Physical Activity Integrated into Teaching in Schools in Finland

Physical Activity Integrated into

Teaching in Schools in Finland

Introduction

In Finland, the National Core Curriculum for Basic Education includes physical activity

for all students (Finnish National Agency for Education, 2014). The new reformed

curriculum for basic education was introduced in 2016 and emphasizes student activity

and the functionality of working methods (Finnish National Board of Education, 2016).

It has stated that the role of a teacher is to teach and guide students as lifelong learners

while taking into account student’s individual ways of learning (Finnish National

Agency for Education, 2014; Kantomaa et al., 2018a). Teachers are the primary moving

force of implementing physical activity into the school day, especially when it comes to

teaching situations. Therefore, the topic of the thesis is to examine, describe, and discuss

primary school teachers' perceptions and experiences of physical activity integrated into

teaching in schools in Finland.

Physical inactivity has been identified to be one of the leading risk factors for death

globally (WHO, 2018c). Physical inactivity refers to a level of physical activity that

does not reach the level of the recommendations for daily physical activity. According

to the recommendations of the World Health Organization (WHO), children and

adolescents aged 5-17 years should be physically active at least 60 minutes daily (WHO,

2018c). According to WHO (2018c), physical inactivity is a key risk factor for

noncommunicable diseases (NCDs), also known as chronic diseases, such as diabetes,

cardiovascular diseases, and cancer. However, by being physically active, it is possible

to prevent non- communicable diseases (WHO, 2018a, 2018b, 2018c). In addition, there

are many other health benefits from being sufficiently active. Already in 1948, WHO

defined the term health with the phrase “Health is a state of complete physical, mental

and social wellbeing and not merely the absence of disease or infirmity” (WHO, 2020b).

Sufficient physical activity has a positive impact on all health determinants; physical,

mental, and instance, improvement of bone and functional health, and muscular and

cardiorespiratory fitness, reduction of the risk of diabetes, various types of cancer,

stroke, coronary heart disease, and fractures (WHO, 2018c). Moreover, physical activity

is one of the critical factors in energy balance and weight control. Mental health benefits

of physical activity are, for instance, reduction of depression and anxiety, stress relief,

and improvement of memory and cognition (Mental Health Foundation, 2013; WHO,

2018c). Physical activity may increase social interaction, and therefore contribute better

social health by developing social skills and expanding social networks (Mental Health

Foundation, 2013; WHO, 2018c).

Physical activity levels have dropped among children worldwide over the past decade

(Gao et al., 2018), and physical inactivity has become a global public health problem

(WHO, 2018a). Nevertheless, why is it highly relevant to promote physical activity

already in childhood? In childhood, the health benefits of physical activity are vitally

important (Longmuir et al., 2014). Physical activity affects children’s current and future

physical, but also mental health (Harrison et al., 2017). At the time of a childhood, an

active – or passive – lifestyle is learned, which also influences wellbeing later in

adulthood (Frantz and Chandeu, 2011). According to the Finnish Research Centre for

Physical Activity and Health (LIKES), physical activity as a child has many beneficial

effects on health and wellbeing (figure 1). Therefore, physical activity promotion

targeting children might lead to today’s children to grow up as healthy adults (LIKES,

2018).

Figure 1. Benefits of Physical Activity for Children, LIKES Research Centre for

Physical Activity and Health (LIKES, 2018).

In addition to physical inactivity, sedentary behavior has increased during occupational

and domestic activities (WHO, 2018d). Sedentary behavior relates to the time when a

person is sitting or lying down during their waking hours (SBRN, 2017). In many

countries, sedentary time pursued more than two hours is increasing among the children

and youth (Martins et al., 2018). Children in Finland get used to a sedentary lifestyle

already from an early age and become more sedentary as their age increases (LIKES,

2018). School-aged children should avoid sitting still for more than two hours straight.

Screen-time with entertainment media should not be more than two hours a day (The

Finnish Ministry of Education and the Nuori Suomi sports organization, 2008).

However, only 27-33% of Finnish children in primary schools are meeting the screen-

time recommendation (LIKES, 2018). In Finland, during the school day, a student

accumulates sedentary time 39min/h in primary schools (Tammelin et al., 2015).

Since the majority of the time of a school day is spent sedentarily, schools have a

significant role affecting the physical activity levels and sedentary time of children.

Health risk behaviors such as physical inactivity and sedentary lifestyle have been

identified as preventable risk factors (Frantz and Chandeu, 2011; WHO, 2018a), and

school-based interventions can improve the health behavior of children (Frantz and

Chandeu, 2011). In 2010 Finland initiated a concept called Finnish Schools on the Move

aiming to support educational institutions to develop a more physically active

operational culture and wellbeing of children and youth (LIKES, 2018). Promoting

physical activity among school-aged children consists of increasing physical activity,

also decreasing sedentary time (Finnish Schools on the Move, 2016). The main goals of

the program are more movement and less sitting, improved learning, and increased

student participation (Blom et al., 2016). Physical activity during the school day has a

positive effect on the factors that enable learning (Kantomaa et al., 2018a). Physical

activity, especially integrated into teaching, improves efficiency in achieving academic

goals while enhancing the students’ health (Rasberry et al., 2011; Martin and Murtagh,

2017).

In Finland, the schools and municipalities implement their own individual plans to

increase physical activity and decrease sedentary time during school days. It means that

it is highly dependent on the school and its teachers on how much value they will give

to the implementation of the physically active culture in their school. Scientific research

must be conducted, that the right policies and initiatives are made. However,

policymaking or intervention programs do not guarantee success. Great intervention

programs can be initiated; however, how do those work in real life? Since teachers are

the main moving force of implementing the physically active culture, especially when it

comes to physical activity within teaching situations, it would be relevant to explore

how teachers understand this phenomenon.

Disposition

In the introduction chapter, an introduction to the study and a statement of the problem

are presented. The background chapter defines physical activity and exercise, provides a

brief view on the Finnish national core curriculum for basic education, government

programs addressing physical activity, such as the Finnish Schools on the Move

programme, and the definition of physical activity integrated into teaching. After that,

the research aim and questions and study delimitations are presented. Previous research

regarding physically active school day provides a review of the literature regarding

learning and academic achievement, physical activity integrated into teaching, and

teachers’ role. After that, a theoretical perspective is presented. In the methodology

chapter, research design, data collection, analysis, and scientific, social, and ethical

considerations are presented. After that, results and analysis are demonstrated. The

discussion chapter discusses the method and limitations, and then the results are

reflected with the theoretical framework and previous research. Then conclusion and

future research take place. Finally, references are listed, and in appendices; information

sheet, informed consent statement, recruitment post on social media, and interview

protocol are presented.

Background

This chapter provides the definition of physical activity and exercise, a brief view of the

Finnish national core curriculum for basic education, government programs addressing

physical activity, such as the Finnish Schools on the Move programme, and the

definition of physical activity integrated into teaching.

Defining Physical Activity and Exercise

Physical activity can mean different things to different people. When considering

“physical activity” as an official term, any bodily movement produced by skeletal

muscles that require energy expenditure is defined as physical activity (WHO, 2020a).

Sometimes the term “physical activity” can be mistaken with the term “exercise”.

However, there is a difference between the terms. Exercise refers to physical activity

that is planned, structured, repetitive, and purposeful in the sense that improving or

maintaining one or more components of physical fitness is the objective. Exercise is a

subcategory of physical activity. Therefore, physical activity includes exercise, but also

other activities that involve bodily movement, for instance, playing, working, doing

house chores, recreational activities, and active transportation (WHO, 2020a).

There are similar definitions besides to the World Health Organization’s (WHO)

statement of physical activity above mentioned. According to the Finnish National

Agency for Education and LIKES Research Centre for Physical Activity and Health

(Finnish National Agency for Education and LIKES, 2018), physical activity refers to

all muscle activity that is controlled by the nervous system. Besides, physical activity is

actions that increase the energy consumption of the human body (Finnish National

Agency for Education and LIKES, 2018). Finnish National Agency for Education and

LIKES (2018a) state the same as WHO (2020a) that exercise is part of physical activity;

however, exercise aims to accomplish pre-set goals and movements that serve to

achieve those goals. Physical activity and exercise can be examined from the mode,

duration, intensity, quantity, and frequency approaches (Finnish National Agency for

Education and LIKES, 2018; Kantomaa et al., 2018b).

The Finnish National Core Curriculum for Basic

Education

In Finland, compulsory schooling is for all children and youth between 7 and 15 years

(1st to 9th grades), and primary school refers to 1st to 6th grades. The structural system of

compulsory schooling is called basic education (Finnish National Agency for Education,

2020). The core curriculum for basic education is a national regulation issued by the

Finnish National Board of Education. It provides a common ground for the local

curricula. It promotes equality in education and the rights of the students within the

whole country of Finland (Finnish National Agency for Education, 2014). The

curriculum consists of descriptions of the objectives, key contents of the subjects, the

concept of learning, and the guidelines for the operating culture (Finnish National

Agency for Education, 2014, 2020). Following the national core curriculum, the

municipalities and schools are free to draw up local curricula and annual plans (Finnish

National Board of Education, 2016). Municipalities’ and schools’ own curricula guide

teaching and school work more closely and take local needs into account (Finnish

National Agency for Education, 2020).

