Barriers to implementation of physical activity in Danish public schools

Research output: Contribution to conference without publisher/journalConference abstract for conferenceResearchpeer-review

Abstract

Abstract
In 2014, the Danish Government initiated a new public-school reform. A distinctive feature of the reform was incorporation of 45 minutes physical activity in the regular school day. The purpose of the present study was to explore school staff´s perceived barriers to implementation of the legislation on daily physical activity. The socio-ecological model was used as a theoretical framework.
A mixed methods approach using questionnaire and semi-structured interviews was conducted to get a broader understanding of school staff´s perceived barriers to implementation of physical activity into regular class teaching. A total of 213 teachers and pedagogues from 31 schools completed the ques-tionnaire and 11 key informants from 11 different schools were selected for participation in semi-structured interviews. Descriptive statistics were used for the quantitative data whereas a pen profile analysis was used for the qualitative analysis.
Based on the questionnaire 15 different barriers were identified: five individual barriers, three social barriers, three physical barriers, and four organizational barriers. The most frequently barriers reported in both the questionnaire and the interviews were: lack of inspiration, lack of student motivation, cha-os and noise, facilities for physical activity and lack of time.
This study theoretically identified the barriers impacting the implementation of daily physical activity as a demand of a public-school reform. These findings provide guidance to policy makers, practition-ers and school administrators in designing future studies to support implementation of similar school policies to promote physical activity.
Original languageDanish
Publication date7. Jun 2019
Publication statusPublished - 7. Jun 2019
EventInternational Society of Behavioral Nutrition and Physical Activity - Prag conference center, Prag, Czech Republic
Duration: 5. Jun 20197. Jun 2019
https://www.venuewest.com/isbnpa/

Conference

ConferenceInternational Society of Behavioral Nutrition and Physical Activity
LocationPrag conference center
CountryCzech Republic
CityPrag
Period05/06/201907/06/2019
Internet address

Cite this

Koch, S., Troelsen, J., & Pawlowski, C. S. (2019). Barriers to implementation of physical activity in Danish public schools. Abstract from International Society of Behavioral Nutrition and Physical Activity, Prag, Czech Republic.
Koch, Sofie ; Troelsen, Jens ; Pawlowski, Charlotte Skau. / Barriers to implementation of physical activity in Danish public schools. Abstract from International Society of Behavioral Nutrition and Physical Activity, Prag, Czech Republic.
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Barriers to implementation of physical activity in Danish public schools. / Koch, Sofie; Troelsen, Jens; Pawlowski, Charlotte Skau.

2019. Abstract from International Society of Behavioral Nutrition and Physical Activity, Prag, Czech Republic.

Research output: Contribution to conference without publisher/journalConference abstract for conferenceResearchpeer-review

TY - ABST

T1 - Barriers to implementation of physical activity in Danish public schools

AU - Koch, Sofie

AU - Troelsen, Jens

AU - Pawlowski, Charlotte Skau

PY - 2019/6/7

Y1 - 2019/6/7

N2 - AbstractIn 2014, the Danish Government initiated a new public-school reform. A distinctive feature of the reform was incorporation of 45 minutes physical activity in the regular school day. The purpose of the present study was to explore school staff´s perceived barriers to implementation of the legislation on daily physical activity. The socio-ecological model was used as a theoretical framework. A mixed methods approach using questionnaire and semi-structured interviews was conducted to get a broader understanding of school staff´s perceived barriers to implementation of physical activity into regular class teaching. A total of 213 teachers and pedagogues from 31 schools completed the ques-tionnaire and 11 key informants from 11 different schools were selected for participation in semi-structured interviews. Descriptive statistics were used for the quantitative data whereas a pen profile analysis was used for the qualitative analysis.Based on the questionnaire 15 different barriers were identified: five individual barriers, three social barriers, three physical barriers, and four organizational barriers. The most frequently barriers reported in both the questionnaire and the interviews were: lack of inspiration, lack of student motivation, cha-os and noise, facilities for physical activity and lack of time. This study theoretically identified the barriers impacting the implementation of daily physical activity as a demand of a public-school reform. These findings provide guidance to policy makers, practition-ers and school administrators in designing future studies to support implementation of similar school policies to promote physical activity.

AB - AbstractIn 2014, the Danish Government initiated a new public-school reform. A distinctive feature of the reform was incorporation of 45 minutes physical activity in the regular school day. The purpose of the present study was to explore school staff´s perceived barriers to implementation of the legislation on daily physical activity. The socio-ecological model was used as a theoretical framework. A mixed methods approach using questionnaire and semi-structured interviews was conducted to get a broader understanding of school staff´s perceived barriers to implementation of physical activity into regular class teaching. A total of 213 teachers and pedagogues from 31 schools completed the ques-tionnaire and 11 key informants from 11 different schools were selected for participation in semi-structured interviews. Descriptive statistics were used for the quantitative data whereas a pen profile analysis was used for the qualitative analysis.Based on the questionnaire 15 different barriers were identified: five individual barriers, three social barriers, three physical barriers, and four organizational barriers. The most frequently barriers reported in both the questionnaire and the interviews were: lack of inspiration, lack of student motivation, cha-os and noise, facilities for physical activity and lack of time. This study theoretically identified the barriers impacting the implementation of daily physical activity as a demand of a public-school reform. These findings provide guidance to policy makers, practition-ers and school administrators in designing future studies to support implementation of similar school policies to promote physical activity.

KW - Physical activity

KW - Implementation

KW - School Staff

KW - Mixed methods

KW - Barriers

M3 - Konferenceabstrakt til konference

ER -

Koch S, Troelsen J, Pawlowski CS. Barriers to implementation of physical activity in Danish public schools. 2019. Abstract from International Society of Behavioral Nutrition and Physical Activity, Prag, Czech Republic.