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Teachers' Perceptions on Integrating...

Stanley, Kim.

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Teachers' Perceptions on Integrating Physical Activity into the Classroom Curriculum: A Qualitative Exploratory Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Perceptions on Integrating Physical Activity into the Classroom Curriculum: A Qualitative Exploratory Case Study./
Author:	Stanley, Kim.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	129 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
Contained By:	Dissertations Abstracts International82-09A.
Subject:	Physical education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28259058
ISBN:	9798582522195

Teachers' Perceptions on Integrating Physical Activity into the Classroom Curriculum: A Qualitative Exploratory Case Study.
Stanley, Kim.

Teachers' Perceptions on Integrating Physical Activity into the Classroom Curriculum: A Qualitative Exploratory Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 129 p.

Source: Dissertations Abstracts International, Volume: 82-09, Section: A.

Thesis (Ed.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

Basic biology supports the link between physical activity and learning. Oxygen is vital for brain functioning and the improved blood flow increases the amount of oxygen carried to the brain. Physical activity is an excellent way to increase blood flow, therefore oxygen to the brain. Children and adolescents spend the majority of their day in school settings. Physical activity guidelines for Americans suggest that children and adolescents get at least 60 minutes of physical activity daily for overall health benefits. Schools have the potential to provide children with opportunities to engage in physical activity throughout the day. The purpose of this qualitative research using an exploratory case study was to explore teachers' perceptions of the effects of integrating physical activity into the classroom curriculum. The population for this study included first and sixth-grade core curriculum teachers from local urban elementary/middle schools. A purposive sampling technique was utilized. The data collection process included an invitation email that was sent out to targeted first- and sixth-grade core curricula teachers (English, reading, math, science, and social studies). After consent to participate in the study, a survey was sent via email. The survey questions were pulled from the validated Movement Survey. After completion of the survey, an invite to the semi-structured interview was scheduled. Results of the study revealed that teachers believe that there are definite benefits to integrating physical activity into the classroom, but often have issues in implementing. Further research would benefit from replicating this one, however, using different sampling methods so that teachers from different demographics, and different socioeconomic status, as well as teachers who had different experiences of the integration of physical activity in the classroom, could participate in the study.

ISBN: 9798582522195Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

Classroom-based physical activity

Teachers' Perceptions on Integrating Physical Activity into the Classroom Curriculum: A Qualitative Exploratory Case Study.
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520 $a Basic biology supports the link between physical activity and learning. Oxygen is vital for brain functioning and the improved blood flow increases the amount of oxygen carried to the brain. Physical activity is an excellent way to increase blood flow, therefore oxygen to the brain. Children and adolescents spend the majority of their day in school settings. Physical activity guidelines for Americans suggest that children and adolescents get at least 60 minutes of physical activity daily for overall health benefits. Schools have the potential to provide children with opportunities to engage in physical activity throughout the day. The purpose of this qualitative research using an exploratory case study was to explore teachers' perceptions of the effects of integrating physical activity into the classroom curriculum. The population for this study included first and sixth-grade core curriculum teachers from local urban elementary/middle schools. A purposive sampling technique was utilized. The data collection process included an invitation email that was sent out to targeted first- and sixth-grade core curricula teachers (English, reading, math, science, and social studies). After consent to participate in the study, a survey was sent via email. The survey questions were pulled from the validated Movement Survey. After completion of the survey, an invite to the semi-structured interview was scheduled. Results of the study revealed that teachers believe that there are definite benefits to integrating physical activity into the classroom, but often have issues in implementing. Further research would benefit from replicating this one, however, using different sampling methods so that teachers from different demographics, and different socioeconomic status, as well as teachers who had different experiences of the integration of physical activity in the classroom, could participate in the study.
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