TY - JOUR
T1 - “Go beyond your own comfort zone and challenge yourself”
T2 - A comparison on the use of physically active learning in Norway, the Netherlands and the UK
AU - Chalkley, Anna E.
AU - Mandelid, Mathias B.
AU - Thurston, Miranda
AU - Daly-Smith, Andrew
AU - Singh, Amika
AU - Huiberts, Irma
AU - Archbold, Victoria S. J.
AU - Resaland, Geir K.
AU - Tjomsland, Hege E.
N1 - Funding Information: The authors of this manuscript were supported and funded by the European Union ERASMUS + Strategic Partnership Fund as part of the Activating Classroom Teachers project, ACTivate (Grant no 2019-1-N001-KA203-063024 ). The funders had no role in the study design, data, analysis and interpretation or preparation of the manuscript. Funding Information: Although financial support was not perceived as a necessity to facilitate PAL, the UK teachers also spoke of the opportunity associated with funding available to support school PA as part of the UK's Childhood Obesity Strategy (Department of Health, 2016). It was thought that this might influence teachers in some schools, particularly those new to PAL or those which had previously been reluctant, to try it. Publisher Copyright: © 2022 The Authors
PY - 2022/10/1
Y1 - 2022/10/1
N2 - The adoption of physically active learning (PAL) in schools is becoming more widespread. To understand how PAL is being used in different countries and explore if and how methods and strategies differ, this paper draws cross-national comparisons in primary school teachers' use of PAL. Thirteen focus groups were conducted with 54 teachers from Norway, the Netherlands and the UK. Four themes were identified using thematic analysis: 1) teachers' values and beliefs about PAL; 2) influence of school context; 3) influence of the national policy context and; 4) managing teacher dissonance when using PAL. Use of PAL was related to teachers' values and beliefs and the degree to which these aligned with the context of the school and the wider educational system. The findings underline the importance of addressing teachers’ competence, opportunity and agency to use PAL in different contexts.
AB - The adoption of physically active learning (PAL) in schools is becoming more widespread. To understand how PAL is being used in different countries and explore if and how methods and strategies differ, this paper draws cross-national comparisons in primary school teachers' use of PAL. Thirteen focus groups were conducted with 54 teachers from Norway, the Netherlands and the UK. Four themes were identified using thematic analysis: 1) teachers' values and beliefs about PAL; 2) influence of school context; 3) influence of the national policy context and; 4) managing teacher dissonance when using PAL. Use of PAL was related to teachers' values and beliefs and the degree to which these aligned with the context of the school and the wider educational system. The findings underline the importance of addressing teachers’ competence, opportunity and agency to use PAL in different contexts.
KW - Classroom-based physical activity
KW - Pedagogy
KW - Physically active learning
KW - School-based physical activity
KW - Teacher agency
UR - http://www.scopus.com/inward/record.url?scp=85134312785&partnerID=8YFLogxK
U2 - https://doi.org/10.1016/j.tate.2022.103825
DO - https://doi.org/10.1016/j.tate.2022.103825
M3 - Article
SN - 0742-051X
VL - 118
JO - TEACHING AND TEACHER EDUCATION
JF - TEACHING AND TEACHER EDUCATION
M1 - 103825
ER -