Physical Activity in Classroom Movement Breaks (Why teachers do not use them?)

Classroom PA in CMB has been associated with positive increases in students’ PA participation (Centeio et al. 2014b; Kulinna et al., 2012), behavior (Carlson et al., 2015; Grieco et al., 2009; Mahar et al., 2006) and academic performance (Erwin et al., 2017; Hollar et al. 2010; Mullender et al., 2015; Reed et al., 2010). Though teachers’ perceptions and experiences are not always in favour of using CMB even though researchers have highlighted the benefits with some research identifying multiple facilitators and barriers to teachers’ perception and experiences and in turn their implementation of PA in CMB. Teachers have suggested such areas as professional development, a supportive school environment with Teacher-identified barriers have included time and space in the classroom, the focus on academics, and integration into the daily curriculum (Cothran et al., 2010; Goh et al., 2017; Goh et al., 2014b; McMullen et al., 2014; Raymond, 2013; Strampel et al., 2014). In alignment with previous findings, teachers in the current study described the importance of administrative support to facilitate the implementation of classroom PA (Goh et al., 2017; McMullen et al., 2014; Raymond, 2013). While support from the administration was of value to teachers in the current study, it was suggested that peer collaboration was more influential on continued classroom PA implementation. Researchers have often identified peer collaboration as a facilitator of teacher practice of classroom PA (Goh et al., 2017; McMullen et al., 2014; Raymond, 2013). While teachers have indicted the positive influence of peer collaboration in practice, peer support during learning was also identified as influential on teacher continued use of PA in CMB and this peer support that occurred during learning increased positive experiences in professional development and led to increased engagement in collaboration throughout implementation. In conclusion teachers described that professional development experiences impacted their continued use and implementations of using PA in CMB of classroom PA (Patton et al, 2013 and Dole et al, 2016) found that teachers were most successful in a change of practice when supported with realistic learning experiences during professional development experiences , delivered by experts in context. And from support from peer collaborations (Erwin et al, 2011., Goh et al, 2014a, and Grieco et al, 2009)