18158263 Nimmi Ann Varghese

102097 Researching Teaching & Learning 2

Assessment Two: Literature Review and Data Collection
Part A: Literature Review
Research question: What are the teachers’ perceptions on incorporating physical activity
breaks in academic lessons to manage student behavior in junior high school?
Teachers, on a day today basis are challenged to meet their students’ diverse learning
and behavioral needs. One of the major concerns is the time that is spent to manage student
behavior in classrooms. One of the effective strategies to manage student behavior is to
incorporate proactive strategies in the classrooms (Nagro, Fraser & Hooks, 2019). Integrating
physical activity breaks in academic lessons has been widely accepted as an effective
proactive strategy with multiple benefits for students and teachers (Nagro, Fraser & Hooks,
2019; Delk, Springer, Kelder & Garyless, 2014; Dinkel, Schaffer, Snyder & Lee, 2017).
Classroom Physical activity (PA) breaks are defined as taking a short break (typically three to
five minutes) within the classroom to perform some type of physical movement/activity or
integrating physical activity into academic concepts (Centers for Disease Control and
Prevention, 2018).

Despite being researched and reported to be effective, there are minimal studies and
or interventions focussed in secondary school classrooms. This can be attributed to a large
extend to the standardised testing and accountability pressures that force schools and
teachers to focus more on academic subjects and intensive teaching (Bartholomew & Jowers,
2011; Dinkel et al., 2017; Sherman, Tran & Alves, 2010). The literature review highlights the
effectiveness of classroom physical activity breaks in behavior management and different
influences that impact teachers’ ability to implement the intervention in classrooms.

Physical Activity Breaks and Behavior Management

Daly-Smith et al. (2018), through a systematic review of 18 articles that investigated

the effect of classroom movement breaks (CMBs) and physically active learning (PAL) on one
more of factors such as children’s physical activity, cognition, academic performance and
classroom behavior; reported that classroom behavior improved after longer moderate- to-
vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11
interventions). The California Endowment funded intervention to incorporate 10 minutes

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physical activity breaks in classrooms, across seven educational districts (1322 students from
97 classrooms and 397 teachers from grades 1-6) assessed the effects on student physical
activity and classroom behavior. The student classroom behavior data was collected through
teachers’ survey with ten questions focussing on positive and negative classroom behaviors.
The study reported that classrooms with moderate-to-vigorous physical activity (MVPA) had
fewer students who were off task or inattentive (β= 0.17) and showed a trend (p<.10) for
fewer problem behaviors (Carlson et al., 2015).

Schmidt, Benzing & Kamer (2016) studied the effect of classroom based physical
activity on students’ (aged between 11 and 12 years) attention. A 2 x 2 between subject
experimental design was used, with students being assigned to one of the four experimental
conditions of physical activity plus cognitive engagement, cognitive engagement alone,
physical activity alone and control group. ANCOVAs revealed that cognitive engagement was
the crucial factor leading to increased focused attention and enhanced processing speed. The
study concluded that a short cognitively engaging physical activity significantly improves
student attention. Bartholomew & Jowers (2011) studied the effectiveness of Texas I- CAN
active academic lessons program in elementary schools and reported that physical activity
breaks in academic lessons improved students’ time on task and provide clear implications
for classroom behavior.

Centers for Disease Control and Prevention (2018), in their report titled ‘Strategies for
Classroom Physical Activity in Schools’ evidenced and listed the benefits of classroom PA
breaks, which clearly identifies that making physical activity part of classroom time increases
motivation and enjoyment of learning, decreases behavioral problems and improves
concentration, on-task behaviors, and test scores. The Colorado Education Initiative has also
initiated a physical activity break implementation in secondary schools and have compiled
teacher tool kit with various PA strategies. The report highlights on the evidence for classroom
PA improving academic engagement and student behavior. Teacher and student perceptions
post PA break intervention reported high levels of student enjoyment, peer engagement,
health benefits and academic motivation (Martin & Murtagh, 2017).

Classroom PA breaks have also found to enhance academic and behavioral outcomes
for students with disabilities. Miramontez & Schwartz (2016) through an intervention of adult-
directed physical activity for students with Autism Spectrum Disorder showed that movement
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integrated activity prior to a journal writing task resulted in higher levels of on task behavior.
Positive outcomes were also reported by studies among students with cerebral palsy (Maltais
et al., 2016) and attention-deficit hyperactivity disorder (Azrin, Vinas, & Ehle, 2007).

