Teacher Perceptions of Daily Physical Activity and Perceived Contextual Barriers to the Implementation of Daily Physical Activity
Document Type
Book Section
Publication Date
10-16-2020
Publication Title
Curriculum, Schooling and Applied Research
First page number:
121
Last page number:
141
Abstract
Physical activity can be very broadly defined as “any bodily movement produced by skeletal muscles that results in energy expenditure” (Miller, Wilson-Gahan, & Garrett, 2018, p. 5). It is generally agreed that, for children aged between 5 and 17 years of age, the ideal scenario includes the accumulation of at least 60 minutes of moderate to vigorous intensity activity on a daily basis (Australian Government Australian Institute of Health and Welfare, 2019; Australian Government Department of Health, 2019; Australian Medical Association, 2014; World Health Organisation, 2018). The concept of daily physical activity is distinctive to the Health and Physical Education Key Learning Area. The Movement and Physical Activity strand in the Health and Physical Education curriculum aims to educate students of the physical, through the physical, in a socially constructed course of developmentally appropriate opportunities (Miller et al., 2018, p. 5). The development and implementation of a daily physical activity program is not aligned to, nor has any bearing upon, the Health and Physical Education curriculum. These are two separate entities with notable differences in foundations and implementation.
Disciplines
Educational Psychology | Health and Physical Education
Language
English
Repository Citation
Williams, N.,
Perera, H. N.
(2020).
Teacher Perceptions of Daily Physical Activity and Perceived Contextual Barriers to the Implementation of Daily Physical Activity.
Curriculum, Schooling and Applied Research
121-141.
http://dx.doi.org/10.1007/978-3-030-48822-2_6