Physical Activity--Academic Achievement: Student and Teacher Perspectives on the "New" Nexus

Autor/inn/en	Macdonald, Doune; Abbott, Rebecca; lisahunter; Hay, Peter; McCuaig, Louise
Titel	Physical Activity--Academic Achievement: Student and Teacher Perspectives on the "New" Nexus
Quelle	In: Physical Education and Sport Pedagogy, 19 (2014) 4, S.436-449 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2013.769510
Schlagwörter	Physical Activities; Academic Achievement; Student Attitudes; Teacher Attitudes; Health Related Fitness; Qualitative Research; Intervention; Elementary School Students; Elementary School Teachers; Grade 5; Interviews; Naturalistic Observation; Administrator Attitudes; Foreign Countries; Program Implementation; Focus Groups; Participant Satisfaction; Australia + Suchen Sie Ihr Suchwort? Schulleistung; Schülerverhalten; Lehrerverhalten; Gesundheitssport; Gesundheitstraining; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; Interviewing; Interviewtechnik; Naturbeobachtung; Ausland; Australien
Abstract	Background: The association between physical activity/fitness with cognitive and academic functioning has become a topic of considerable research interest. Increasingly, schooling systems are being expected to respond to these relationships through curricular and extra-curricular interventions. Purpose: This paper reports on the qualitative findings of the impact of the Active Kids Active Minds (AKAM) intervention that included one hour of moderate to vigorous daily physical activity for the promotion of learning in a regional primary school in Australia. It gives student and teacher voice to the corpus of literature on physical activity and academic performance intervention studies that are gaining momentum in the bid to justify and promote forms of school-based physical activity. Participants: Twelve Year 5 students, their classroom teachers, and the school principal's perspectives are shared in this paper. They were key informants from 107 students and 5 teachers who participated in the intervention. Data collection: Students, their classroom teachers, and the school principal were interviewed individually or in groups by a member of the research team. Researcher field observations, along with a diary kept by the dedicated AKAM teacher, were used to interrogate the complexity and pragmatics of both delivering the intervention and succeeding in the intervention. Data analysis: Transcribed interviews were reviewed independently by the authors for recurring themes. Field observations and the AKAM teacher diary were used to triangulate interview data. Findings: Data suggested that the intervention group benefited from and welcomed the additional daily physical activity when it offered high time-on-task, fun, and reflected students' interests. The intervention design with a dedicated physical activity leader and professional development support seemingly promoted teachers' confidence and enthusiasm. Conclusions: While this intervention was designed to complement physical education, we raise questions about how physical activity in schools may be channelled towards a new wave of instrumental outcomes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10