Teachers’ Perceptions on Implementation

Dinkel et al. (2017) studied pre-school to 8th grade teachers’ perceptions of classroom
physical activity and the various levels of factors influencing their ability to implement PA
breaks into their classrooms. The researchers conducted a short online survey and semi-
structured interviews of sixty preschool to grade 8 teachers from 5 school districts in the
United States. They found that the major factors impacting the implementation can be
grouped into intrapersonal, interpersonal, organisational, community and policy factors. They
highlighted the major concerns as lack of time, limited collaboration with colleagues,
ambiguity of building administrator’s support and lack of awareness of policies. These results
were similar to previous studies that pointed out lack of time and infrastructure as a barrier
to implement PA breaks in classrooms (Howie et al., 2014; Stylianou et al., 2015).

A study in UK, interviewed 19 teachers and 6 teaching assistants to determine

perceived factors associated with movement integration implementation as a part of CLASS
PAL programme initiative. Seven core themes were identified as impacting factors which
included need for a whole school approach, limited time for planning and collaboration,
external expectations (testing and parental opinions), accounting for individual differences,
constraints of physical environment, teachers’ personal preferences and pupil behavior. The
study highlighted the practical implications that there should be adequate opportunities for
professional training and support from senior leadership is very important for
implementation of PA in lessons (Routen, Johnston, Glazebrook & Sherar, 2018).

Delk et al. (2014) analysing the effectiveness of Central Texas CATCH Middle School
project, surveyed teachers over 3 years reported that teachers who received a facilitator
support and or a facilitator and a marketing support actively adopted the implementation of
PA breaks in lessons compared to the teachers who did not receive a training/follow up
support. The study concluded that despite perceived barriers of time constraints and
curriculum demands, a teacher training and support program was successful in implementing
PA in classrooms. An Irish study also produced similar results pointing out that even though

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teachers had positive attitudes towards integrating PA breaks in classrooms, time and space
constraints and teacher support were very essential in implementation (McMullen, Martin,
Jones & Murtagh, 2016).

Contradicting the above listed research evidence for the positive benefits of PA
activity breaks on student behavior and academic engagement, concerns are also raised by
teachers about classroom management issues while implementing PA breaks during
academic lessons. Dinkel et al. (2017) pointed out that half of the teachers in the study
reported classroom management as a barrier for their peers who did not implement PA
breaks. This was also supported by McMullen et al. (2014) and Stylianou et al. (2015); who
found that implementation of PA breaks in lessons triggered classroom management
concerns in teachers. In addition, Routen et al. (2018) conceptualised that PA breaks had both
positive and negative impact on classroom behavior; it can help students to re-focus when
trying to concentrate for long periods, but at times an active break can trigger unwanted
behavior. Another opposing finding was that when students move to upper grades, they were
reluctant to participate in PA breaks (Dinkel et al., 2017) and this depended on individual
factors such as readiness to move, pupil approach and gender differences (Routen et al.,
2018).

However, teachers have supported the view that these fears of misbehavior and pupil
reluctance can be overcome with teacher’s confidence and knowledge of effectively
implementing the PA breaks in the classroom (Dinkel et al, 2017 & Routen et al., 2018).
Providing teachers with professional development opportunities focussed on strategies for
successful implementation such as outlining expectations can help teachers to benefit from
this intervention (Garrahy, Cothran & Kullina, as cited in Dinkel et al, 2017).

In conclusion, the positive aspects of integrating PA breaks in schools have been

evidenced to improve student behavior in classrooms, however, there are few studies
undertaken in secondary school settings and in Australian schools. The intervention is mostly
incorporated in primary schools aimed at reducing physical inactivity and sedentary
behaviors, focussed on health benefits. The behavioral and academic benefits are under
researched and ill developed. The current action research aims to study teacher perceptions
on incorporating PA breaks in academic lessons to improve student behavior in junior high
school classes.
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References

Azrin, N. H., Vinas, V., & Ehle, C. T. (2007). Physical activity as reinforcement for classroom
calmness of ADHD children: A preliminary study. Child & Family Behavior Therapy,
29, 1–8. doi:10.1300/J019v29n02_01

