Teachers’ perceptions of barriers related to implementation of daily physical activity in secondary school: Academic pressure and the need for new competence

Abstract

The aim of this study was to examine secondary school teachers’ perceptions of barriers related to an intervention implementing daily PA during normal classroom time, known as movement integration (MI).

Using a longitudinal design, twelve secondary school teachers from one secondary school in Norway were interviewed three times over a period of 8 months, before, under and after a PA intervention study The data analysis identified four main barriers related to MI: (a) time, (b) perception of own competence, (c) uncertainty of academic outcome, and (d) inability of PA to fit within the instruction of the academic subject. Two issues were found to be representative of the study’s findings: academic pressure, and a need for new competence.

DOI: https://doi.org/10.1016/j.tate.2022.103749