The new national core curriculum was introduced in 2016 in all schools in grades 1-6

with a focus on school culture and integrative approach (Finnish National Board of

Education, 2016; Finnish National Agency for Education, 2020). The new curriculum

was designed by a wide range of experts from different fields (Vahtivuori-hanninen et

al., 2014). In the new curriculum, the integrating approach is seen in multidisciplinary

learning modules, which are tools for increasing the dialogue between different subjects

(Finnish National Board of Education, 2016). There are guidelines on how to construct

diverse learning environments; however, the national core curriculum does not include

different teaching styles, working methods, or pedagogical models. Therefore, the final

decision is left to local-level operators and teachers. The responsibility for

implementation lies with teachers; they decide what content they emphasize, what

material and methods they choose, and how they arrange learning environments

(Vahtivuori-hanninen et al., 2014).

Government Programs Addressing Physical Activity

According to WHO (2020a), increasing physical activity is not only an individual but

also a societal problem. Therefore, it demands a culturally relevant, multidisciplinary,

multi- sectoral, and population-based approach (WHO, 2020a). Moreover, research has

a high importance for the development of public programs and policies (Martins et al.,

2018). In 2014, a global network of researchers, health professionals, and other

stakeholders formed a non-profit organization called the Active Healthy Kids Global

Alliance to promote greater physical activity (Active Healthy Kids Global Alliance,

2019). In 2018, 49 countries released their report cards on Physical Activity for Children

and Youth, and Finland was awarded being a leader in the effort (Active Healthy Kids

Global Alliance, 2018). However, according to Finland’s 2018 report card (LIKES,

2018), 40-46% of primary school-aged children met the recommendation of 60 minutes

of moderate-to- vigorous physical activity per day. Moreover, according to research

results from Finland, during a school day, a student accumulates moderate-to-vigorous

physical activity 22min in primary schools (Tammelin et al., 2015).

Figure 2. Indicators of Physical Activity for Children and Youth, LIKES Research

Centre for Physical Activity and Health (LIKES, 2018).

Indicators (figure 2) such as government strategies and investments, community and the

built environment, family and peer support, and educational institutions facilitating

physical activity have an impact when contributing to physical activity for children and

youth (LIKES, 2018). Government strategies and investments build the ground by

creating the conditions for achieving the goals set in its policy by providing resources

for physical activity services for children and youth. Community and the built

environment operate a role, for instance, municipalities organize services of physical

activity and sports, support civic work, build local sports facilities, provide the free use

of the facilities and maintain routes of non-motorized traffic. Family supporting physical

activity is shown in parents’ role for setting an example, encourage, and facilitate their

children’s physical activity. In contrast, peer support comes from friends and how they

spend their free time. Moreover, in Finland, children and youth spend most of their day

in Basic Education; therefore, educational institutes affect their physical activity level

(Tammelin et al., 2015; LIKES, 2018).

Finnish Schools on the Move

Finnish Schools on the Move is a research-based national action programme where the

aim is to promote physically active culture in Finnish comprehensive schools.

Promoting physical activity among school-aged children consists of increasing physical

activity, in addition, decreasing sedentary time (Finnish Schools on the Move, 2015).

Every Finnish school can be part of the programme. Registration is free for schools, and

they will receive tools for planning activities and support from the Finnish Schools on

the Move network, among other things. The programme started in 2010, and during the

years 2015-2018, it was one of the key projects in the Finnish government programme

regarding knowledge and education. The programme began with 45 pilot schools all

over the country (Finnish Schools on the Move, 2016; LIKES, 2018). Now more than

90% of municipalities and comprehensive schools are participating in the programme

(LIKES, 2020). The schools and municipalities involved in the programme implement

their own individual plans to make school days more physically active (Finnish Schools

on the Move, 2016; LIKES, 2018).

The Finnish Schools on the Move programme is carried out by the Finnish National

Board of Education, the Ministry of Education and Culture, and regional state

administrative agencies. The Ministry of Education and Culture funded the programme

during the key project phase, and the LIKES Research Centre for Physical Activity and

Health coordinates it (Finnish Schools on the Move, 2015, 2016). LIKES is conducting

scientific research on the physical activity of school children, also monitoring the

process of the local Finnish Schools on the Move projects (LIKES, 2019). Although

the key project

phase and funding ended in 2018, the Finnish Schools on the Move did not terminate.

The support of Finnish Schools on the Move continues for schools and municipalities,

and the local operation is supported through, for instance, training seminars,

coordination, research, and communication. Moreover, the program support services

such as the Current Status assessment -tool, national and regional seminars, “Idea” -

section of the website are available as before. However, the financial investments of

municipalities will play an important role now when the budget support for operations

has ended (Blom, 2020).

Figure 3. Factors of Physically Active School days (Blom et al., 2016).

Overall, the Finnish Schools on the Move emphasizes making the school culture more

active in various ways. Physical activity can be implemented into the school day (figure

3) in forms of breaking up periods of excessive sitting, active school recess, active

school commute, sports clubs, Physical Education (PE) lessons, and by integrating

physical activity into teaching (Tammelin et al., 2015; Blom et al., 2016; LIKES, 2018).

Breaking up periods of excessive sitting can be implemented, for instance, by standing

up by time to time or short exercise or movement breaks. Active school recess can be

promoted by guiding students out during break times, creating space for longer breaks,

and providing

sports equipment for use. Active school commute refers to the school journey, which is

done, for instance, by walking or biking. Sports clubs can complement local recreational

opportunities, and the club leader can be a teacher or instructor of the school staff.

Physical activity during the PE can be increased by planning the lesson so that students

do not spend time queuing and waiting but moving. Physical activity can be integrated

into teaching, for instance, through functional teaching methods (Blom et al., 2016;

Kantomaa et al., 2018a).

Defining Physical Activity Integrated into Teaching

Physical activity integrated into teaching refers to physical activity in school classes that

are not specifically Physical Education (PE). Moreover, the term integration refers to

physical activity, which is used as a tool or a method to accomplish academic purposes

(Kantomaa et al., 2018a; Mavilidi et al., 2019). When physical activity is used as a

teaching method, it increases the activity levels during a class without compromising

academic time (Mavilidi et al., 2019). However, the term can sometimes be mixed with

the physical activity done only for the aim of breaking the periods of excessive sitting,

which may lead to the idea that it takes time from academic learning. Even though also

break time activity may increase the physical activity levels during a class. The

phenomenon of physical activity integrated into teaching is shown in academic

discussion and research; however, the term is not thoroughly defined, and it is not

always used in these wordings.

According to the report by the Finnish National Agency for Education and LIKES

(Kantomaa et al., 2018a), physical activity can be integrated into teaching through

functional teaching methods. Functionality can mean cognitive, social, and physical

activity, and enables the utilization of different learning styles (Saaranen-Kauppinen et

al., 2018). Since children learn in different ways, functional methods can provide

favorable settings for auditory, visual, kinesthetic, and tactical learners (Finnish Schools

on the Move, 2020b). By functional teaching methods, it is possible, for instance, to

question homework, arouse interest in a new topic, practice the subject matter,

concretize

the content. The immediate surroundings of the school can be utilized to support

functional teaching; classes can be held, for instance, in the schoolyard or nearby forest.

Classes can be fully functional, or functionality can be one method among other

teaching methods (Kantomaa et al., 2018a).

Research Aim and Questions

This chapter presents the research aim and questions and discusses the delimitations of

the study.

Research Aim

The aim of this study is to examine, describe, and discuss primary school teachers’

perceptions and experiences of physical activity integrated into teaching in schools in

Finland.

Research Questions

Two research questions are guiding the study:

1) How do teachers perceive physical activity integrated into teaching?

2) How do teachers experience the benefits, constraints, and need for knowledge of

integrating physical activity into teaching?

Delimitations

There are several delimitations of this study that determine the boundaries for the

research. The study focuses only on primary schools in Finland. The interest of the

study is on how the phenomenon occurs among teachers in the schools participating

Finnish Schools on the Move programme. Therefore, only Finnish teachers were

selected for the study. The study was delimited to classroom teachers; however, the

school subjects they were teaching or specialized in were not considered as a focus.

Moreover, the research is delimited to studying the phenomenon only in the teaching

situations, not in any other setting during the school day. Eight teachers were chosen to

be interviewed since the calendar time and resources (labor hours) were limiting the

thesis project. Participation

in the study was limited only to the extent that the teachers had to be primary school

teachers (grades 1st to 6th) in schools participating in the Finnish Schools on the Move

programme. The data collection procedure was delimited to semi-structured interviews.

Other data collection methods, such as observations in teaching situations, were not

used due to geographical distance. There were no financial resources involved in the

study; therefore, interviews had to be conducted online to avoid travel expenditures.

Online meeting tools (Zoom/Google Meet/Facebook) were chosen to be used instead of

phone calls to create a more authentic interview environment.

Previous Research regarding Physically

Active School Day

This chapter of previous research regarding physically active school day provides a

review of the literature regarding learning and academic achievement, physical activity

integrated into teaching, and teachers’ role.

Learning & Academic Achievement

Learning refers to the acquisition of knowledge and skills (Kantomaa et al., 2018a); it is

causal of experience and relatively permanent change in behavior. Behavior in the

classroom, participation in the lesson, and concentration on exercises have been listed as

factors enabling learning at school (Kantomaa et al., 2018b). The core skills that the

brain uses to think, read, remember, reason, pay attention, and learn are called cognitive

skills. Motor development offers a basis for cognitive development (Cheung et al.,

2019). The same mechanisms in the central nervous system are responsible for

controlling both the motor, but also cognitive skills (Kantomaa et al., 2018b). Physical

activity has been stated to have many positive effects on participation and learning

(Syväoja et al., 2012; Syväoja, 2015; Kantomaa et al., 2018b; LIKES, 2018).

In the study of Goh (2017), classroom teachers implemented 10-minute sessions of

active academic TAKE10!® lessons for 12 weeks. At the end of the intervention,

children’s step counts had increased significantly, and there was a significant

improvement in on-task behavior. Integrating short sessions of physical activity within

lessons is a potential strategy for increasing children’s daily physical activity (Goh,

2017). Based on the research findings, short sessions of physical activity throughout the

school day is also recommended by the study of Drollette et al. (2014). The study

investigated the effects of moderate-intensity aerobic exercise on the perspectives of

cognitive control. There were two groups of children categorized by higher- and lower-

task performance. Findings revealed that there was no significant effect of an acute bout

of moderate

physical activity on higher-performers; however, there were effects found in the lower-

performing group. Therefore, children with lower task performance may benefit the

most from acute bouts of physical activity (Drollette et al., 2014).

The study of Vazou and Smiley-Oyen (2014) was examining the acute effect on the

executive function of a physical activity session integrated into math practice compared

with the seated math practice session. Executive function refers to the control of

information processing and regulates other cognitive functions (Kantomaa et al.,

2018b). Findings from the study of Vazou and Smiley-Oyen (2014) revealed that a 10-

minute session of aerobic physical activity integrated with math enables an acute

positive effect on inhibitory control that is an essential component of executive function.

Especially overweight children performed significantly worse in executive tasks after a

period of sitting compared to after being physically active. Therefore, physical activity

seemed to prevent this decline (Vazou and Smiley-Oyen, 2014). In addition, the study of

Vetter et al. (2019) also obtained results in supporting that physically-active lessons are

beneficial for math skills, moreover, produce an increase in the physical activity level of

children during the school day.

In the research field concerning physical activity during the school day and academic

achievement, mostly positive results have emerged. According to Beddoes’ (2017)

study, where the purpose was to determine how an acute bout of physical activity affects

executive functions among school children, it was discovered that engaging in moderate

physical activity in brief sessions produced higher scores on math. In addition, school-

based physical activity intervention programs can make children more active during the

school hours, and by that, improve their educational outcomes (Käll, Nilsson and

Lindén, 2014). In the study of Syväoja et al. (2018), children who had higher levels of

self- reported physical activity had better aerobic fitness and academic achievements.

The study results indicate that self-reported physical activity was positively associated

with academic performance in children. The study states the importance of a physically

active lifestyle not only from a health standpoint but also from a learning perspective

(Syväoja et al., 2018).

Still, it needs to be stated that there is still inadequate evidence to justify that increased

physical activity in school improves academic achievement in all children. In the study

of Resaland et al. (2016), no significant effect on academic performance was found

when having a physical activity intervention in elementary schools. However, the

intervention affected those who performed the poorest. Therefore, physical activity

combined with learning appears to be a viable method of stimulating learning in the

academically weakest children (Resaland et al., 2016). It has been found that motor

skills are of great importance for academic performance (Valentini et al., 2019).

According to Valentini et al. (2019), often the students who have difficulties in motor

skills can manifest problems in academic achievements and vice versa. Also, the study

of Ericsson and Karlsson (2014) indicates that increased physical activity and motor

skills training may improve school performance and may contribute to being qualified to

upper secondary school in the future. When it comes to the eligibility rate for higher

education, daily school-based physical activity in compulsory school may increase

competence, especially in boys (Fritz et al., 2020). However, no changes in grade scores

or eligibility rates were found in the intervention girls in the studies of Cöster et al.

(2018) and Fritz et al. (2020). As previous research presented above demonstrates,

physical activity may have a positive effect or no significant effect on academic

performance. According to the study of Lahti et al. (2020), age-, gender- and family-

related factors were the most important socio-ecological associations of physical activity

in children. However, many studies are limited from the confounding factors, for

instance, age, gender, socioeconomic status, and ethnicity.

In conclusion, physical activity has been found to have a positive effect or no significant

effect on learning and academic performance. It seems that physical activity is

influencing academic achievements indirectly through factors, such as on-task behavior,

and learning. An acute bout of moderate physical activity in forms of active breaks and

movement integrated into teaching has been found potential for promoting educational

outcomes. The significant results have been recovered from studies concerning math

and cannot be generalized for all students. However, school-based physical activity

interventions may have an impact on the academically weakest children.

Physical Activity Integrated into Teaching

Physical activity integrated into teaching has been noted to be a viable approach to help

children meet physical activity guidelines while also considering learning and academic

achievement (Donnelly et al., 2013; Martin and Murtagh, 2017; Kantomaa et al.,

2018a). Children need during the years of growth and brain development, not only

instruction in numeracy and literacy but also concrete assignments and tasks to interact

and construct with (Walker, 2011). Teaching through play and movement promotes the

acquisition of skills and increases interest (Valentini et al., 2019). Therefore, children

are more likely motivated to learn if they are interested in and engaged with the task

(Walker, 2011). In addition, Walker (2011) states that: “the old days of teachers being

locked away in their individual classrooms should be well and truly over!”. The study of

Vetter et al. (2019) evaluated the benefit of physically active lessons in learning

mathematics. The participants were either sat in a classroom or were physically active

on the playground. The participants were tested pre- and post-intervention with

mathematics and the multiplication scores improved significantly more in the

playground than in classroom groups. Moreover, physical activity and aerobic fitness

improved more in the playground than in classroom groups. Therefore, physically active

lessons may enhance the learning of mathematics while also providing sufficient

physical activity during school hours (Vetter et al., 2019).

Also, the study of Beddoes (2017) states that physical activity integrated into teaching is

a useful way to increase children’s daily physical activity level. The participants of the

study emphasized both academic and health outcomes valuable among elementary-aged

children (Beddoes, 2017). In the study of (Reed et al., 2010), 3rd-grade teachers

integrated physical activity into their academic teaching three days a week,

approximately 30 minutes a day. Children in the experimental group had close to 1200

pedometer steps per day on average during movement-oriented academic lessons. The

result of steps was valuable knowledge since it has been recommended that a Physical

Education class should provide 1200 to 2000 steps in 30 minutes. Also, the results

revealed that even if

the classroom teachers were not trained to teach physical education, and the classroom

settings were not provided the perfect space for movement; the number of steps during

the physically active academic classes were impressive. This study shows as well that

physically active lessons not only reached a great number of steps but also made

children perform better on the academic achievement test. However, statistically

compared with the control group children, the test scores were not significant (Reed et

al., 2010).

Grieco et al. (2016) evaluated the possibility of a dose-response impact of physical

activity intensity on the change of time on-task in 7-9 years old children. Physical

activity was implemented into academic teaching and compared to a sedentary control

group who were seated during the lessons. The time on-task score was calculated as the

percent of the time the student was rated as on-task. Time on-task refers to the time

when a student was attentive to the teacher or actively engaged in the assignment. Time

on-task decreased following the sedentary lesson, and there was no change following

sedentary academic games. However, time on-task increased following the low- to

moderate-intensity physical activity and moderate- to vigorous-intensity physical

activity academic games (Grieco et al., 2016). Therefore, physically active academic

lessons may have a benefit also for the time on-task. However, it can be argued that the

increased time on-task after physical activity may have also been a cause of its variation

from traditional classwork.

In conclusion, physical activity integrated into teaching may be a viable method to

increase the daily activity of children while not compromising the academic time. When

integrating physical activity into academic content, for instance, on the playground, it

offers a broader venue compared to the classroom and may increase the activity levels

of children. Moreover, physical activity may provide variable assignments, which may

promote the attention of children and improve their time on-task.

Teachers’ role

The study of Beddoes (2017) demonstrates teachers’ roles by examining how videotapes

provided the resources for the implementation of classroom Physical Activity (PA). The

data analysis of the study revealed three categories of teachers in implementing

classroom PA: Dynamic Providers, Convenient Adopters, and Lost Managers. Dynamic

Providers got a frequent and energetic PA involvement and provided children PA

opportunities daily at a moderate to vigorous intensity. Convenient Adopters had a

character for accessibility and easy access. The majority of the teachers represented this

category. Those teachers utilized PA videos multiple times per week; however, the

involvement of these teachers in PA was inconsistent, and the delivery was low-

intensity PA. Lost Managers rarely provided children with any form of classroom PA

and felt nervous that classroom PA may result in loss of control over children. The

perception of children and teachers about class climate varied and correlated with the

PA engagement of children. However, findings from the research support the positive

relationship between offering classroom PA and the perceptions of class climate

(Beddoes, 2017).

The study of Stuhr (2008) indicates that the Physical Education teachers participating in

the study found their lived-positive emotional experience as functional for effective

teaching physical activity. By having a supportive relationship with students, it may also

help students to achieve desired learning. The teachers in the study recognized that their

positive emotions served motivation for their teaching, moreover, increased student

engagement during the class. The student engagement for doing tasks and their will to

learn is more likely higher when they are in an environment where someone cares and is

willing to help. One teacher in the study acknowledges that her care for students is a tool

for increasing student motivation. From the students’ perspective, a teacher who

explains the activities, modifies activities to help students, includes all students in every

activity, provides choice within activities, pays attention, provides respect, encourages,

and motivates students, makes them joyful. In addition, it may be beneficial for the

teaching profession to help teachers to understand the functionality of their lived-

positive emotionality in order to achieve efficient teaching (Stuhr, 2008).

