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dc.contributor.authorDyrstad, Sindre Mikal
dc.contributor.authorKvalø, Silje Eikanger
dc.contributor.authorAlstveit, Marianne
dc.contributor.authorSkage, Ingrid
dc.date.accessioned2018-07-05T11:13:40Z
dc.date.available2018-07-05T11:13:40Z
dc.date.created2018-06-06T14:56:33Z
dc.date.issued2018-03
dc.identifier.citationBMC Public Health. 2018, 18 322-?.nb_NO
dc.identifier.issn1471-2458
dc.identifier.urihttp://hdl.handle.net/11250/2504512
dc.description.abstractBackground To improve health and academic learning in schoolchildren, the Active School programme in Stavanger, Norway has introduced physically active academic lessons. This is a teaching method combining physical activity with academic content. The purpose of this paper was to evaluate the response to the physically active lessons and identify facilitators and barriers for implementation of such an intervention. Methods Five school leaders (principals or vice-principals), 13 teachers and 30 children from the five intervention schools were interviewed about their experiences with the 10-month intervention, which consisted of weekly minimum 2 × 45 minutes of physically active academic lessons, and the factors affecting its implementation. All interviews were transcribed and analysed using the qualitative data analysis program NVivo 10 (QSR international, London, UK). In addition, weekly teacher’s intervention delivery logs were collected and analysed. Results On average, the physically active academic lessons in 18 of the 34 weeks (53%) were reported in the teacher logs. The number of delivered physically active academic lessons covered 73% of the schools’ planned activity. Physically active lessons were well received among school leaders, teachers and children. The main facilitators for implementation of the physically active lessons were active leadership and teacher support, high self-efficacy regarding mastering the intervention, ease of organizing physically active lessons, inclusion of physically active lessons into the lesson curricula, and children’s positive reception of the intervention. The main barriers were unclear expectations, lack of knowledge and time to plan the physiclly active lessons, and the length of the physically active lessons (15–20 min lessons were preferred over the 45 min lessons). Conclusion Physically active academic lessons were considered an appropriate pedagogical method for creating positive variation, and were highly appreciated among both teachers and children. Both the principal and the teachers should be actively involved the implementation, which could be strengthened by including physical activity into the school’s strategy. Barriers for implementing physically active lessons in schools could be lowered by increasing implementation clarity and introducing the teachers to high quality and easily organized lessons.nb_NO
dc.language.isoengnb_NO
dc.publisherBioMed Centralnb_NO
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectfysisk aktivitetnb_NO
dc.subjectbarnnb_NO
dc.subjectskolenb_NO
dc.subjectaktiv skolenb_NO
dc.titlePhysically active academic lessons; Acceptance, barriers and facilitators for implementationnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.rights.holder© The Author(s)nb_NO
dc.subject.nsiVDP::Medisinske Fag: 700::Helsefag: 800::Samfunnsmedisin, sosialmedisin: 801nb_NO
dc.source.pagenumber322-?nb_NO
dc.source.volume18nb_NO
dc.source.journalBMC Public Healthnb_NO
dc.identifier.doi10.1186/s12889-018-5205-3
dc.identifier.cristin1589503
cristin.unitcode217,6,3,0
cristin.unitnameInstitutt for grunnskolelærerutdanning, idrett og spesialpedagogikk
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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