Physical Activity During School: When, Why, and How … and What do the Students think?

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

Resumé

It is important, not only on health grounds, to exercise and to be physically active. In school, physical activities have shown to improve the students’ academic behaviour resulting in improved attention and information processing as well as enhanced coping. To stimulate and motivate students to be even more active during school hours further enhancing their academic behaviour, it is important to know when, why and how they are active, and their attitude towards different types of physical activities. Therefore, the aim of this study was to categorize the physical activities attended by students during school hours and to elucidate their attitude towards the different types of activities. The data consisted of observations of lessons followed by group interviews. Analyses of the observations revealed six categories of physical activities, varying from mandatory physical activities, activities organized by teachers, over movement-orientated activities in lessons to voluntarily organized activities in breaks. In the subsequent interviews, supported by pictures to recall the different types of activities, the students identified activities including autonomy, activities encouraging cooperation, and funny, meaningful activities as their preferred activities. In conclusion, meaningful, joyful activities and activities based on communities arranged by the students themselves or integrated in lessons motivated the students to be physically active. Consequently, design and implementation of activities to increase the physical activity level in schools can be based on these results.
OriginalsprogEngelsk
Publikationsdato1 sep. 2016
StatusUdgivet - 1 sep. 2016
BegivenhedInternational Conference for Qualitative Research in Sport and Exercise - University of Chichester, Chichester, Storbritannien
Varighed: 30 aug. 20161 sep. 2016
Konferencens nummer: 5
http://www.chi.ac.uk/department-sport-and-exercise-sciences/research/5th-international-conference-qualitative-research

Konference

KonferenceInternational Conference for Qualitative Research in Sport and Exercise
Nummer5
LokationUniversity of Chichester
LandStorbritannien
ByChichester
Periode30/08/201601/09/2016
Internetadresse

Emneord

  • Kvalitativ forsking
  • sport
  • pædagogik

Citer dette

Østergaard, L. D. (2016). Physical Activity During School: When, Why, and How … and What do the Students think?. Abstract fra International Conference for Qualitative Research in Sport and Exercise, Chichester, Storbritannien.
Østergaard, Lars Domino. / Physical Activity During School : When, Why, and How … and What do the Students think?. Abstract fra International Conference for Qualitative Research in Sport and Exercise, Chichester, Storbritannien.
@conference{bbbf6420f7ed48419e2e695eafc71d4f,
title = "Physical Activity During School: When, Why, and How … and What do the Students think?",
abstract = "It is important, not only on health grounds, to exercise and to be physically active. In school, physical activities have shown to improve the students’ academic behaviour resulting in improved attention and information processing as well as enhanced coping. To stimulate and motivate students to be even more active during school hours further enhancing their academic behaviour, it is important to know when, why and how they are active, and their attitude towards different types of physical activities. Therefore, the aim of this study was to categorize the physical activities attended by students during school hours and to elucidate their attitude towards the different types of activities. The data consisted of observations of lessons followed by group interviews. Analyses of the observations revealed six categories of physical activities, varying from mandatory physical activities, activities organized by teachers, over movement-orientated activities in lessons to voluntarily organized activities in breaks. In the subsequent interviews, supported by pictures to recall the different types of activities, the students identified activities including autonomy, activities encouraging cooperation, and funny, meaningful activities as their preferred activities. In conclusion, meaningful, joyful activities and activities based on communities arranged by the students themselves or integrated in lessons motivated the students to be physically active. Consequently, design and implementation of activities to increase the physical activity level in schools can be based on these results.",
keywords = "Kvalitativ forsking, sport, p{\ae}dagogik",
author = "{\O}stergaard, {Lars Domino}",
year = "2016",
month = "9",
day = "1",
language = "English",
note = "null ; Conference date: 30-08-2016 Through 01-09-2016",
url = "http://www.chi.ac.uk/department-sport-and-exercise-sciences/research/5th-international-conference-qualitative-research",

}

Østergaard, LD 2016, 'Physical Activity During School: When, Why, and How … and What do the Students think?' International Conference for Qualitative Research in Sport and Exercise, Chichester, Storbritannien, 30/08/2016 - 01/09/2016, .

Physical Activity During School : When, Why, and How … and What do the Students think? / Østergaard, Lars Domino.

2016. Abstract fra International Conference for Qualitative Research in Sport and Exercise, Chichester, Storbritannien.

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

TY - ABST

T1 - Physical Activity During School

T2 - When, Why, and How … and What do the Students think?

AU - Østergaard, Lars Domino

PY - 2016/9/1

Y1 - 2016/9/1

N2 - It is important, not only on health grounds, to exercise and to be physically active. In school, physical activities have shown to improve the students’ academic behaviour resulting in improved attention and information processing as well as enhanced coping. To stimulate and motivate students to be even more active during school hours further enhancing their academic behaviour, it is important to know when, why and how they are active, and their attitude towards different types of physical activities. Therefore, the aim of this study was to categorize the physical activities attended by students during school hours and to elucidate their attitude towards the different types of activities. The data consisted of observations of lessons followed by group interviews. Analyses of the observations revealed six categories of physical activities, varying from mandatory physical activities, activities organized by teachers, over movement-orientated activities in lessons to voluntarily organized activities in breaks. In the subsequent interviews, supported by pictures to recall the different types of activities, the students identified activities including autonomy, activities encouraging cooperation, and funny, meaningful activities as their preferred activities. In conclusion, meaningful, joyful activities and activities based on communities arranged by the students themselves or integrated in lessons motivated the students to be physically active. Consequently, design and implementation of activities to increase the physical activity level in schools can be based on these results.

AB - It is important, not only on health grounds, to exercise and to be physically active. In school, physical activities have shown to improve the students’ academic behaviour resulting in improved attention and information processing as well as enhanced coping. To stimulate and motivate students to be even more active during school hours further enhancing their academic behaviour, it is important to know when, why and how they are active, and their attitude towards different types of physical activities. Therefore, the aim of this study was to categorize the physical activities attended by students during school hours and to elucidate their attitude towards the different types of activities. The data consisted of observations of lessons followed by group interviews. Analyses of the observations revealed six categories of physical activities, varying from mandatory physical activities, activities organized by teachers, over movement-orientated activities in lessons to voluntarily organized activities in breaks. In the subsequent interviews, supported by pictures to recall the different types of activities, the students identified activities including autonomy, activities encouraging cooperation, and funny, meaningful activities as their preferred activities. In conclusion, meaningful, joyful activities and activities based on communities arranged by the students themselves or integrated in lessons motivated the students to be physically active. Consequently, design and implementation of activities to increase the physical activity level in schools can be based on these results.

KW - Kvalitativ forsking

KW - sport

KW - pædagogik

M3 - Conference abstract for conference

ER -

Østergaard LD. Physical Activity During School: When, Why, and How … and What do the Students think?. 2016. Abstract fra International Conference for Qualitative Research in Sport and Exercise, Chichester, Storbritannien.