Regarding the Finnish Schools on the Move programme, the staff of the schools

participating in the pilot phase of the programme responded an online survey about their

experiences regarding activities of the program and their opinions on the school’s role as

a provider of physical activity (Kämppi et al., 2013). The teachers who taught physical

education agreed that the example of each teacher influences students’ attitudes towards

physical activity. A comment from the study: “A physically active atmosphere and the

teachers’ attitude and example inspire the students to become more excited about being

physically active” summarizes the perception of the role of teachers (Kämppi et al.,

2013). Nearly 90 percent of the respondents estimated that each teacher’s attitude and

example influence students’ attitudes towards physical activity. More than half of the

respondents believed that physical activity could be integrated into their own teaching

(Kämppi et al., 2013).

The study of Linker and Woods (2018) shows that the class teachers’ attitudes may not

be positive towards teaching physical education; however, they may be willing to

integrate physical activity in their classrooms. The willingness of classroom teachers to

integrate physical activity into teaching were consisting of different factors in the study

of Cothran, Kulinna and Garn (2010). One factor was the desire to influence students’

wellness needs positively, not only their academic needs. There was also a strong

connection between the implementation of physical activity and teachers’ pre-existing

personal wellness interests. Three mostly emerged themes in teachers’ motivation were:

meeting students’ wellness needs, personal interest in wellness, and to motivate students

to engage academically (Cothran, Kulinna and Garn, 2010). Teachers in the study of

Parks, Solmon and Lee (2007) perceived physical activity integrated into teaching

positively, and they could see the value and benefits for children physically, mentally,

and possibly academically. Despite that teachers valued physical activity integrated into

teaching, they implemented movement into their teaching only a little or not at all

(Parks, Solmon and Lee, 2007).

The results of the survey concerning the Finnish Schools on the Move programme were

mostly positive (Kämppi et al., 2013). Respondent school staff agreed that physical

activity during school hours contributes to a peaceful learning environment and

increases satisfaction with school. The attitudes towards including physical activity to

the school day were more positive in primary schools. Among classroom teachers, the

attitudes towards physical activity and the program were reasonably positive, even

among the teachers who did not teach physical education (Kämppi et al., 2013). The

teachers participating in the study of Linker and Woods (2018) stated that they were

willing to integrate movement in their classrooms to boost brain activity, energize, or

de-energize students.

The constraints that the teachers were perceiving were mostly institutional factors such

as scheduling and academic test pressures (Cothran, Kulinna and Garn, 2010). Teachers

perceived integration of physical activity, either additional work or support for their

current work. This perception was a factor influencing the engagement of the teachers

on implementing physical activity into teaching (Cothran, Kulinna and Garn, 2010). The

constraints from the study of Cothran, Kulinna and Garn (2010) aligned with the

findings from the study of Parks, Solmon and Lee (2007). The constraints from

teachers’ perception were the nationwide focus on standardized testing and time

efficiency. Activities that were not directly related to features tested were often

eliminated (Parks, Solmon and Lee, 2007). Teachers’ personal time related to

preparation work was also perceived as a constraint (Howie and Pate, 2012). The

environmental limitation mentioned was, for instance, a lack of teaching space (Naylor

et al., 2006). Moreover, one of the reasons why teachers rarely provided physical

activity in the classroom was the fear of losing control over children (Beddoes, 2017).

Finally, according to Webster et al. (2017), understanding the perspectives and needs of

teachers towards physical activity integration is essential for professional development.

The results from the study of Webster et al. (2017) indicated factors that should be

included in training for teachers in order for them to integrate physical activity into

teaching. Training for teachers should consist of a demonstration of physical activity

recommendations and policies, and a presentation of physical activity and its importance

in academia. Also, training should include classroom management techniques, concrete

examples, strategies to motivate inactive and older students, and a demonstration of

calming activities that can be used after physical activity (Webster et al., 2017). The

study of Dinkel et al. (2017) also found that the teachers’ need for knowledge was

concerning classroom management skills and concrete ideas on how to integrate. It has

been emphasized that more innovative ideas and practical examples are needed on how

to integrate physical activity into subjects other than physical education (Kämppi et al.,

2013).

In conclusion, teachers in the studies had a positive perception of physically active

school days. However, even though teachers valued their role in implementing physical

activity, they might not have used it in their own teaching. Perceived benefits were class

climate, student engagement and motivation, student wellness, a boost of brain activity,

and energization or de-energization of students. Perceived constraints in implementing

physical activity were scheduling, academic test pressures, time efficiency, personal

time related to preparation work, lack of teaching space, and fear of losing control.

Teachers’ need for knowledge was concerning classroom management techniques,

strategies to motivate inactive and older students, and the need for innovative ideas and

practical examples.

Theoretical Perspective

In this chapter, the theoretical framework for the study is presented. The study applies

the phenomenology of perception by Maurice Merleau-Ponty, emphasizing the ideology

of the body. The phenomenology of perception and body can provide a framework for

understanding how teachers view the integration of the body (physical activity) and

mind (learning). The theoretical framework is also utilized to interpret the research

results.

Phenomenology of Perception and the Body

Maurice Merleau-Ponty was a French phenomenologist and one of the key philosophers

of the twentieth century. Phenomenology of perception and the body (1945) is one of

the core ideas in Maurice Merleau-Ponty’s work (Merleau-Ponty, 2004; Romdenh-

Romluc, 2011). The theory states that the body is a form of consciousness rather than

objective thought, that considers the body as a physical object that is not significantly

different from other physical objects such as rocks and tables. Merleau-Ponty argues

that instead of the body being an object, the body is a subject (Romdenh-Romluc, 2011).

Embodiment brings to our perceptual experiences and the previous structure, whereby it

has presented to us in consciousness experience of a world (Merleau-Ponty, 2004).

Bodily consciousness supports those states and activities that are generally considered as

mental, such as thinking, beliefs, and desires, and manifests itself through perceiving

and acting (Romdenh-Romluc, 2011). Merleau-Ponty states that the role of a body is to

create, maintain, and express knowledge through habits. The body is not only the

vehicle for gaining knowledge but also a participant in producing meaning. Merleau-

Ponty does not marginalize the mind; he connects it with the body. The world is

perceived with the body, but finding a meaning still requires interpretation and

reflection with the mind (Hamington, 2004). We are in the world through our bodies;

therefore, we perceive the world through our bodies, and we are our bodies (Hamington,

2004; Merleau-Ponty, 2004; Reynolds and Diprose, 2008).

First of all, the ideology of Merleau-Ponty fits the overall purpose of this study since he

states that perception is not a fact within the world (Merleau-Ponty, 2004). First, the

study is not seeking to find and state the facts, but instead discover and understand how

these teachers in the study are perceiving and expressing knowledge through the acting

habits on their personal level. Second, the phenomenology of perception, focusing on

the body, was chosen for the theoretical framework to help to understand the ideologies

of the teachers when it comes to physical activity and learning. The theory of Merleau-

Ponty argues that the body and mind are connected (Romdenh-Romluc, 2011), which

supports the idea of integrating physical activity and learning. Therefore, the theory can

help to recognize how teachers create, maintain, and express knowledge. The theory can

be applied to seek how the teachers are seeing a connection between pursuing physical

(body) tasks in order to learn (consciousness). Moreover, the theory can be interpreted

also in the way of what makes the teachers act as they act. Merleau-Ponty argues that

the subject reacts to their perceived surroundings; the actions are driven by their

perceptions (Romdenh-Romluc, 2011). Therefore, the theory can support the

understanding of how teachers in the study perceive the phenomenon of physical

activity integrated into teaching, and how it is seen in their actions. Merleau-Ponty

states that embodied knowledge is a choice. We can re-connect with the world if we

choose to be present in our bodies (Hamington, 2004). The statement of Merleau-Ponty

can be interpreted with the study results. Thus, it is possible to analyze whether the

teachers have chosen to emphasize the body in their teaching.

Moreover, according to Merleau-Ponty’s ideologies, motor skills are seen as practical

knowledge (Romdenh-Romluc, 2011). Motor skills are practiced in perception and

action. Therefore, when a subject exercise a motor skill, it shapes an understanding of

the environment in which it is practiced. Merleau-Ponty argues that the subject’s

perceptions of the environment and the interactions with it go hand in hand with the

consciousness of its own body. As the subject perceives and acts while using their motor

skills, it follows that the use of the skills is also what gives them the awareness of their

own body. For instance, a tennis player utilizes tennis skills to leap and reach for the

ball with the racket. These actions follow that the player’s movements intrinsically

involves proprioceptive

awareness of its own body. Therefore, the practice of motor skills can be classified as a

practical form of understanding (Romdenh-Romluc, 2011). The example of a tennis

player can also be modified to a school context. When a student performs a physical

task, it forms an awareness of their own body and creates understanding.