Bartholomew, J. B., & Jowers, E. M. (2011). Physically active academic lessons in elementary
children. Preventive Medicine, 52, S51–S54. doi: 10.1016/j.ypmed.2011.01.017

Carlson, J.A., Engelberg, J.K., Cain, K.I., Conway, T.L., Mignano, A.M., Bonilla,E.A., . . .
Sallis, J.F. (2015). Implementing classroom physical activity breaks: Associations
with student physical activity and classroom behavior. Preventive Medicine, 81,
67-72.doi: 10.1016/j.ypmed.2015.08.006

Centers for Disease Control and Prevention. (November 2018). Strategies for
Classroom Physical Activity in Schools. Retrieved from
https://www.cdc.gov/healthyschools/physicalactivity/pdf/ClassroomPAStrategi
es_508.pdf

Daly-Smith, A.J., Zwolinsky, S., Mckenna, J., Tomporowski, P.D., Defeyter, M.A., &
Manley, A. (2018). Systematic review of acute physically active learning and
classroom movement breaks on children’s physical activity, cognition,
academic performance and classroom behavior: Understanding critical design
features. BMJ Open Sport & Exercise Medicine, 4(1), E000341.doi: 10. 1136/
bmjsem- 2018- 00034

Delk, J., Springer, A., Kelder, S., & Grayless, M. (2014). Promoting Teacher Adoption of
Physical Activity Breaks in the Classroom: Findings of the Central Texas CATCH
Middle School Project. Journal of School Health, 84(11), 722-730. Retrieved
from https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.12203

Dinkel, D., Schaffer, C., Snyder, K., & Lee, J.M. (2017). They just need to move:
Teachers' perception of classroom physical activity breaks. Teaching and
Teacher Education, 63, 186-195.doi: 10.1016/j.tate.2016.12.020

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Howie, E., Newman-Norlund, R., & Pate, R. (2014). Smiles count but minutes matter:
Responses to classroom exercise breaks. American Journal of Health Behavior,
38(5), 681-689.doi: 10.5993/AJHB.38.5.5

Maltais, D. B., Gane, C., Dufour, S., Wyss, D., Bouyer, L. J., McFadyen, B. J., . . . Voisin,
J. A. (2016). Acute physical exercise affects cognitive functioning in children
with cerebral palsy. Pediatric Exercise Science, 28(2), 304–311.
doi:10.1123/pes.2015-0110

Martin, R., & Murtagh, E.M. (2015). An intervention to improve the physical activity
levels of children: Design and rationale of the ‘Active Classrooms’ cluster
randomised controlled trial. Contemporary Clinical Trials, 41, 180-191.doi:
10.1016/j.cct.2015.01.019

Martin, R. & Murtagh, E.M. (2017). Teachers' and students' perspectives of

participating in the ‘Active Classrooms’ movement integration programme.
Teaching and Teacher Education, 63, 218-230.doi: 0.1016/j.tate.2017.01.002

McMullen, J., Kulinna, P., & Cothran, D. (2014). Chapter 5 physical activity opportunities
during the school day: classroom teachers’ perceptions of using activity breaks in the
classroom. Journal of Teaching in Physical Education, 33(4), 511-527.doi:
10.1123/jtpe.2014-0062

McMullen, J.M., Martin, R., Jones, J., & Murtagh, E.M. (2016). Moving to learn Ireland
– Classroom teachers’ experiences of movement integration. Teaching and
Teacher Education, 60, 321-330.doi: 10.1016/j.tate.2016.08.019

Miramontez, S. K., & Schwartz, I. S. (2016). The effects of physical activity on the on -
task behavior of young children with autism spectrum disorders. International
Journal of Elementary Education, 9, 405–418. Retrieved from
https://search.proquest.com/docview/1967312996/fulltext/5E8CAB5D7F034BD
3PQ/1?accountid=36155

Nagro, S.A, Fraser, D.W, & Hooks, S.D. (2019). Lesson planning with engagement in
mind: Proactive classroom management strategies for curriculum instruction.

