Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence

Abstract Background Physically active learning (PAL) - integration of movement within delivery of academic content - is a core component of many whole-of-school physical activity approaches. Yet, PAL intervention methods and strategies vary and frequently are not sustained beyond formal programmes....

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Autores principales:	Andrew Daly-Smith, Jade L. Morris, Emma Norris, Toni L. Williams, Victoria Archbold, Jouni Kallio, Tuija H. Tammelin, Amika Singh, Jorge Mota, Jesper von Seelen, Caterina Pesce, Jo Salmon, Heather McKay, John Bartholomew, Geir Kare Resaland
Formato:	article
Lenguaje:	EN
Publicado:	BMC 2021
Materias:	Systematic review meta synthesis Thematic synthesis Physically active learning School Physical activity Nutritional diseases. Deficiency diseases RC620-627 Public aspects of medicine RA1-1270
Acceso en línea:	https://doaj.org/article/eef62d1f16a545b78fa92090a79d91c2
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spelling	oai:doaj.org-article:eef62d1f16a545b78fa92090a79d91c22021-11-21T12:42:46ZBehaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence10.1186/s12966-021-01221-91479-5868https://doaj.org/article/eef62d1f16a545b78fa92090a79d91c22021-11-01T00:00:00Zhttps://doi.org/10.1186/s12966-021-01221-9https://doaj.org/toc/1479-5868Abstract Background Physically active learning (PAL) - integration of movement within delivery of academic content - is a core component of many whole-of-school physical activity approaches. Yet, PAL intervention methods and strategies vary and frequently are not sustained beyond formal programmes. To improve PAL training, a more comprehensive understanding of the behavioural and psychological processes that influence teachers’ adoption and implementation of PAL is required. To address this, we conducted a meta-synthesis to synthesise key stakeholders’ knowledge of facilitators and barriers to teachers’ implementing PAL in schools to improve teacher-focussed PAL interventions in primary (elementary) schools. Methodology We conducted a meta-synthesis using a five-stage thematic synthesis approach to; develop a research purpose and aim, identify relevant articles, appraise studies for quality, develop descriptive themes and interpret and synthesise the literature. In the final stage, 14 domains from the Theoretical Domain Framework (TDF) were then aligned to the final analytical themes and subthemes. Results We identified seven themes and 31 sub-themes from 25 eligible papers. Four themes summarised teacher-level factors: PAL benefits, teachers’ beliefs about own capabilities, PAL teacher training, PAL delivery. One theme encompassed teacher and school-level factors: resources. Two themes reflected school and external factors that influence teachers’ PAL behaviour: whole-school approach, external factors. Ten (of 14) TDF domains aligned with main themes and sub-themes: Knowledge, Skills, Social/Professional Role and Identity, Beliefs about Capabilities, Beliefs about Consequences, Reinforcement, Goals, Environmental Context and Resources, Social influences and Emotion. Conclusions Our synthesis illustrates the inherent complexity required to change and sustain teachers’ PAL behaviours. Initially, teachers must receive the training, resources and support to develop the capability to implement and adapt PAL. The PAL training programme should progress as teachers’ build their experience and capability; content should be ‘refreshed’ and become more challenging over time. Subsequently, it is imperative to engage all levels of the school community for PAL to be fully integrated into a broader school system. Adequate resources, strong leadership and governance, an engaged activated community and political will are necessary to achieve this, and may not currently exist in most schools.Andrew Daly-SmithJade L. MorrisEmma NorrisToni L. WilliamsVictoria ArchboldJouni KallioTuija H. TammelinAmika SinghJorge MotaJesper von SeelenCaterina PesceJo SalmonHeather McKayJohn BartholomewGeir Kare ResalandBMCarticleSystematic reviewmeta synthesisThematic synthesisPhysically active learningSchoolPhysical activityNutritional diseases. Deficiency diseasesRC620-627Public aspects of medicineRA1-1270ENInternational Journal of Behavioral Nutrition and Physical Activity, Vol 18, Iss 1, Pp 1-20 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Systematic review meta synthesis Thematic synthesis Physically active learning School Physical activity Nutritional diseases. Deficiency diseases RC620-627 Public aspects of medicine RA1-1270
spellingShingle	Systematic review meta synthesis Thematic synthesis Physically active learning School Physical activity Nutritional diseases. Deficiency diseases RC620-627 Public aspects of medicine RA1-1270 Andrew Daly-Smith Jade L. Morris Emma Norris Toni L. Williams Victoria Archbold Jouni Kallio Tuija H. Tammelin Amika Singh Jorge Mota Jesper von Seelen Caterina Pesce Jo Salmon Heather McKay John Bartholomew Geir Kare Resaland Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
description	Abstract Background Physically active learning (PAL) - integration of movement within delivery of academic content - is a core component of many whole-of-school physical activity approaches. Yet, PAL intervention methods and strategies vary and frequently are not sustained beyond formal programmes. To improve PAL training, a more comprehensive understanding of the behavioural and psychological processes that influence teachers’ adoption and implementation of PAL is required. To address this, we conducted a meta-synthesis to synthesise key stakeholders’ knowledge of facilitators and barriers to teachers’ implementing PAL in schools to improve teacher-focussed PAL interventions in primary (elementary) schools. Methodology We conducted a meta-synthesis using a five-stage thematic synthesis approach to; develop a research purpose and aim, identify relevant articles, appraise studies for quality, develop descriptive themes and interpret and synthesise the literature. In the final stage, 14 domains from the Theoretical Domain Framework (TDF) were then aligned to the final analytical themes and subthemes. Results We identified seven themes and 31 sub-themes from 25 eligible papers. Four themes summarised teacher-level factors: PAL benefits, teachers’ beliefs about own capabilities, PAL teacher training, PAL delivery. One theme encompassed teacher and school-level factors: resources. Two themes reflected school and external factors that influence teachers’ PAL behaviour: whole-school approach, external factors. Ten (of 14) TDF domains aligned with main themes and sub-themes: Knowledge, Skills, Social/Professional Role and Identity, Beliefs about Capabilities, Beliefs about Consequences, Reinforcement, Goals, Environmental Context and Resources, Social influences and Emotion. Conclusions Our synthesis illustrates the inherent complexity required to change and sustain teachers’ PAL behaviours. Initially, teachers must receive the training, resources and support to develop the capability to implement and adapt PAL. The PAL training programme should progress as teachers’ build their experience and capability; content should be ‘refreshed’ and become more challenging over time. Subsequently, it is imperative to engage all levels of the school community for PAL to be fully integrated into a broader school system. Adequate resources, strong leadership and governance, an engaged activated community and political will are necessary to achieve this, and may not currently exist in most schools.
format	article
author	Andrew Daly-Smith Jade L. Morris Emma Norris Toni L. Williams Victoria Archbold Jouni Kallio Tuija H. Tammelin Amika Singh Jorge Mota Jesper von Seelen Caterina Pesce Jo Salmon Heather McKay John Bartholomew Geir Kare Resaland
author_facet	Andrew Daly-Smith Jade L. Morris Emma Norris Toni L. Williams Victoria Archbold Jouni Kallio Tuija H. Tammelin Amika Singh Jorge Mota Jesper von Seelen Caterina Pesce Jo Salmon Heather McKay John Bartholomew Geir Kare Resaland
author_sort	Andrew Daly-Smith
title	Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
title_short	Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
title_full	Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
title_fullStr	Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
title_full_unstemmed	Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
title_sort	behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
publisher	BMC
publishDate	2021
url	https://doaj.org/article/eef62d1f16a545b78fa92090a79d91c2
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Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence

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