Facilitators and barriers for providing classroom-based physical activity to students in the early years of primary school: A pilot survey

Kirstin Macdonald, Nikki Milne, Rodney Pope, Rob Marc Orr

Research output: Contribution to conferenceAbstractResearchpeer-review

Abstract

Aim: To explore the perceived facilitators and barriers for providing classroom-based physical activity to students in the early years of primary school
Design: Cross-sectional online survey
Methods: A 45-item online survey was conducted with classroom teachers and school principals currently working with students in Prep/Kindergarten to Year 2 in Australia. A socio-ecological approach was used to investigate the multiple factors that may influence the ability of teachers to provide physical activity
opportunities to students in the classroom. Content analysis was used to identify common themes in openended responses.
Results: Thirty of 60 primary school staff completed the survey. Main barriers for providing classroom-based physical activity included: organisation-level factors (e.g. time pressures due to an overcrowded curriculum), limited professional development opportunities, and limited resources on classroom-based physical activity. Proposed facilitators included: creating a supportive school climate towards physical activity, including the implementation of school physical activity policies, and staff professional development opportunities regarding effective strategies to implement classroom-based physical activity.
Conclusion: Insufficient time, limited professional development opportunities and access to resources are the main barriers to providing classroom-based physical activity to students. However, the primary facilitator includes having school administration support for children’s physical activity promotion at an
organisational level.
Original languageEnglish
Pages164
Publication statusPublished - 17 Oct 2019
EventTRANSFORM 2019 Physiotherapy Conference - Adelaide Convention Centre, Adelaide, Australia
Duration: 17 Oct 201919 Oct 2019
https://transform.physio/
https://transform.physio/wp-content/uploads/2019/09/Abstract_Book_Adelaide_2019.pdf (Abstracts)
https://transform.physio/wp-content/uploads/2019/10/APA_2019_POCKET_PROGRAM_A5_2.pdf%22 (Full Program)

Conference

ConferenceTRANSFORM 2019 Physiotherapy Conference
Abbreviated titleAPA
CountryAustralia
CityAdelaide
Period17/10/1919/10/19
Internet address

Fingerprint

primary school
classroom
student
staff
school administration
school climate
teacher
online survey
kindergarten
resources
principal
content analysis
promotion
curriculum
ability
school

Cite this

Macdonald, K., Milne, N., Pope, R., & Orr, R. M. (2019). Facilitators and barriers for providing classroom-based physical activity to students in the early years of primary school: A pilot survey. 164. Abstract from TRANSFORM 2019 Physiotherapy Conference, Adelaide, Australia.
Macdonald, Kirstin ; Milne, Nikki ; Pope, Rodney ; Orr, Rob Marc. / Facilitators and barriers for providing classroom-based physical activity to students in the early years of primary school : A pilot survey. Abstract from TRANSFORM 2019 Physiotherapy Conference, Adelaide, Australia.
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Macdonald, K, Milne, N, Pope, R & Orr, RM 2019, 'Facilitators and barriers for providing classroom-based physical activity to students in the early years of primary school: A pilot survey' TRANSFORM 2019 Physiotherapy Conference, Adelaide, Australia, 17/10/19 - 19/10/19, pp. 164.

Facilitators and barriers for providing classroom-based physical activity to students in the early years of primary school : A pilot survey. / Macdonald, Kirstin; Milne, Nikki; Pope, Rodney; Orr, Rob Marc.

2019. 164 Abstract from TRANSFORM 2019 Physiotherapy Conference, Adelaide, Australia.

Research output: Contribution to conferenceAbstractResearchpeer-review

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T1 - Facilitators and barriers for providing classroom-based physical activity to students in the early years of primary school

T2 - A pilot survey

AU - Macdonald, Kirstin

AU - Milne, Nikki

AU - Pope, Rodney

AU - Orr, Rob Marc

PY - 2019/10/17

Y1 - 2019/10/17

N2 - Aim: To explore the perceived facilitators and barriers for providing classroom-based physical activity to students in the early years of primary schoolDesign: Cross-sectional online surveyMethods: A 45-item online survey was conducted with classroom teachers and school principals currently working with students in Prep/Kindergarten to Year 2 in Australia. A socio-ecological approach was used to investigate the multiple factors that may influence the ability of teachers to provide physical activityopportunities to students in the classroom. Content analysis was used to identify common themes in openended responses.Results: Thirty of 60 primary school staff completed the survey. Main barriers for providing classroom-based physical activity included: organisation-level factors (e.g. time pressures due to an overcrowded curriculum), limited professional development opportunities, and limited resources on classroom-based physical activity. Proposed facilitators included: creating a supportive school climate towards physical activity, including the implementation of school physical activity policies, and staff professional development opportunities regarding effective strategies to implement classroom-based physical activity.Conclusion: Insufficient time, limited professional development opportunities and access to resources are the main barriers to providing classroom-based physical activity to students. However, the primary facilitator includes having school administration support for children’s physical activity promotion at anorganisational level.

AB - Aim: To explore the perceived facilitators and barriers for providing classroom-based physical activity to students in the early years of primary schoolDesign: Cross-sectional online surveyMethods: A 45-item online survey was conducted with classroom teachers and school principals currently working with students in Prep/Kindergarten to Year 2 in Australia. A socio-ecological approach was used to investigate the multiple factors that may influence the ability of teachers to provide physical activityopportunities to students in the classroom. Content analysis was used to identify common themes in openended responses.Results: Thirty of 60 primary school staff completed the survey. Main barriers for providing classroom-based physical activity included: organisation-level factors (e.g. time pressures due to an overcrowded curriculum), limited professional development opportunities, and limited resources on classroom-based physical activity. Proposed facilitators included: creating a supportive school climate towards physical activity, including the implementation of school physical activity policies, and staff professional development opportunities regarding effective strategies to implement classroom-based physical activity.Conclusion: Insufficient time, limited professional development opportunities and access to resources are the main barriers to providing classroom-based physical activity to students. However, the primary facilitator includes having school administration support for children’s physical activity promotion at anorganisational level.

M3 - Abstract

SP - 164

ER -

Macdonald K, Milne N, Pope R, Orr RM. Facilitators and barriers for providing classroom-based physical activity to students in the early years of primary school: A pilot survey. 2019. Abstract from TRANSFORM 2019 Physiotherapy Conference, Adelaide, Australia.