Just Dance? Teachers Perspectives on Implementing a Daily Classroom Physical Activity Break

Abstract

ABSTRACT A regular short physical activity break in the classroom may improve classroom behavior. The current study reports on the results of the implementation of a daily 10-min Just Dance break in the classroom. A total of 31 Dutch primary school teachers agreed to participate in the study. We collected data on the frequency of the use of the Just Dance breaks via an online registration system. Data on the long-term barriers and facilitators of the implementation were collected using two online questionnaires. In addition, we held five interviews with teachers to elucidate data on barriers and facilitators. The results show that none of the teachers maintained the Just Dance breaks on a daily basis, and only 19% (n = 6) of the teachers on a weekly basis (i.e., one to three times a week). According to all participating teachers, a lack of time was the primary barrier to implement Just Dance breaks on a daily basis. Teachers who did not maintain Just Dance breaks on a weekly basis also experienced difficulties in 1) keeping all pupils engaged during the full 10-min Just Dance break or 2) getting the pupils focused again after the Just Dance break. Teachers who maintained the Just Dance breaks on a weekly basis provided several practical recommendations for a more sustainable implementation process. This study shows that the implementation process of daily Just Dance breaks is challenging. We recommend providing teachers with professional support when implementing physical activity breaks in their daily program.