Portuguese School Teachers’ Perceptions of Physically Active Learning

Abstract

ABSTRACT Introduction/Purpose Limited evidence is available on teachers’ perceptions of physically active learning (PAL) in southern Europe, where this approach is not widely implemented. The age of incumbent teachers in Portugal has been increasing. Considering that teachers’ years of experience could limit their motivation for and enjoyment of new requirements of instruction, this study explored Portuguese primary school teachers’ perceptions of PAL benefits, delivery, and implementation, according to their years of teaching experience. Methods Primary school teachers (n = 119; 45.35 ± 7.45 yr old; 98% female) from 48 schools were allocated into two groups: <20 yr and ≥20 yr of experience. Teachers answered an online survey to assess their perceptions of PAL. Chi-square test was used to associate independent (years of experience) and dependent variables. Results More than 80% of the teachers agreed with PAL benefits for children’s outcomes. Associations with years of experience were seen for PAL implementation in mathematics and sciences (P < 0.05), with less experienced teachers agreeing most. Artistic and motor expressions were reported as the most suitable curricular component to use PAL (95.9% and 87.1% for <20 yr and ≥20 yr of teaching experience, respectively). Children’s satisfaction during PAL classes was reported as the main facilitator and difficulty in controlling the class as the main barrier in both groups. Conclusion The results showed teachers’ similar perceptions of PAL, independent of their teaching experience, although perception of adequacy of PAL for specific Portuguese curricular components differed according to years of experience. Future initiatives should consider developing training to support the implementation process. The insights learned from this study can be used to help facilitate further support for teachers about how to resolve issues relating to classroom management during PAL activities.