Health Promotion Through Physical Activity in the Classroom: Exploring Teachers' Perceptions

Abstract

Children are becoming increasingly sedentary, contributing to increased childhood obesity and negative health outcomes. Schools are ideal environments to target increasing physical activity (PA), because it is important for students’ developing brains and improving their learning. Some teachers routinely incorporate PA into their classrooms, despite challenges meeting curriculum requirements. Using constructivist grounded theory methodology, I interviewed seven teachers to understand their perceptions of the factors and processes instigating and sustaining their use of classroom PA. Teachers used PA because their students demonstrated enhanced focus in classroom activities following PA. Four factors influenced teachers to prioritize PA: 1) culture of movement, 2) comfort with activity, 3) personal responsibility for student learning, and 4) teaching philosophy. These teachers approached PA as an integral and positive influence on their students’ learning. School nurses can facilitate the knowledge translation of peer experiences, empowering other teachers to adopt similar strategies.