Implementation of physically active lessons: a 2-year follow-up
Peer reviewed, Journal article
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Original versionSkage, I., Ertesvåg, S.K., Roland, P., Dyrstad, S.M. (2020) Implementation of physically active lessons: a 2-year follow-up, Evaluation and Program Planning, https://doi.org/10.1016/j.evalprogplan.2020.101874 10.1016/j.evalprogplan.2020.101874
Combining physical activity and academic content is a promising way to improve health and academic learning in schoolchildren. This paper examined the continuation of physically active lessons (PAL) in five Norwegian elementary schools, two years after a 10-month intervention period, which consisted of weekly minimum 2 x 45 min of PAL. Data were collected through semi-structured interviews with nine teachers and five school leaders. The Level of Use instrument was used to assess how the teachers integrated PAL into the school day. Two years after the intervention period, seven of nine teachers conducted PAL regularly, on average one lesson per week. Teachers’ implementation progress varied from struggling with logistics, to stable routine and creative adaption. Perceived benefits for the children, active leadership, and ongoing implementation support seem important for continuation. Introduction of PAL as a school development project, systematic planning from the onset and a gradual introduction of PAL, can be an effective strategy for continuation and long-term sustainability. In addition, the Level of Use instrument was useful to better understand which support mechanisms are needed at different stages in the implementation of PAL.