“It Makes you Fly to the Moon” - Stakeholder Perceptions of Physical Activity in the School Environment

Jaimie M Mcmullen,Jennifer M Krause,Katie Hodgin,Russell L Carson,Brian Dauenhauer

doi:10.21601/ejeph/9372

Abstract

Children are not achieving recommended levels of physical activity (PA), and a comprehensive school PA program (CSPAP) has been suggested as a way to address this within the school environment (CDC, 2017). Purpose: The purpose of this study, was to explore multiple stakeholders’ perceptions (i.e., students, teachers, principal) of PA in the school environment. Method: Semi-structured interviews were conducted; students in Kindergarten through grade two (N = 31) participated in focus group interviews, while teachers (N = 9) and the principal (N = 1) participated in individual interviews. Data were analyzed inductively using open and axial coding (Corbin & Strauss, 2008). Results: Teachers and the principal had favorable perceptions of PA in school, identified barriers and needed supports (teachers). Students liked PA, believed it was good for them, and wanted more PA opportunities at school. Conclusion: These results provide multi-level stakeholder support for PA promotion within the school environment; and are important to consider within the CSPAP framework.

Highlights

As an environment, schools have the potential to substantially influence the healthy development of children, including their participation in a physically active lifestyle (Centers for Disease Control and Prevention [CDC], 2017; Lu and Montague, 2016)
Increased physical activity (PA) is associated with both physical (U.S Department of Health and Human Services [USDHHS], 2018) and academic benefits (Sullivan, Kuzel, Vaandering, and Chen, 2017) for children; PA promotion within the school environment is a worthwhile public health effort that is aligned with a wholechild approach to education (Weissman and Hendrick, 2013)
We focus mostly on the “during” school component of a comprehensive school physical activity program (CSPAP) - considering the role of PA outside of the physical education environment, such as in the classroom

Summary

Introduction

Schools have the potential to substantially influence the healthy development of children, including their participation in a physically active lifestyle (Centers for Disease Control and Prevention [CDC], 2017; Lu and Montague, 2016). Increased physical activity (PA) is associated with both physical (U.S Department of Health and Human Services [USDHHS], 2018) and academic benefits (Sullivan, Kuzel, Vaandering, and Chen, 2017) for children; PA promotion within the school environment is a worthwhile public health effort that is aligned with a wholechild approach to education (Weissman and Hendrick, 2013). In an effort to change this trend, a comprehensive school physical activity program (CSPAP) is recommended (CDC, 2017); a CSPAP should include quality physical education, opportunities for PA participation before, during, and after school, staff involvement, and engagement of family as well as the community (CDC, 2017)

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Discussion

Conclusion