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18158263 Nimmi Ann Varghese

Intervention in School and Clinic, 54(3), 131-140.

doi:10.1177/105345121867905

Routen, A.C., Johnston, J.P., Glazebrook, C., & Sherar, L.B. (2018). Teacher perceptions
on the delivery and implementation of movement integration strategies: The
CLASS PAL (physically active learning) programme. International Journal of
Educational Research, 88, 48-59. Doi:10.1016/j.ijer.2018.01.003

Schmidt, M., Benzing, V., & Kamer, M. (2016). Classroom-based physical activity
breaks and children's attention: Cognitive engagement works! Frontiers in
Psychology, 7, 1474.doi: 10.3389/fpsyg.2016.01474

Sherman, C. P., Tran, C., & Alves, Y. (2010). Elementary school classroom teacher
delivered physical education: Costs, benefits and barriers. (Report). Physical
Educator, 67(1), 2-17. Retrieved from
https://search.proquest.com/docview/233003759?accountid=36155&rfr_id=inf
o%3Axri%2Fsid%3Aprimo

Stylianou, M., Kulinna, P., & Naiman, T. (2016). ‘…because there’s nobody who can
just sit that long’: Teacher perceptions of classroom-based physical activity and
related management issues. European Physical Education Review, 22(3), 390-
408.doi: 10.1177/1356336X15613968

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Part B: Data Collection Protocol

Th data for the study will be collected through a semi structured interview instrument
constructed by the researcher. Interview instrument is outlined below.
Interview protocol:
The interview would start with establishing the teacher’s name, teaching area, the year levels
he/she teaches, level of teaching experiences (months/years) and designations (pre service
teacher, graduate teacher, proficient, head teacher. Provide participants with the consent
forms and a brief description of the project to the participant. Any questions will be answered
for further clarification on the project aim, ethical considerations and WSU protocols.
Interviews would run approximately from 10-20 minutes in a semi- structured way.
Participants will be given more time, if they wish to elaborate on their opinions and concerns
as they arise. Based on the literature on teacher perceptions, a possible list of questions is
outlined below. The interview protocol was influenced by the theoretical framework (Social-
Ecological Model), methods and instrument developed by Dinkel et al. (2017, pp. 186-195).

Mini Research Conceptual ideas Social- Ecological Possible questions in

Question and themes from Model Construct the interview
literature review
Do high school PA breaks can have Intrapersonal 1. Do you
teachers use PA both positive and currently
activity breaks in negative effects in implement PA
classroom for classrooms and breaks in
behaviour student interests classrooms?
management? diminish in upper 2. If yes, do you
grades (Dinkel et use a specific PA
al., 2017; Routen et activity break?
al., 2018). 3. Why do you use
a PA break? Is it
to manage
behaviour?
4. How do you
typically
implement PA
breaks in
lessons?
5. If not, why? Do
you know about
PA breaks?

What are the Research showed Intrapersonal 6. How confident

inherent beliefs, that individual do you feel in
values and ideas teacher beliefs, implementing
that teachers have confidence and PA breaks in

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regarding PA breaks knowledge of academic

in classrooms? implementing PA lessons?
breaks influenced 7. How do you
the adoption of the think your
strategy in students
classrooms (Dinkel respond to PA
et al., 2017; Routen breaks in
et al., 2018). In lessons?
addition, teachers
also needed 8. Which subjects
additional support do you think are
and training comfortable in
(McMullen et.al., integrating PA
2016; Delk et al., breaks in
2014) lessons?

9. What else do
you like to learn
about PA
breaks?
What are the Teachers have Intrapersonal 10. Does anything
potential barriers in identified several stop you from
implementing PA barriers to implementing
breaks in junior high implement PA PA breaks in
school lessons? breaks into lessons?
academic lessons
(Dinkel et al., 2017; Interpersonal 11. How do you
Howie et al., 2014; think you peers
Routen et al., 2018 perceive the
Stylianou et al., idea of PA
2015) breaks in
lessons?

12. How often do

you or would
you like to
collaborate
with other
teachers to
discuss on
classroom-
based PA
breaks?

Organisational 13. Please describe

the wellness

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environment of
your school?

14. Please describe

your school
administration’s
beliefs about
PA breaks and
promoting PA in
general?

Attached below is the WSU consent form which will be used and given to participants
involved in the data collection processes.

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Dear Potential Participant:

I am working on a project titled “What are the teachers’ perceptions on incorporating physical
activity breaks in academic lessons to manage student behavior in junior high school?” for
the class, ‘Researching Teaching and Learning 2,’ at Western Sydney University. As part of the project, I
am collecting information to help inform the design of a teacher research proposal.

