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Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence

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 impro...

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Autores principales: Daly-Smith, Andrew, Morris, Jade L., Norris, Emma, Williams, Toni L., Archbold, Victoria, Kallio, Jouni, Tammelin, Tuija H., Singh, Amika, Mota, Jorge, von Seelen, Jesper, Pesce, Caterina, Salmon, Jo, McKay, Heather, Bartholomew, John, Resaland, Geir Kare
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8605507/
https://www.ncbi.nlm.nih.gov/pubmed/34801039
http://dx.doi.org/10.1186/s12966-021-01221-9
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author Daly-Smith, Andrew
Morris, Jade L.
Norris, Emma
Williams, Toni L.
Archbold, Victoria
Kallio, Jouni
Tammelin, Tuija H.
Singh, Amika
Mota, Jorge
von Seelen, Jesper
Pesce, Caterina
Salmon, Jo
McKay, Heather
Bartholomew, John
Resaland, Geir Kare
author_facet Daly-Smith, Andrew
Morris, Jade L.
Norris, Emma
Williams, Toni L.
Archbold, Victoria
Kallio, Jouni
Tammelin, Tuija H.
Singh, Amika
Mota, Jorge
von Seelen, Jesper
Pesce, Caterina
Salmon, Jo
McKay, Heather
Bartholomew, John
Resaland, Geir Kare
author_sort Daly-Smith, Andrew
collection PubMed
description 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. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12966-021-01221-9.
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spelling pubmed-86055072021-11-22 Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence Daly-Smith, Andrew Morris, Jade L. Norris, Emma Williams, Toni L. Archbold, Victoria Kallio, Jouni Tammelin, Tuija H. Singh, Amika Mota, Jorge von Seelen, Jesper Pesce, Caterina Salmon, Jo McKay, Heather Bartholomew, John Resaland, Geir Kare Int J Behav Nutr Phys Act Research 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. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12966-021-01221-9. BioMed Central 2021-11-20 /pmc/articles/PMC8605507/ /pubmed/34801039 http://dx.doi.org/10.1186/s12966-021-01221-9 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Daly-Smith, Andrew
Morris, Jade L.
Norris, Emma
Williams, Toni L.
Archbold, Victoria
Kallio, Jouni
Tammelin, Tuija H.
Singh, Amika
Mota, Jorge
von Seelen, Jesper
Pesce, Caterina
Salmon, Jo
McKay, Heather
Bartholomew, John
Resaland, Geir Kare
Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
title Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
title_full Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
title_fullStr Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
title_full_unstemmed Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
title_short Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
title_sort behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8605507/
https://www.ncbi.nlm.nih.gov/pubmed/34801039
http://dx.doi.org/10.1186/s12966-021-01221-9
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