Giving the Teacher a Voice: Perceptions Regarding the Barriers and Enablers Associated with the Implementation of Smart Moves (Compulsory Physical Activity) within Primary State Schools

Autor/inn/en	Usher, Wayne; Anderton, Amy
Titel	Giving the Teacher a Voice: Perceptions Regarding the Barriers and Enablers Associated with the Implementation of Smart Moves (Compulsory Physical Activity) within Primary State Schools
Quelle	In: Cogent Education, 1 (2014) 1, Artikel 980383 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2014.980383
Schlagwörter	Foreign Countries; Elementary Schools; Public Schools; Barriers; Program Implementation; Physical Activity Level; Educational Policy; Elementary School Teachers; Teacher Attitudes; Semi Structured Interviews; Self Esteem; Equipment; Curriculum; Time; Physical Fitness; Physical Education; Required Courses; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule; Politics of education; Bildungspolitik; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Self-esteem; Selbstaufmerksamkeit; Curricula; Lehrplan; Rahmenplan; Zeit; Leistungsfähigkeit; Körpererziehung; Sportunterricht; Pflichtkurs; Qualitative Forschung; Australien
Abstract	The specific focus of this study is to explore Queensland (Australia) state school generalist teachers' perceptions regarding the barriers and enablers associated with the implementation of the Smart Moves (compulsory physical activity) policy in the primary classroom setting. This study sought to primarily add to the literature on, and understanding about, implementing compulsory physical activity policy by generalist primary teachers. More generally, this study also aimed to explore generalist primary teachers' attitudes towards daily compulsory physical activity policy within the context of Smart Moves. Such a research undertaking was positioned within the interpretivist paradigm and a basic interpretive study methodology was employed. The research project involved semi-structured interviews with six generalist teachers from six Gold Coast State primary schools. Results of this study identify a cross section of both major thematic institutional and teacher-related barriers and enablers affecting the implementation of the Smart Moves policy. The subthemes being: (1) crowded curriculum, (2) lack of priority, (3) ensured that children are physically active, (4) the importance of teacher confidence and (5) inadequate access to facilities and equipment. These factors are clearly affecting the implementation of Smart Moves sessions and need to be addressed to ensure teacher compliance for the benefit of students. This paper concludes by offering potential recommendations for the future adoption and implementation of compulsory physical activity programmes within a primary school setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01