Active Smarter Teachers: Primary School Teachers’ Perceptions and Maintenance of a School-Based Physical Activity Intervention
Bibliographic record
Abstract
ABSTRACT The Active Smarter Kids (ASK) study evaluated the effect of a 7-month curriculum-prescribed physical activity intervention on academic performance in fifth-grade Norwegian students. However, there is also a need to examine teachers’ perception and maintenance of the ASK intervention. We conducted a prospective, mixed methods descriptive study across 1 yr of the ASK intervention. Data were collected via a self-report questionnaire, administered online, at two time points, immediately after the ASK intervention and 1 yr postintervention. The first questionnaire comprised open-ended questions about the teacher’s experience with the ASK intervention. The second questionnaire determined teachers’ maintenance of the ASK intervention. All teachers ( N = 59) from the 28 intervention schools were eligible to participate. To prevent workload burden, teachers from the same school were offered the option to respond as a group to a single questionnaire. Thirty-one teachers from 22 schools completed the first questionnaire, and 26 teachers from 25 schools completed the second questionnaire. An analysis of the open-ended responses in the first questionnaire identified themes centering on the teacher’s perception of the ASK intervention, including benefits on student’s social engagement, professional competence, and interpersonal processes. Eighty-one percent reported that they maintained the use of physically active learning and physical activity breaks as part of their weekly pedagogical practice 1 yr postintervention. Only 18% reported maintained use of physical activity homework. A novel finding was a recognition that the interaction in physically active learning opportunities was especially beneficial for low academic achievement students. Furthermore, the findings indicate that it is important to collaborate with teachers to codesign interventions. This seems to be critical in order for teachers to achieve agency and empower teachers to integrate physical activity into their school day.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".