But what makes Merleau-Ponty’s ideology differ from the other theorists and their

ideologies? Merleau-Ponty argues against the dualistic tradition of Western philosophy

that values the mind over the body (Hamington, 2004). In addition, empiricism and

intellectualism support the idea of “objective thought” and consider the body as a

physical object (Reynolds and Diprose, 2008; Romdenh-Romluc, 2011). For instance,

according to empiricism, consciousness is the result of a causal effect in the body, and

according to intellectualism, consciousness is seen as non-physical (Romdenh-Romluc,

2011). These other ideologies do not see the connection between body and mind, which

in the school context may lead the teacher to emphasize the utilization of mind when

learning and separating physical activity from the learning process. It is well worth

understanding the other ideologies as well, even though the phenomenology of Merleau-

Ponty is guiding the study to support the idea of integrating physical activity and

learning. This furthers the understanding of teachers’ perceptions, and the research

results can be interpreted more thoroughly using key concepts of bodily consciousness,

embodied knowledge, and practical knowledge.

Methodology

This study examines, describes, and discusses primary school teachers' perceptions and

experiences of physical activity integrated into teaching in schools in Finland. Eight

Finnish primary school teachers were interviewed in the research. In this chapter,

selected research methods will be presented, described, and justified. The chapter

consists of the following subheadings: research design, data collection, analysis, and

scientific, social, and ethical considerations.

Research Design

The study employs a qualitative interview study design with a phenomenological

approach. The phenomenon under investigation in the study is physical activity

integrated into teaching and how teachers perceive it through their experiences. The

study was carried out by conducting eight semi-structured teacher interviews.

Qualitative interview design was selected for the study since a conversation is a key tool

to obtain knowledge about others (Brinkmann, 2013). Through conversation, it was

possible to gain insight into how teachers think, feel, and experience the phenomenon.

The phenomenological approach was selected for the research since it enabled the focus

on the lived experiences of teachers (Smith and Sparkes, 2016). The phenomenological

approach refers to an experience-focused interviewing of what the teachers had

experienced (Brinkmann, 2013). The study started on 21st January 2020 and terminated

28th August 2020. The research process consisted of a few milestones (figure 4):

Figure 4. Milestones of the Research

Semi-Structured Interviews

The interviews followed a semi-structured approach. Semi-structured interviewing was

chosen for this study since the method ensures obtaining data in an expansive and

flexible way and allows participants a great deal of margin on how to respond (Bryman,

2012; Walliman, 2017). A semi-structured interview protocol (appendix D) was

designed as a mind map. Interview questions were developed with the intent to obtain a

deeper understanding of primary school teachers’ perceptions and experiences of

physical activity integrated into teaching. In addition, at the end of the interview, the

participants were asked if there was anything to add, things that were important to know

from their perspective. Otherwise, the interview questions were designed to answer the

research questions; however, posing the research questions directly to the participants

was avoided (Bryman, 2012; Silverman, 2013).

Semi-structured interview protocol (appendix D) was designed to cover four topics:

1) General

2) Theme 1: Physical Activity and Exercise

3) Theme 2: Physical Activity Integrated into Teaching

4) Theme 3: Finnish Schools on the Move and Curriculum

General

General questions were selected to start the interviews. The questions posed were age,

grade what the teacher taught, and years of experience in teaching. The intent was to

obtain an overview of the characteristics of the participants. The characteristics indicate

a sample of the population covered in the study (Brinkmann, 2013). In addition, it can

help interpret the participant’s responses when the characteristics of the participants are

known.

Theme 1: Physical Activity and Exercise

Theme 1 was designed to consider physical activity and exercise in general. Posed

questions discussed the definition of the terms, personal meaning, and teachers’ personal

experience or background regarding physical activity and exercise. The intent of the

theme was to obtain insight into what the terms are meaning subjectively to the teachers.

Moreover, the intent was to gain an overview of the teachers’ background regarding

physical activity and exercise. As it has stated, at the time of a childhood, an active – or

passive – lifestyle is learned, which also influences later in adulthood (Frantz and

Chandeu, 2011). The statement applies to teachers as well.

Theme 2: Physical Activity Integrated into Teaching

Theme 2 leads the discussion on how physical activity is seen as integrated into

teaching. The theme is addressing the definition of the term, teachers’ role, ways of

implementing, usability in different school subjects, impact on students’, and teachers’

personal experiences on benefits and challenges. The intent of the question of defining

the term of physical activity integrated into teaching was to investigate how familiar

teachers are with

the phenomenon. The overall intention of the theme was to obtain answers to the

research questions.

Theme 3: Finnish Schools on the Move and Curriculum

Theme 3 was considering a national action program, Finnish Schools on the Move, and

the Finnish national core curriculum for basic education. Posed questions were

considering the influence of the Finnish Schools on the Move program, equivalency of

the curriculum, and the need for further knowledge or support. The professional

development of teachers can be supported by examining the need for further knowledge

or support (Svendsen, 2016).

Before initiating the interviews with the teacher participants, a pilot study was

conducted to test the interview protocol and the schedule. Piloting the interview protocol

is highly recommended before administering interviews with the sample. One of the

objectives of the pilot interview was also to gain more confidence as an interviewer

(Bryman, 2012; Silverman, 2013). Some questions in the interview protocol needed

clarification, and the changes were made.

Data Collection

Selection of Participants

Eight Finnish primary school teachers were selected to be interviewed to obtain

empirical data. By focusing on eight teachers, it was possible to obtain in-depth

knowledge of the phenomenon (Silverman, 2013). Moreover, the number of participants

was affected by the resources, such as time, which was limited (Bryman, 2012). Eight

teachers were selected to be interviewed to ensure obtaining sufficient data while

considering limited resources. The participants for the study were recruited utilizing

different methods. The recruitments began with the use of a convenience sampling

method. By convenience sampling, the researcher finds individuals where the

phenomenon under study is most likely occurring. Moreover, in convenience sampling,

the participants are selected based

on their voluntary will (Silverman, 2013). The characteristics of the participants were

limited only to the extent that the teachers needed to be primary school teachers (grades

1st to 6th) in schools participating in the Finnish Schools on the Move programme.

There is already enough variation between teachers within one school; therefore, there

were no regulations made for how many schools the participating teachers should be

from. The original plan was to get teachers from two Finnish schools who had already

been contacted earlier for a Research and Development project (Salmela, 2019). A

recruitment email consisted of an Information sheet (appendix A) and an informed

consent statement (appendix B). Email addresses for the teachers were found only from

one school’s website. The email was sent to all the teachers at that school. Another

school did not have public email addresses for teachers; therefore, an email request was

sent to the principal. After getting no response, recruitment email was sent to teachers

from five more primary schools, which were randomly picked from a list of schools

participating in the Finnish Schools on the Move programme (Finnish Schools on the

Move, 2020a). With this method, one teacher volunteered to participate in an interview.

Thereafter, it was needed to begin to use the researcher’s social network and contacts.

Two teachers were recruited from the researcher’s personal contacts. Then snowball

sampling was utilized where the participants were asked to use their social networks to

find more participants for the study (Silverman, 2013). Two teachers were recruited by

this snowball sampling method. There was still a lack of participants; therefore, the last

method was to use the power of social media. A visual recruitment post (appendix C)

was created and published on Instagram's story and Facebook. The last three

participants were found from researchers’ friends’ social networks. Finally, eight

Finnish primary school teachers, seven females, and one male participated in the

research.

Online Interviews

The data was collected by conducting eight semi-structured online interviews. Online

interviews were chosen because of geographical reasons (Smith and Sparkes, 2016), the

researcher located in Sweden, and the participants in Finland. Participating teachers

were interviewed individually, and all the interviews were conducted in Finnish. The

participants were interviewed in Finnish in order to obtain a preferable quality of data

when participants were allowed to speak their native language. Information sheet

(appendix A) and informed consent statement (appendix B) were sent to recruit teachers.

Volunteer teachers confirmed their participation in the study by responding

affirmatively to the informed consent statement via email or message. Thereafter, a

suitable time for an interview was selected with the participants. The researcher

conducted all eight interviews. The online interviews were held via Zoom, Google

Meet, and Facebook video call, depending on the desire of the participant. All

interviews were conducted using video and audio features. Before the oral interview

started, it was ensured once again that the participants had understood the informed

consent statement, their rights, and if they approved audio recording. The duration of the

interviews varied between 37 to 72 minutes. Moreover, one teacher provided additional

comments via messages after the interview.

Analysis

Thematic analysis was employed in the study to interpret the data collected from the

interviews. Overall, there were 227 pages of transcribed text from the interviews. Paper

versions were not printed out for ecological reasons. All the interview transcript pages

were read through from Word documents, and the most relevant and interesting stories

were collected to a new Word document. The interview transcripts were read thoroughly

once more, and thematic analysis took place. The analysis was done by utilizing the

Word document features, such as highlighting the text and adding comments to the

document. Thematic analysis was chosen for this study since the method aims to

identify patterns, “themes” in a dataset (Bryman, 2012; Smith and Sparkes, 2016).

Moreover, by thematic analysis, it is possible to analyze people’s experiences in relation

to a particular phenomenon and identify patterns in people’s behaviors or perspectives

on an issue (Smith and Sparkes, 2016). Thematic analysis began already in parallel with

data

collection. For instance, during the interviews, additional notes were made to highlight

emerging themes, which is also considered as an analysis (Walliman, 2017). The issues

from the interview notes were taken into account with the developed themes from the

transcripts.

Scientific, Social, & Ethical Considerations

Scientific Considerations

The study consists of only qualitative data gathered by semi-structured interviewing.

The interview protocol was designed based on the research aim and questions to ensure

validity in the study. Validity refers to the quality of being true or correct, in addition, if

the chosen method measures what it claims to be measuring (Bryman, 2012; Silverman,

2013). During the interviews, if some answers of participants were unclear, the

participants were asked to clarify their answers. Interviews were recorded and

transcribed word by word. However, a large amount of obtained data had to be

summarized when presenting results. This stage is critical in qualitative research since,

depending on the researcher, the results are presented to the extent which the researcher

emphasizes and considers important (Brinkmann, 2013; Silverman, 2013). Moreover,

the data has been translated to prevent missing meaning and data. However, it may

affect validity when interviews were conducted in Finnish, but the results are presented

in English. The data collected through interviews is relying on subjectivity, teachers’

personal perceptions, and cannot give objective knowledge (Brinkmann, 2013).

However, as a researcher, it was important to remain objective and not to control the

results in a certain direction (Bryman, 2012; Silverman, 2013). Objectivity was ensured

by keeping the interview conversations neutral and not take a stand. Moreover, all the

participants had their own interest in physical activity; therefore, it may affect the

validity to measure comprehensive perceptions. Overall, the study goes through an

internal peer-review to increase the rigor.

Social Considerations

This study is striving to gain knowledge about the perceptions, experiences, and the

needs of teachers regarding physical activity integrated into teaching. The study should

be considered beneficial not only in the field of sports sciences but also in the field of

education. Integrating physical activity into teaching may be an effective way not only

to increase physical activity levels of children but also to improve educational outcomes

(Mavilidi et al., 2019). As it has shown in the Background chapter (figure 2),

government strategies and investments, the built environment, and educational

institutions have an impact when contributing to physical activity for children and youth

(LIKES, 2018). When the government and educational institutions develop their

strategies and built environment, in what direction do they create their operations? As I

see it, the answer is found among the ones who are working at the grass-root level. If the

goal in society is to make children move more during the school day, who are the ones

implementing the strategies? Teachers. From my point of view, it is also beneficial to

obtain knowledge about what are the perceived constraints when integrating physical

activity into teaching. By that, government and educational institutions are enabled to

target strategies and actions to support the implementation of physical activity into

teaching. The results from the study may be relevant for intervention programs, such as

Finnish Schools on the Move or other similar organizations in Finland and abroad.

Ethical Considerations

In this study, the ethical guidelines of UNESCO (2014) were followed in order to

conduct social science research. In addition, the EU General Data Protection Regulation

(GDPR) applied since there was personal data involved, such as names and audio files

(The European Parlament and the Council of the European Union, 2016). Generally

used boundaries of research ethics were considered: “voluntary participation and the

right to withdraw, protection of research participants, assessment of potential benefits

and risks to participants, respecting the privacy of participants and avoiding deceiving

them, obtaining informed consent and avoiding harm” (Silverman, 2013). It was

emphasized

that the participation is voluntary, and the participant could anytime choose to withdraw

from the study without explanation and any risk of consequences (Bryman, 2012;

Silverman, 2013). Since there were human subjects involved in the research, the project

plan, information sheet, informed consent statement, interview protocol, and the ethical

considerations were reviewed by the Faculty of Education and Society at Malmö

University.

Information sheet (appendix A) and informed consent statement (appendix B) were sent

to the participating teachers before the interviews. Participating teachers confirmed their

participation in the study by responding affirmatively to the informed consent statement

via email or message. Thereby they also approved the methods mentioned in the

informed consent statement. Before the oral interview started, it was ensured once again

that the participants had understood the informed consent statement and their rights. In

addition, it was asked whether the participant would approve the recording. To protect

the participants, identifying information was anonymized by coding when transcribing

the interviews. The participants’ names were coded to “Teacher 1, Teacher 2…etc.”,

and identifying details were not used in the study. Confidentiality was guaranteed by

ensuring that nobody else except the researcher was able to have access to the recorded

interviews and the transcriptions (Bryman, 2012; Silverman, 2013).

Results & Analysis

In this chapter, the results from the interviews are presented and analyzed. The results

are presented for each interview topic at a time. The interviews consisted of four topics,

which are presented in this order:

1) General

2) Theme 1: Physical Activity and Exercise

3) Theme 3: Finnish Schools on the Move and Curriculum

4) Theme 2: Physical Activity Integrated into Teaching

General

The age of the teachers varied between 29–62 years. The grade under teaching varied

between 1st – 5th grades, and the years of experience in teaching varied between 0–24

years. The grade under teaching refers to the class that the teachers were teaching during

Autumn 2019 and Spring 2020. Some of the teachers who had more years in teaching

had experienced all grades from 1st to 6th. Some had only been teaching 1st and 2nd

grades. A few had only had experiences from one or two different grades. Moreover, the

years of experience in teaching consists of the years after the participant had graduated.

However, many teachers stated that they had had many years of experience in

substituting classes before they had graduated or got their own class. All the teachers

were classroom teachers, which means that they are teaching different school subjects.

However, it was not asked what school subjects the teachers were teaching. Even though

it was not asked, one teacher reported specializing in Physical Education.

The characteristics of the participants were obtained by asking general questions at the

beginning of the interviews. The names were coded to “Teacher 1, Teacher 2…etc.” to

secure the anonymity of the participants.

Table 1. Characteristics of Participants.

Two mind maps were created to illustrate the themes emerging around the research

questions. The mind maps are shown before the results are presented to provide an

overview of the findings. These themes are discussed in the Discussion of Results

chapter. The first mind map (figure 5) was seeking to gather the overview of the first

research question; how do teachers perceive physical activity integrated into teaching?

Figure 5. Teachers’ Perceptions of Physical Activity Integrated into Teaching.

The second mind map (figure 6) had the intent to collect relevant themes to the second

research question: how do teachers experience the benefits, constraints, and need for

knowledge of integrating physical activity into teaching?

Figure 6. Teachers’ Experiences of the Benefits, Constraints, and Need for Knowledge

of Integrating Physical Activity into Teaching.

Theme 1: Physical Activity and Exercise

The first theme of the interview was seeking to understand teachers’ perceptions and

personal experiences of physical activity and exercise in general.

Definition of the terms

In the beginning, teachers were asked to define the terms “physical activity” and

“exercise”.

Teacher 1:

“…physical activity means a movement to me; you are using the body,

your body, maybe your heart rate goes up a bit. Still, it does not mean

anything like; I don't think physical activity means you need to keep your

heart rate at peak. Any kind of movement, like physical activity where you

use your body…”

Teacher 3:

“…physical activity…it is like activity with movement and the use of the

body…”

Almost all the teachers stated that physical activity is movement and the use of the

body. Also, many highlighted that being physically active does not require much; it can

be small things. Moreover, a couple of teachers mentioned that physical activity refers

to taking care of yourself.

Teacher 4:

“Physical activity refers to taking care of yourself in a good way…the

basis for the ability to cope at all.”

Some teachers perceived that the terms “physical activity” and “exercise” means nearly

the same. It was showing indirectly when the teachers discussed the topics in a way that

the terms mean the same. Moreover, it appeared directly in the following:

Teacher 8:

“…I see them as pretty much the same concepts, physical activity, and

exercise. In my opinion, they are overlapping concepts.”

A few teachers perceived the terms “physical activity” and “exercise” associated with

slightly different things. Physical activity was seen as covering more, including

everyday tasks such as walking and house chores, when exercise was more connected to

hobbies and specific sports.

Teacher 2:

“…I perceive that exercise I might somehow associate with purposeful

exercise and with something like hobbies, and physical activity more with

something like what happens every day when you do house chores or walk

stairs or walk to work…it can be even small active things.”

Teacher 6:

“…physical activity is a kind of desire and need to do things with the body,

like you walk and get up… exercise is then more of an intention…

engaging in some kind of sport...”

Personal meaning

Thereafter, the conversation was led to concern what physical activity and exercise

mean to the teachers on a personal level. All teachers perceived physical activity and

exercise as important concepts. Almost all stated that it is essential in their profession,

but also a big part of their own lives.

Teacher 1:

“It is important, in my opinion, it is really important in the profession and

also in my spare time.”

Teacher 5:

“It is important, and… it is also a great part of my own life and the basis

of wellbeing.”

Teacher 7:

“Well, they [physical activity and exercise] are really important to me,

and Physical Education has, even though I am not specialized in any way,

it has always been a subject that I have stated that I can happily teach…”

Personal Experiences or Background

When teachers were asked about their own background in physical activity or exercise,

everyone was able to tell that they had been physically active throughout their lives

from childhood. The type of activity varied between the teachers; however, they all had

an active background. For some, the activity had been playing outside with other

children. For the others, it had been more of a competitive sport.

Teacher 8:

“…we were outside for many hours…we had yard games still at that time

present in children's lives…”

Teacher 3:

“…I played football for a long time; I played for more than ten years…”

Therefore, all teachers perceived physical activity and exercise positive and meaningful.

All teachers had a physically active background; however, the types of activities

differed between the teachers.

Theme 3: Finnish Schools on the Move and Curriculum

The third theme focused on the influence of the Finnish Schools on the Move,

curriculum, and need for further knowledge or support.

Influence of the Finnish Schools on the Move

When teachers were asked how familiar they are with Finnish Schools on the Move and

its actions, some were more familiar with the programme than the others.

