Less is more: Qualitative insights into physically active learning in secondary math education.

ABSTRACT:

Background

Physically active learning (PAL) has shown promise as a pedagogical approach that combines physical and academic benefits by incorporating physical activity during academic lessons. However, its implementation in secondary schools remains a challenge, highlighting the need to explore teachers' and students' perceptions and experiences.

Aim

To assess the perceptions and experiences of teachers and students following their participation in a PAL intervention in secondary education.

Methods

Data were collected through individual interviews with mathematics teachers (n = 5) and six focus groups with students (n = 36) who participated in a 16-week intervention with a weekly outdoor PAL lesson. Data were analyzed using conventional content analysis.

Results

SUBMITTER: Gonzalez-Perez M 

PROVIDER: S-EPMC12626303 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature