Physical activity and content in a variety of physically active learning: an observational case study of real-world practices
BackgroundResearch on physically active learning (PAL) has mainly been investigated experimentally, where interventions have been introduced to study effects on, for example, physical activity (PA) levels. This might undermine real-world contexts and realistic PA levels when teachers have sustained...
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Sports and Active Living |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fspor.2024.1504704/full |
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| author | Jan-Michael Johansen Mathias Brekke Mandelid Mathias Brekke Mandelid Michael Reinboth Geir Kåre Resaland Solfrid Bratland-Sanda |
| author_facet | Jan-Michael Johansen Mathias Brekke Mandelid Mathias Brekke Mandelid Michael Reinboth Geir Kåre Resaland Solfrid Bratland-Sanda |
| author_sort | Jan-Michael Johansen |
| collection | DOAJ |
| description | BackgroundResearch on physically active learning (PAL) has mainly been investigated experimentally, where interventions have been introduced to study effects on, for example, physical activity (PA) levels. This might undermine real-world contexts and realistic PA levels when teachers have sustained PAL in their regular teaching practice for several years. The purpose of this study was to observe and describe the organization and content of a variety of teaching where PAL was enacted by experienced teachers and to describe the corresponding PA levels and PA intensity in real-world practices.MethodsFifty-eight pupils and four teachers from one primary school and one secondary school were enrolled across the first, sixth, and eighth grades. The pupils’ physical activity (PA) levels were assessed during 37 enacted physically active learning (PAL) segments within longer teaching lessons using waist-worn triaxial accelerometers. Evenson cut-off points were employed to define PA intensities. All enacted PAL were passively observed by the same observer regarding primary bodily movement, duration, subject, location, collaborative or individual work, and task orientation.ResultsOn average, PAL consisted of 57.8% ± 15.7% sedentary time, 22.9% ± 7.5% light intensity PA, and 19.3% ± 10.8% moderate-to-vigorous intensity PA, displaying a large variety in different PAL segments. More intensive and higher volumes of PA were evident when PAL was facilitated outdoors, in gyms, or in large stairways, while lower PA volumes and intensity were assessed when PAL was enacted inside the classroom. The primary movement in PAL was mainly running and/or walking (78.3%), while the PAL activity was mainly organized as group work (83.7%) in non-competitive tasks (97.3%).ConclusionsThis study provides novel insights by being the first to investigate the organization and content of PAL enacted by experienced teachers in their teaching and the corresponding PA levels in their real-world practices. The results displayed a large diversity in PA levels and intensities and may serve as a starting point to further investigate the coherency of PA levels and PAL content in schools with sustained PAL teaching. |
| format | Article |
| id | doaj-art-c6d36ea21abf4896bc9bc4d0c78b79f3 |
| institution | Kabale University |
| issn | 2624-9367 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
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| series | Frontiers in Sports and Active Living |
| spelling | doaj-art-c6d36ea21abf4896bc9bc4d0c78b79f32025-01-03T06:46:44ZengFrontiers Media S.A.Frontiers in Sports and Active Living2624-93672025-01-01610.3389/fspor.2024.15047041504704Physical activity and content in a variety of physically active learning: an observational case study of real-world practicesJan-Michael Johansen0Mathias Brekke Mandelid1Mathias Brekke Mandelid2Michael Reinboth3Geir Kåre Resaland4Solfrid Bratland-Sanda5Department of Sports, Physical Education and Outdoor Studies, Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, Bø, NorwayDepartment of Sports, Physical Education and Outdoor Studies, Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, Bø, NorwayFaculty of Education, Arts and Sports, Center for Physically Active Learning, Western Norway University of Applied Sciences, Sogndal, NorwayDepartment of Sports, Physical Education and Outdoor Studies, Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, Bø, NorwayDepartment of Sports, Nutrition, and Science, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, NorwayDepartment of Sports, Physical Education and Outdoor Studies, Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, Bø, NorwayBackgroundResearch on physically active learning (PAL) has mainly been investigated experimentally, where interventions have been introduced to study effects on, for example, physical activity (PA) levels. This might undermine real-world contexts and realistic PA levels when teachers have sustained PAL in their regular teaching practice for several years. The purpose of this study was to observe and describe the organization and content of a variety of teaching where PAL was enacted by experienced teachers and to describe the corresponding PA levels and PA intensity in real-world practices.MethodsFifty-eight pupils and four teachers from one primary school and one secondary school were enrolled across the first, sixth, and eighth grades. The pupils’ physical activity (PA) levels were assessed during 37 enacted physically active learning (PAL) segments within longer teaching lessons using waist-worn triaxial accelerometers. Evenson cut-off points were employed to define PA intensities. All enacted PAL were passively observed by the same observer regarding primary bodily movement, duration, subject, location, collaborative or individual work, and task orientation.ResultsOn average, PAL consisted of 57.8% ± 15.7% sedentary time, 22.9% ± 7.5% light intensity PA, and 19.3% ± 10.8% moderate-to-vigorous intensity PA, displaying a large variety in different PAL segments. More intensive and higher volumes of PA were evident when PAL was facilitated outdoors, in gyms, or in large stairways, while lower PA volumes and intensity were assessed when PAL was enacted inside the classroom. The primary movement in PAL was mainly running and/or walking (78.3%), while the PAL activity was mainly organized as group work (83.7%) in non-competitive tasks (97.3%).ConclusionsThis study provides novel insights by being the first to investigate the organization and content of PAL enacted by experienced teachers in their teaching and the corresponding PA levels in their real-world practices. The results displayed a large diversity in PA levels and intensities and may serve as a starting point to further investigate the coherency of PA levels and PAL content in schools with sustained PAL teaching.https://www.frontiersin.org/articles/10.3389/fspor.2024.1504704/fullphysically active learningphysical activitychildrenadolescentsschoolreal world |
| spellingShingle | Jan-Michael Johansen Mathias Brekke Mandelid Mathias Brekke Mandelid Michael Reinboth Geir Kåre Resaland Solfrid Bratland-Sanda Physical activity and content in a variety of physically active learning: an observational case study of real-world practices Frontiers in Sports and Active Living physically active learning physical activity children adolescents school real world |
| title | Physical activity and content in a variety of physically active learning: an observational case study of real-world practices |
| title_full | Physical activity and content in a variety of physically active learning: an observational case study of real-world practices |
| title_fullStr | Physical activity and content in a variety of physically active learning: an observational case study of real-world practices |
| title_full_unstemmed | Physical activity and content in a variety of physically active learning: an observational case study of real-world practices |
| title_short | Physical activity and content in a variety of physically active learning: an observational case study of real-world practices |
| title_sort | physical activity and content in a variety of physically active learning an observational case study of real world practices |
| topic | physically active learning physical activity children adolescents school real world |
| url | https://www.frontiersin.org/articles/10.3389/fspor.2024.1504704/full |
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