Teacher 5:

“It's really familiar; our school has been involved in it all along.”

Teacher 6:

“I have heard a great deal about it, and I have followed it as well, but I

have not been involved directly.”

Teacher 3:

“In a way, this brand is somehow familiar or this project. I know there has

been one, but I know a little about it after all.”

Some teachers felt that they have already been having the mindset towards physically

active school culture even before the programme. However, a couple of teachers

mentioned that they have Finnish Schools on the Move coordinator working in their

school that has been inspiring and beneficial.

Teacher 5:

“…coordinators who are on the municipality’s payroll and they manage

Finnish Schools on the Move programme and its activities in schools … I

have been very pleased that those coordinators have been very active and

I think it has been really good that you don't have to find out everything on

your own but receive regular e-mails telling you what everything

[seminars etc.] is available now.”

Equivalency of the Curriculum

Overall, the teachers perceived that the curriculum is quite broad and offers mostly the

frame of what academic objectives should be covered. Some of the teachers had studied

the old curriculum in their teacher education and the other the new (Finnish National

Agency for Education, 2014). There were some matters that teachers could bring up

from the new curriculum, matters that support the implementation of physical activity.

Teacher 7:

“… in there [curriculum] is that working in the immediate environment

and different learning environments, so yes, I feel that it encourages rather

than prevents it [physical activity].”

Teacher 2:

“… also, it is emphasizing these daily life skills and so on.”

One teacher noted that, also, the curriculum highlights considering all different styles of

learning.

Teacher 7:

“Somehow, I remember from the curriculum that it emphasizes the

different ways of learning, some need this kind, and others need a different

kind, and you should be able to support both.”

Need for Knowledge or Support

All teachers were open to further knowledge and ideas; however, almost all mentioned

that they already have a feel of competence, and they already know where to find

knowledge, ideas, and support. Social media and the internet were mostly mentioned

sources for finding inspiration and ideas.

Teacher 5:

“… we [teachers] may follow some social media channels, for example,

Instagram accounts, or functional teaching groups on Facebook, then we

take pictures/ideas and then send them to each other.”

Besides, sharing knowledge and ideas with teacher colleagues was one action that

emerged from teachers’ stories.

Teacher 1:

“… a teacher room that shares a lot of ideas, in a way that you share with

others, so you don't have to come up with everything by yourself - that kind

of culture of sharing.”

However, for the development of future teacher education, it was mentioned that it

would be beneficial to include courses where teacher students would need to learn how

to control a group of students when they are not behind their desks or sitting. Some

teachers mentioned that they had learned these skills elsewhere, for instance, through

football coaching training or in scouting.

Teacher 6:

“I can imagine that if you are from a really academic world and you do

not have a lot of sports club background, then it may be harder to leap

into what all it [physical activity integrated into teaching] really requires,

the preparation and guidance – all the things to consider.

Theme 2: Physical Activity Integrated into Teaching

The second theme was concerning the main area of the study; physical activity

integrated into teaching. After obtaining teachers’ perception of physical activity in

general, the interview shifted the focus on how physical activity is showing in a

teaching context.

Definition of the term

First again, teachers were asked to define the term “physical activity integrated into

teaching”.

Teacher 1:

“I perceive that integration of physical activity means that learning

content is the substance and physical activity serves it, so it [learning of

the subject] goes that way.”

A few teachers were familiar with the term of physical activity integrated into teaching.

For most of the teachers, that term was unknown; however, they knew what the

phenomenon was about. It appeared that the more common term that the teachers found

more familiar was functionality in teaching.

Teacher 5:

“…I have spoken of the functionality in teaching. I feel that it is a more

common term, but it might refer a bit to the same thing.”

Teacher 2:

“I am not quite sure that I have heard this term [physical activity

integrated into teaching] before, but maybe I, I perceive it so that in all

teaching, whatever the subject is, not just Physical Education, physical

activity would be added to it in some way, that it would not just be sitting

at a desk.”

Teacher 3:

“…for example, physical activity is used, for instance, when studying

mathematics or mother tongue or languages or any subject…so I

understand that [physical activity integrated into teaching], but then in a

way I haven’t, I haven’t heard that term.”

Many explained the phenomenon in the way that physical activity is integrated into

different subjects, not only used in Physical Education. Moreover, it was highlighted

that physical activity is a way or a method to study the subject. However, some teachers

perceived the phenomenon to be linked to more physical activity, which is done just to

break up periods of excessive sitting.

Teacher 4:

“…when you start to see that children start to get tired, then take some

nice fun [activity] where you can move a little, and have a break, and get

some energy."

In addition, one teacher noted that it is common to mix all subjects together to learn some

themes. Therefore, it is natural to integrate physical activity into different school subjects.

Teacher 8:

“We integrate all subjects, not only physical activity, but we may also

integrate, for example, history and mother tongue…integration is that the

goals of two different subjects are mixed together. And you may then

approach some themes through several different subjects. That is familiar,

and I integrate a lot of all subjects.”

Teachers’ Role

All the teachers felt that they had a role in activating children during the school day.

These teachers had their own interest in physical activity. Still, many stated that as a

teacher, you do not need to be the most physically active person yourself. Everyone can

add small little doses of physical activity into their teaching.

Teacher 1:

“…in my opinion, teachers teach in their own person, yes, but then

everyone should think that although I may not be the most active myself, in

my class there may be those who need it.”

Some stated that the teachers’ role was also to encourage children to be active

comprehensively and support the positive mindset towards physical activity. Moreover,

to teach children that even small little things can be physical activity.

Teacher 5:

“…we also have “break time -students” who guide and play with other

students outdoors during breaks, I have tried to encourage them [own

students] to go along, so that there would be physical activity as much as

possible.”

Teacher 8:

“I put them [own students] to keep a diary of physical activity. Then we

went through what physical activity can include, even if it was half an

hour's walking or outdoor activities, it is also physical activity, and that

will do good for you, better than screen time.”

Ways of implementing

There were different styles of implementing physical activity into teaching among the

teachers. Some of the teachers used physical activity more of the method to learn.

Teacher 5:

“I like to use it in things like reading and writing exercises, for example, I

put some word notes around the school, or on the walls of the corridors

near the classroom, then they [own students] have learned how to work so

that they quietly go for a walk and look at some word from the wall and

then it has to be memorized and walk briskly back to their place and write

it down and then go out again to look at the next one. It is like walking-

writing as we say.”

Some had used physical activity more to break up the periods of sitting.

Teacher 4:

“We have put the window open and run, run in place, and jumped and

bounced and stretched and twisted too, however, more of the moments

where the focus is on, for instance, stretching necks…”

There were no patterns for the duration of physical activity in the lesson, it varied from

one task to lasting the whole lesson, depending on the day, the environment, and the

mood of the students.

Teacher 5:

“… basically it [functional task] doesn’t take the whole lesson; it is part

of it.”

Teacher 3:

“…especially if that is done somewhere else than in your own classroom,

then the whole hour has been spent on it [functional task].”

The intensity of physically active tasks was mostly low intensity, but if there was more

space to utilize, teachers mentioned that the tasks might have also raced the students’

pulse.

Teacher 6:

“Well, I think that quite rarely we were sweating, but maybe sometimes …

more like a small increase in heart rate and a little bit of activation.”

Teacher 2:

“… maybe in the gym hall and stairs, we have had more physical

activity.”

Many teachers also stated that from a physical activity perspective, as much as physical

activity would be ideal to pursue; however, from a learning perspective, teaching cannot

only be done by moving. Children are learning in different ways, and to enable learning

to all children, it requires the utilization of different methods, not only the use of one.

Teacher 7:

“… trying to consider all diverse learners, where functionality is one of

those [methods]. There are still those students who would learn the best by

sitting and listening, or doing a book assignment, and then there are those

others who learn when they do it through movement.”

Teacher 2:

“…my students are also really excited to do book assignments, for

example, in math, if I try to teach the subject and take some small

functional tasks, some students may ask: “when can we do book

assignments?”

Usability in Different School Subjects

Overall, teachers perceived physical activity integrated into teaching easy to implement

into all school subjects.

Teacher 5:

“Well, I feel like it fits pretty much in anything [school subjects] …”

Teacher 1:

“…for example, games are suitable for all school subjects.”

Teacher 6:

“Also, I noticed that it was really good for my students that a certain way

of doing things was repeated in different school subjects.”

Mathematics and mother tongue (Finnish) were the two most arisen school subjects in

teachers’ stories when they discussed the implementation of physical activity into their

teaching. It was emphasized that movement was easy to implement also other subjects

such as music, foreign language (English), and environmental studies. Especially

environmental studies were often combined with learning outdoors where the broader

space offered a better environment to implement the physical activity.

Teacher 7:

“…in 1st grade, they have two weekly hours of environmental studies, so

the idea has been, or a starting point, that that the other hour would be in

that close environment.”

Teacher 1:

“…then if we are outside, then sometimes it [a lesson] might be more

physically active. Therefore then, we have that space…”

Even if teachers perceived that physical activity suits well to be integrated into all

school subjects, they highlighted that some school subjects, such as arts, crafts, or

writing, may require a full focus on that specific task.

Teacher 5:

“…arts, such as crafts and art, may have the nature of a school subject

that is more done by staying in place and doing the work...”

