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    ‘You get some very archaic ideas of what teaching is … ’: primary school teachers’ perceptions of the barriers to physically active lessons

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    Daly-Smith_Education_3-13.pdf (598.4Kb)
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    Publication date
    2019-04
    Author
    Quarmby, T.
    Daly-Smith, Andrew
    Kime, N.
    Keyword
    Active lessons
    Movement
    Education
    Didactic teaching
    Socio-ecological model
    Rights
    © 2018 ASPE. Reproduced in accordance with the publisher's self-archiving policy.
    Peer-Reviewed
    Yes
    
    Metadata
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    Abstract
    Physically active lessons present a key paradigm shift in educational practice. However, little is known about the barriers to implementing physically active lessons. To address this, 31 practising primary teachers (23 = female) from 9 primary schools across West Yorkshire, England, were engaged in focus group interviews. Drawing on the socio-ecological model, findings revealed that barriers influencing the implementation of physically active lessons are multifaceted. Teacher’s confidence and competence, concerns over classroom space, preparation time and resources, coupled with the wider school culture that is influenced by governors and parents, reinforce a didactic approach and act as barriers to physically active lessons.
    URI
    http://hdl.handle.net/10454/18052
    Version
    Accepted manuscript
    Citation
    Quarmby T, Daly-Smith A and Kime N (2019) ‘You get some very archaic ideas of what teaching is … ’: primary school teachers’ perceptions of the barriers to physically active lessons'. Education 3-13. 47(3): 308-321.
    Link to publisher’s version
    https://doi.org/10.1080/03004279.2018.1437462
    Type
    Article
    Collections
    Health Studies Publications

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