My project involves the perceptions of teachers on implementing physical activity breaks in academic
lessons as a strategy to manage students behavior junior (years 7-9) high school classrooms. Since,
physical activity breaks have been well evidenced for their positive impact on student behavior in primary
and middle school classes, I hope to reveal insights to whether high school teachers use this strategy for
behavior management, why or why not and what do they think are the barriers in implementing such a
strategy in high school classrooms. The data will be collected through semi- structured interviews

By signing this form, I acknowledge that:

 I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to me, and
any questions I have about the project have been answered to my satisfaction.
 I consent to audio record the interview for further data analysis.
 I understand that my involvement is confidential and that the information gained during this
data collection experience will only be reported within the confines of the ‘Researching Teaching
and Learning 2’ unit, and that all personal details will be de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my relationship
with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student
who is 17 years old.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the person’s participation.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

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Part C: Data Collection Protocol Explanation

Description of Participants:

Data will be collected from teachers from different levels of professional experience
(pre service teacher, graduate/ proficient teacher and head teacher of a faculty). This is to
ensure the intrapersonal, interpersonal and organisational constructs of the socio-ecological
theoretical model are integrated in the study and to analyse the perspectives of teachers with
varying responsibilities. Participants would be selected from the 3-year levels (7,8 & 9) and
from different teaching areas (Science, Maths, English etcetera). Physical education teachers
would be excluded from the study as they incorporate physical activity in lessons on a day to
day basis. The study aims to include both male and female teachers for the interview.

Justification of collection protocol:

A qualitative research method is employed in order to explore, understand deeper

and make sense of the teacher perceptions of integrating PA breaks in academic lessons to
manage student behaviour. Interviews were used as the data collection method as it is
regarded as the best way to analyse what people think about an issue or topic (Shank, Brown
& Pringle, 2014).

Semi- structured interview was designed for collecting more detailed and focussed
information from key stakeholders and to add to researcher’s understanding of the topic
under investigation (Kervin, Vialle, Howard, Herrington & Okley, 2016, pp.77,78). The semi
structured interviews can provide in depth analysis of contradicting issues of the intervention
(Jacob & Furgerson, 2012) and improve the insights to implementing this strategy in high
school settings. The questions are targeted to assess the personal opinions regarding PA
activity breaks as a behavior management strategy and also the perceptions on implementing
it in high school classrooms. The questions are designed to semi structured within a short and
relaxed time frame, incorporating different types of open-ended questions to allow
participants to critically think and explore on their individual concerns. This design also aims
at revealing personal beliefs, own reflective practices, evidence- based knowledge regarding
the issue and adding to the researcher’s own knowledge (Jacob & Furgerson, 2012). This way
it is ensured that the data collected is utilised at its full potential to answer the research
question.

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However, the research also is aware of the limitations of conducting an interview.

The interviewees will not be equally articulate and perceptive, the responses can be limited,
biased or inaccurate, the researcher’s presence and prompts can also bias the responses and
can incur more time. To improve on the quality on the data, the interview questions are well
planned and supported by research. Flexibility and easiness are incorporated to the interview
depending on the participants and more time will be devoted to listening carefully (Kervin,
Vialle, Howard, Herrington & Okley, 2016, pp.78, 79).

Regarding the significance of the present sub topic within the overarching topic of
‘behavior management’ (Group topic), it targets the teachers’ views on a specific behavior
management strategy, which is being minimally researched within Australian high school
settings. In addition, knowing about the teachers’ own opinions and ideas about
implementing a behavior management strategy would further enhance the knowledge and
help in identifying different barriers encountered within school and classrooms.

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References

Jacob, S. A., & Furgerson, S.P. (2012). Writing interview protocols and conducting
interviews: Tips for students new to the field of qualitative research. The Qualitative
Report, 17(42), 1-10. Retrieved from
https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1718&context=tqr

Kervin, L., Vialle, W., Howard, S., Herrington, J., Okely, T. (2016). Research for
Educators (Second ed.). Cengage Learning Australia Pty Limited, Melbourne,
Victoria.

Shank, G., Brown, L., & Pringle, J. (2014). Understanding Education Research- A Guide
to Critical Reading. Paradigm Publishers, Boulder, USA.

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