Factors Influencing the Provision of Classroom-based Physical Activity to Students in the Early Years of Primary School: A Survey of Educators

Kirstin Macdonald,Nikki Milne,Robin Orr,Rodney Pope

doi:10.1007/s10643-020-01076-y

Kirstin Macdonald, Nikki Milne + Show 2 more

Open Access

https://doi.org/10.1007/s10643-020-01076-y

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Abstract

Evidence suggests that multiple factors affect implementation of school-based physical activity interventions. This survey study examined the factors that influence the provision of classroom-based physical activity to students in the early years of primary school in Australia. A social ecological approach guided questionnaire design and analysis. A 45-item online questionnaire was administered to Australian classroom teachers and assistant, deputy and school principals working with students in Prep/Kindergarten to Year 2. Descriptive analysis determined response frequencies and content analysis was used to identify common themes in open-ended responses. The survey response rate was 22%; 34 of the 75 participants answered at least 93% of the survey questions. Barriers to providing classroom-based physical activity include: insufficient time, limited training opportunities, limited resources, educator attitudes to physical activity, and confidence. Proposed strategies to overcome barriers include the provision of training and resources to improve educator knowledge of the benefits of classroom-based physical activity for children’s health and learning, and to improve their confidence in delivering classroom-based physical activity. Creating a supportive school culture towards physical activity through implementation of whole-of-school physical activity policies is recommended. Overall, the results of this study suggest that multiple strategies, targeted at the individual (i.e., educator) and organisational (i.e., school) levels, may be necessary to enable Australian schools to overcome perceived barriers to providing physical activity opportunities to students in the early years of school during class time. Findings from this research elucidate how Australian schools may be best supported to implement classroom-based physical activity programs, as part of a whole-of-school approach to physical activity promotion.

Highlights

The benefits of participation in regular physical activity (PA) for the physical and mental health of children and adolescents is widely reported in the literature (Poitras et al 2016; World Health Organization 2017)
Findings from the present study revealed that Australian classroom teachers and assistant, deputy, and school principals perceive organisational level factors, including insufficient time and a lack of training, resources and space to be the major barriers to providing classroom-based physical activity (CBPA) to students in the early years of school
Providing students in the early years of primary school with opportunities to be active throughout the school day through the provision of CBPA programs may be one way to optimise both PA-related and education outcomes

Summary

Introduction

The benefits of participation in regular physical activity (PA) for the physical and mental health of children and adolescents is widely reported in the literature (Poitras et al 2016; World Health Organization 2017). Schools are ideally positioned to establish health-promoting environments by providing multiple opportunities for students to be active each day This may include providing PA opportunities before school, during school class time, during recess and lunch breaks; and after school, in addition to the inclusion of a regular physical education (PE) program (Centers for Disease Control and Prevention 2013; Hills et al 2015). This whole-of-school approach to PA promotion is known as a comprehensive school physical activity program (CSPAP) (Centers for Disease Control and Prevention 2013).

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