Year: 2012
Type: article
Abstract: This qualitative case study, conducted in the Midwestern United States, explored the perceptions of teachers at two different elementary schools as they implemented a physical activity program during the school day.The program engaged students in daily physical activity through brief, organized, structured physical exercise.Interviews and classroom observations uncovered six primary themes.There were differences between urban-suburban schools, primary-intermediate grades, gender, teacher participation and enthusiasm, relationships to other lessons, variety in music selections, student leadership, and combining singing or chanting with physical activity.Teacher perceptions and researcher observations reported a positive impact on student motivation, school climate, attitude, self-esteem, and energy for academic tasks.Through these themes a deeper understanding of program implementation was gained, and recommendations for future implementation were created. 1 CHAPTER I How did the individual teachers impact the implementation of the physical activity program? Research Question FiveHow do teachers describe students" attitudes and behaviors just before and immediately following the daily physical activity program? Research Question SixWhat similarities and differences were there between the two cases? Overview of MethodologyA qualitative case study approach was the method used to describe the experiences and perceptions of those involved in the implementation of the physical activity program.According to Creswell (1998) and Merriam (2002), case studies narrate descriptive stories of participants or observers, in thick, rich detail.These authors also explained that case studies typically involve a program, an event, an activity, or a specific group of individuals.This study examined two cases, an urban elementary school with a
Author: Gene A. Smith
Institution: Ashland University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1945422433