexed: 06/11/2023]
Abstract
This study examined the relationship between student- and school- characteristics and different implementation parameters of "Active All Year Round", a nationwide Danish school-based physical activity program. The study is based on data from multiple sources: questionnaire data from students from 16 fifth-grade school classes (n = 276) and their teachers (n = 16), in-class observations (n = 15) and register data. Predictors included the student-level characteristics of gender, family affluence, immigration background, and perception of school connectedness as well as the school-level characteristics of school size, school parental education level, school physical activity policy and school's prioritization of health promotion. Implementation was assessed by creating an implementation score from data on program psychological reach, dose delivered, dose received and fidelity. Data were analyzed by multilevel linear regression analysis. Findings indicated that the program was more easily implemented for students with higher school connectedness. To conclude, school-based health promotion programs can be improved by knowing, before the program is implemented, which factors increase the odds of better implementation.
Collapse
Affiliation(s)
- Julie Dalgaard Guldager
- Unit for Health Promotion Research, University of Southern Denmark, Niels Bohrs Vej 9-10, DK-6700, Esbjerg, Denmark; Department for Research and Development, University College South Denmark, Lembckesvej 3-7, DK-6100, Haderslev, Denmark.
| | - Jesper von Seelen
- Department for Research and Development, University College South Denmark, Lembckesvej 3-7, DK-6100, Haderslev, Denmark.
| | - Pernille Tanggaard Andersen
- Unit for Health Promotion Research, University of Southern Denmark, Niels Bohrs Vej 9-10, DK-6700, Esbjerg, Denmark.
| | - Anja Leppin
- Unit for Health Promotion Research, University of Southern Denmark, Niels Bohrs Vej 9-10, DK-6700, Esbjerg, Denmark.
| |
Collapse
|
3
|
Abstract
PurposeThe purpose of this paper is to introduce the official statement of the Fifth European Conference on Health-Promoting Schools.Design/methodology/approachThe Fifth European Conference on Health-Promoting Schools was held on 20–22 November 2019 in Moscow, Russian Federation, with over 450 participants from 40 countries. A writing group was established to prepare a draft version of the statement before the conference. On the basis of an online and offline feedback process, the opinions of the participants were collected during the conference and included in the finalisation of the statement.FindingsThe final conference statement comprises six thematic categories (values and principles; environment, climate and health; schools as part of the wider community; non-communicable diseases (NCDs); evidence base; and digital media), with a total of 23 recommendations and calls for action.Originality/valueThe recommendations and calls for action reflect current challenges for Health Promoting Schools in Europe. They are addressed to all actors in governmental, non-governmental and other organisations at international, national and regional levels involved in health promotion in schools and are to be applied for the further development of the concept.
Collapse
|
4
|
Bangsbo J, Krustrup P, Duda J, Hillman C, Andersen LB, Weiss M, Williams CA, Lintunen T, Green K, Hansen PR, Naylor PJ, Ericsson I, Nielsen G, Froberg K, Bugge A, Lundbye-Jensen J, Schipperijn J, Dagkas S, Agergaard S, von Seelen J, Østergaard C, Skovgaard T, Busch H, Elbe AM. The Copenhagen Consensus Conference 2016: children, youth, and physical activity in schools and during leisure time. Br J Sports Med 2016; 50:1177-8. [PMID: 27354718 PMCID: PMC5036221 DOI: 10.1136/bjsports-2016-096325] [Citation(s) in RCA: 66] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/10/2016] [Indexed: 11/17/2022]
Abstract
From 4 to 7 April 2016, 24 researchers from 8 countries and from a variety of academic disciplines gathered in Snekkersten, Denmark, to reach evidence-based consensus about physical activity in children and youth, that is, individuals between 6 and 18 years. Physical activity is an overarching term that consists of many structured and unstructured forms within school and out-of-school-time contexts, including organised sport, physical education, outdoor recreation, motor skill development programmes, recess, and active transportation such as biking and walking. This consensus statement presents the accord on the effects of physical activity on children's and youth's fitness, health, cognitive functioning, engagement, motivation, psychological well-being and social inclusion, as well as presenting educational and physical activity implementation strategies. The consensus was obtained through an iterative process that began with presentation of the state-of-the art in each domain followed by plenary and group discussions. Ultimately, Consensus Conference participants reached agreement on the 21-item consensus statement.
Collapse
Affiliation(s)
- Jens Bangsbo
- Department of Nutrition, Exercise and Sports (NEXS), University of Copenhagen, Copenhagen, Denmark
| | - Peter Krustrup
- Department of Nutrition, Exercise and Sports (NEXS), University of Copenhagen, Copenhagen, Denmark Sport and Health Sciences, University of Exeter, Exeter, UK
| | - Joan Duda
- School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, Birmingham, UK
| | - Charles Hillman
- Department of Kinesiology and Community Health, University of Illinois, Urbana, Illinois, USA
| | - Lars Bo Andersen
- Faculty of Teacher Education and Sport, Sogn and Fjordane University Colleage, Sogndal, Norway Department of Exercise Epidemiology, Center of Research in Childhood Health, University of Southern Denmark, Odense, Denmark
| | - Maureen Weiss
- Department of Kinesiology, University of Minnesota, Minneapolis, Minnesota, USA
| | - Craig A Williams
- Children's Health and Exercise Research Centre, Sport and Health Sciences, University of Exeter, Exeter, UK
| | - Taru Lintunen
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | | | - Peter Riis Hansen
- Department of Cardiology, Gentofte University Hospital, Hellerup, Denmark
| | - Patti-Jean Naylor
- School of Exercise Science, Physical and Heal, University of Victoria, Victoria, British Columbia, Canada
| | | | - Glen Nielsen
- Nutrition, Exercise and Sports, Copenhagen N, Denmark
| | - Karsten Froberg
- Department of Sports Science and Clinical Biomechanics, Faculty of Health Sciences, University of Southern Denmark, Odense, Denmark
| | - Anna Bugge
- Department of Sports Science and Clinical Biomechanics, Faculty of Health Sciences, University of Southern Denmark, Odense, Denmark
| | - Jesper Lundbye-Jensen
- Department of Nutrition, Exercise and Sports (NEXS), University of Copenhagen, Copenhagen, Denmark
| | - Jasper Schipperijn
- Department of Sports Science and Clinical Biomechanics, Faculty of Health Sciences, University of Southern Denmark, Odense, Denmark
| | | | - Sine Agergaard
- Department of Public Health, Section for Sports Science, Aarhus Universitet, Aarhus, Denmark
| | - Jesper von Seelen
- Department for Research and Development, UC Syddanmark, Esbjerg, Denmark
| | - Charlotte Østergaard
- Institute of School and Learning, Metropolitan University College, Frederiksberg, Denmark
| | - Thomas Skovgaard
- Department of Sports Science and Clinical Biomechanics, Faculty of Health Sciences, University of Southern Denmark, Odense, Denmark
| | - Henrik Busch
- Metropolitan University College, Copenhagen N, Denmark
| | - Anne-Marie Elbe
- Department of Nutrition, Exercise and Sports (NEXS), University of Copenhagen, Copenhagen, Denmark
| |
Collapse
|