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Physically active academic lessons: acceptance, barriers and facilitators for implementation

Overview of attention for article published in BMC Public Health, March 2018
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  • In the top 25% of all research outputs scored by Altmetric
  • High Attention Score compared to outputs of the same age (85th percentile)

Mentioned by

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22 tweeters

Citations

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16 Dimensions

Readers on

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103 Mendeley
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Title
Physically active academic lessons: acceptance, barriers and facilitators for implementation
Published in
BMC Public Health, March 2018
DOI 10.1186/s12889-018-5205-3
Pubmed ID
Authors

Sindre M. Dyrstad, Silje E. Kvalø, Marianne Alstveit, Ingrid Skage

Abstract

To improve health and academic learning in schoolchildren, the Active School programme in Stavanger, Norway has introduced physically active academic lessons. This is a teaching method combining physical activity with academic content. The purpose of this paper was to evaluate the response to the physically active lessons and identify facilitators and barriers for implementation of such an intervention. Five school leaders (principals or vice-principals), 13 teachers and 30 children from the five intervention schools were interviewed about their experiences with the 10-month intervention, which consisted of weekly minimum 2 × 45 minutes of physically active academic lessons, and the factors affecting its implementation. All interviews were transcribed and analysed using the qualitative data analysis program NVivo 10 (QSR international, London, UK). In addition, weekly teacher's intervention delivery logs were collected and analysed. On average, the physically active academic lessons in 18 of the 34 weeks (53%) were reported in the teacher logs. The number of delivered physically active academic lessons covered 73% of the schools' planned activity. Physically active lessons were well received among school leaders, teachers and children. The main facilitators for implementation of the physically active lessons were active leadership and teacher support, high self-efficacy regarding mastering the intervention, ease of organizing physically active lessons, inclusion of physically active lessons into the lesson curricula, and children's positive reception of the intervention. The main barriers were unclear expectations, lack of knowledge and time to plan the physiclly active lessons, and the length of the physically active lessons (15-20 min lessons were preferred over the 45 min lessons). Physically active academic lessons were considered an appropriate pedagogical method for creating positive variation, and were highly appreciated among both teachers and children. Both the principal and the teachers should be actively involved the implementation, which could be strengthened by including physical activity into the school's strategy. Barriers for implementing physically active lessons in schools could be lowered by increasing implementation clarity and introducing the teachers to high quality and easily organized lessons. Clinicaltrail.gov ID identifier: NCT03436355 . Retrospectively registered: 16th of Feb, 2018.

Twitter Demographics

The data shown below were collected from the profiles of 22 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 103 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 103 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 18 17%
Student > Ph. D. Student 17 17%
Researcher 12 12%
Student > Bachelor 10 10%
Student > Doctoral Student 7 7%
Other 19 18%
Unknown 20 19%
Readers by discipline Count As %
Social Sciences 17 17%
Sports and Recreations 16 16%
Nursing and Health Professions 10 10%
Medicine and Dentistry 9 9%
Psychology 5 5%
Other 15 15%
Unknown 31 30%

Attention Score in Context

This research output has an Altmetric Attention Score of 14. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 16 May 2019.
All research outputs
#1,432,237
of 15,922,425 outputs
Outputs from BMC Public Health
#1,654
of 10,949 outputs
Outputs of similar age
#41,901
of 280,653 outputs
Outputs of similar age from BMC Public Health
#1
of 1 outputs
Altmetric has tracked 15,922,425 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 90th percentile: it's in the top 10% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 10,949 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.0. This one has done well, scoring higher than 84% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 280,653 tracked outputs that were published within six weeks on either side of this one in any source. This one has done well, scoring higher than 85% of its contemporaries.
We're also able to compare this research output to 1 others from the same source and published within six weeks on either side of this one. This one has scored higher than all of them