Project

Teachers’ perceptions of implementing a Physical Activity policy

Goal: Denmark had a new school reform in 2014 and one of the big differences is that all students have to be physically active for 45 minutes each day.
The purpose of this phD-study is to explore lower secondary teachers’ perceptions and interpretations regarding the implementation of a PA policy with a focus on Movement Integration (MI).

Twelve teachers from four different schools were selected to take part in a qualitative study, in which semi-structured interviews, focus group interviews and go along observations and interviews were conducted.

Date: 1 February 2015 - 30 June 2019

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Project log

Henrik Taarsted Jørgensen
added a research item
In the context of implementing a physical activity policy as part of a national school reform in Denmark, the purpose of this study was to explore lower secondary teachers’ interpretations and perceptions of the physical activity policy with a focus on movement integration. In total, 14 teachers from four different schools were selected to take part in this qualitative study, which involved semi-structured interviews, focus group interviews, go-along observations and informal interviews. A thematic analysis framework was employed to identify and describe patterns of meaning within data. The findings showed substantial diversity among teachers’ interpretations and perceptions of movement integration, and consequently a lack of definitional clarity regarding movement integration and a possible misalignment between policy and practice. Teachers’ perceptions and interpretations of movement integration were influenced by other and more prioritised policies and discourses regarding academic achievement, as well as by intrapersonal, interpersonal and institutional factors. The findings also suggested a lack of support and collaboration within the school and provided insights into the strengths and weaknesses associated with the autonomy afforded in the Danish school reform.
Henrik Taarsted Jørgensen
added 2 research items
Implementeringen af den ny skolereform inkluderer 45 minutters daglig motion og bevægelse for alle elever. Formålet med artiklen er at præsentere en oversigt over eksisterende videnskabelige studier, der har undersøgt faktorer, som påvirker læreres oplevelse af og villighed til at implementere motion og bevægelse. Vi har søgt i 6 databaser (2000-2016) og inkluderet 24 studier. Vi har brugt en socio-økologisk model i præsentationen af resultaterne og Rogers’ diffusion of innovation teori i diskussionen af hæmmende og fremmende faktorer. Mangel på tid som følge af akademisk pres, og mangel på viden, kompetencer og support er blandt de hæmmende faktorer.
Motion og bevægelse i skolen handler om, hvordan skolens pædagogiske personale pædagogisk og didaktisk kan arbejde med motion og bevægelse på et forskningsmæssigt grundlag. Bogen præsenterer det videnskabelige grundlag, der ligger til grund for at indføre motion og bevægelse i skolen, samt erfaringer med at implementere forandringerne. Artiklerne giver et bidrag til at udfylde det videnshul, der er mellem praktiske motions- og bevægelsesaktiviteter og forskningsbaseret viden derom. Antologiens første del består af artikler, som afdækker og udspringer af hver sit argument for, hvorfor eleverne skal have motion og bevægelse i skolen. Et lærings-, et dannelses-, et trivsels- og et sundhedsargument. Anden del af antologien består af 8 tematiske artikler, der konkret udfolder og diskuterer forhold som lærer- og pædagogrollen i skolen, motivation, inklusion, trivsel, udfordringer, som knytter sig særligt til udskolingen, udeskole og outdoor, udfordringer og muligheder i forbindelse med implementeringen af forandringer i skolen samt et bud på, hvordan bevægelse i skolen kan forstås som eksistentielt meningsfuldt. Motion og bevægelse i skolen henvender sig til lærerstuderende og til de mange lærere og pædagoger, der arbejder med at implementere motion og bevægelse i skolerne.
Henrik Taarsted Jørgensen
added a project goal
Denmark had a new school reform in 2014 and one of the big differences is that all students have to be physically active for 45 minutes each day.
The purpose of this phD-study is to explore lower secondary teachers’ perceptions and interpretations regarding the implementation of a PA policy with a focus on Movement Integration (MI).
Twelve teachers from four different schools were selected to take part in a qualitative study, in which semi-structured interviews, focus group interviews and go along observations and interviews were conducted.
 
Henrik Taarsted Jørgensen
added an update
Project goal
Denmark had a new school reform in 2014 and one of the big differences is that all students have to be physically active for 45 minutes each day.
This PhD-study is about how teachers perceive this change. How do teachers understand the concept of physical activity and movement during lessons and school day? How willing are teachers to integrate movement into classroom? And what seems to affect teachers’ willingness to integrate movement into classroom and to teach physical activities? The study is focusing on teachers who teach secondary classes.
It is qualitative study collecting data through interviews and observations from four schools. The Study began in Feb. 2015 and ends Jan. 2019.
Background and motivation
Denmark had a new school reform in 2014 and one of the big differences is that all students have to be physically active for 45 minutes each day. Physical Education is a part of the daily activity, but teachers also have to make students active during other lessons and during the school day.
After almost three years it is still only about 20 % of the lower secondary teachers that uses physical activity in the classroom. It's interesting to find out why.