Teacher 2:

“…writing requires a good writing position…”

Impact on the student

Teachers were asked if they had seen physically active teaching methods impacting

learning or academic achievement. Many discussed that it is hard to state if improved

learning is caused by functional methods or just comprehensive teaching methods

overall.

Teacher 3:

“…it is probably in general, that the more versatile ways you go through

things, the better children tend to remember…”

However, one teacher had a class of children who were just starting to learn Finnish.

For that class, physical activity as a teaching method worked better than only talking.

Teacher 6:

“I noticed that the longer I talked, the more they [students] locked their

ears. In a way, the child thinks that I do not understand, and therefore not

even trying, but when something was done with movement, learning

happened through it.”

Overall, teachers’ perceptions of the impacts of physical activity on students and

learning were positive.

Teacher 1:

“…I think there are many things in physical activity, for example, it helps

the memory when things are repeated through physical activity, learning

also becomes more effective when memory helps in it ... when you move,

you have that kind of motivation, the desire to learn, so it affects

learning.”

Teacher 5:

“…it [physical activity] is really good for many students – it is a good

method for focusing and calming down.”

The experiences of the teachers differed from each other when they were telling how

physical activity was impacting their own students. Some experienced that after

physically active tasks, students were more focused when the others stated that it was

hard to make the students calm down.

Teacher 3:

“…after that [physical activity], the atmosphere is a bit more restful… or

as if the worst fumes have come out, that the children are probably a little

bit calmer and able to focus on the sedentary type of contents.”

Teacher 7:

“…calming down, it takes so much time…”

However, all teachers highlighted that the impact was highly dependent on the student

and the situation. There were no patterns that the activity would have impacted the same

for all students and in all situations.

Teacher 4:

“More depending on the students, that maybe some may be able to focus

really well after that when for some, the activity remains on.”

Teacher 6:

“It feels like there were days that functionality contributed to focused

tasks, and then there were days that it was hard to calm and sit down.”

Personal experiences

Benefits

All teachers found elements as to why physical activity is a beneficial method to utilize

in teaching.

Teacher 1:

“When we have physical activity and functionality, then the lessons go by,

even the students say it goes really fast ... if you just sit down, the mind

starts to wander…as if it [brain] is no longer activated in the same way.”

Teacher 2:

"I notice especially in some [functional] tasks, they [students] are like

'This was fun, let's do it again!'"

Not only that the functional teaching method was perceived beneficial for students, but

many teachers also stated that it was a natural way for them to teach. Many highlighted

that while preparatory work takes a little more time than preparing book assignments, it

is rewarding.

Teacher 8:

Teacher 3:

“…it [preparation] produces work for the teacher, but then that is where you

get your own enjoyment if you feel that this would be a nice way to study

… then it kind of motivates you to do the work.”

“The preparation work may be heavy, but it is rewarding.”

Challenges

Teachers’ positive attitudes were shown when it was asked about the challenges of

integrating physical activity into teaching. Some stated at first that they could not

instantly come up with any challenges. However, when the conversation continued,

many of them could state some constraints affecting the implementation.

Teacher 3:

“Resources … it would be much easier if there would be more equipment

available or smaller teaching groups.”

Teacher 7:

“…we have a constant lack of space in the school; there are almost closets

utilized if there would be the resource that could divide the group into

smaller ones and thus learn in smaller groups, it would allow for much

more functional teaching as well.”

Teacher 4:

“…and there is that danger with a few students when they get wild; it

takes so long to get back to it [topic]… we have quite strict academic

pressure.”

Teacher 8:

“… we teachers have a really high responsibility to ensure that nothing

happens to students … if you are giving them [students] a sense of freedom

and space to move, I've noticed that it is a matter that shares quite a lot of

prejudices among teachers. It is considered a bit, perhaps daring and

crazy.”

Many teachers mentioned that it also affects how well they knew their students and how

they behave in different situations. If you do not know your students well, you may not

feel comfortable adding movement or go outdoors.

Teacher 8:

“It requires knowing your students, what kind of working methods are

appropriate for which group…”

Teacher 3:

“… if it is a single substitute lesson, you do not want to go too far

[outdoors] because you do not necessarily know those children so well.”

One teacher also adds that there are book series for different school subjects that contain

a lot of functional assignments. However, one teacher cannot make the decision which

book series the school will utilize.

Teacher 8:

“Personally, just if I could, I would choose such a series of books for my

own teaching, where the butts are lifted up from the benches. However, an

individual teacher cannot decide which book series to adopt.”

In conclusion, teachers’ perceptions of physical activity integrated into teaching were

positive. Experienced constraints restricted teachers only to some extent from

integrating physical activity into teaching.

Discussion

This chapter discusses the method and limitations, and then the results are reflected with

the theoretical framework, using Maurice Merleau-Ponty's phenomenology of

perception and body, and previous research. Finally, conclusion and future research take

place.

Discussion of Method

The strength of the study was a qualitative interview study design. By discussing with

the teachers, it was possible to obtain knowledge on how teachers are thinking, feeling,

and experiencing the phenomenon. Data collection methods, such as observations,

would have only offered the interpretation of how the researcher sees the phenomenon.

However, the use of a few different data collection methods may have provided a more

comprehensive investigation and fill missing gaps around the aspect (Silverman, 2013;

Smith and Sparkes, 2016). Convenience sampling, as a participant recruiting method,

may have limited the variation of the sample. When people volunteer to participate, they

commonly have their own interest in the topic. There was also a limitation for recruiting

participants using the researcher's social networks since most of them are sportspeople,

which also narrows down the variation. In addition, participants should have been asked

if they have some specializations in, for instance, Physical Education. This information

might have affected the interpretation of the results.

There were strengths and weaknesses in online interviews. The meetings were easy to

organize, and video features enabled more authentic conversation than if only having a

phone connection. However, during some interviews, the internet connection was

occasionally breaking, which stopped the conversation flow. The thematic analysis

enabled finding answers to the research questions. However, when processing a

significant amount of qualitative interview data, some relevant data might have got

excluded (Silverman, 2013; Smith and Sparkes, 2016). It should be noted that when

presenting the results of this study, the researcher’s own voice is excluded due to saving

space for interesting and relevant comments of teachers. According to Brinkmann

(2013), the removal of a researcher’s voice is considered asocial, where responses are

removed from context. However, it was a considered choice.

Limitations

There were several limitations associated with this study. This study was limited to eight

1st to 5th-grade teachers in primary schools in Finland. The small sample size means that

the findings are not generalizable to a broader population of teachers outside of this

study. It should be noted that the majority of the teachers were teaching classes of young

students, and, for instance, the voice of 6th - grade teachers was entirely lacking.

Moreover, the majority of the teachers were female; therefore, the results cannot be

generalized in the gender approach. All teachers had an interest in physical activity and

the research topic in some way, so the results cannot be generalized to the views of all

teachers. Moreover, each teacher perceives the phenomenon in a unique way. Teacher’s

background, experiences, community, school culture, and the cohort of students are

affecting the results but also contributes to a wide range of embodied knowledge

experiences.

Discussion of Results

Key findings

The study aimed to examine, describe, and discuss primary school teachers’ perceptions

and experiences of physical activity integrated into teaching in schools in Finland. The

first research question aimed to examine how teachers perceive physical activity

integrated into teaching. The results show that all teachers were familiar with the

phenomenon of physical activity integrated into teaching to some extent. However, their

practices varied slightly between individuals. Teachers perceived physical activity

integrated into teaching valuable. They perceived it as a teachers’ responsibility, a

natural way of teaching, and suitable for most subjects. The teachers perceived this way

of teaching time consuming but also rewarding.

The second research question aimed to describe how teachers experience the benefits,

constraints, and need for knowledge of integrating physical activity into teaching. The

experienced benefits were that it is beneficial for students who need movement, brings

enjoyment and motivation, promotes a positive attitude towards the school, and

contributes to team spirit. Experienced constraints that may complicate the integration

of physical activity were resources (human & equipment), school building (lack of

space), academic pressure, character and mood of students, prejudices, and the

obligation to follow academic book series. Teachers had a positive feeling of their

already existing competence and sources where to find knowledge. Also, sharing

knowledge and ideas in the school community was emphasized as well as all teachers

were open to further knowledge (seminars, training, etc.). Finally, the importance of

teacher education development was highlighted by the teachers.

Unknown term – Known phenomenon

When starting a conversation about physical activity integrated into teaching (Finnish:

opetukseen integroitu liikunta), all teachers knew what the phenomenon was about.

However, almost all stated that in the field of education, the more common term for it

would be functionality in teaching (Finnish: toiminnallisuus opetuksessa). Most of the

teachers perceived these terms referring the same. However, in the literature, there is a

little distinction between these terms. Physical activity can be integrated into teaching

through functional teaching methods; however, functional teaching methods might not

always be physical activity (Kantomaa et al., 2018a). Some teachers explained the

meaning more comprehensively when some teachers explained the term with the use of

practical examples. Some teachers described the phenomenon more as a method to reach

the academic learning, such as the literature discusses (Kantomaa et al., 2018a; Mavilidi

et al., 2019). Then there was one group of teachers who also perceived that

functionality is a pedagogical method. Still, they included other activities in the term,

such as breaking up the periods of sitting. Finally, one teacher explained the term

“physical activity integrated into teaching” with practical examples in which physical

activity was implemented to give a mental break from learning.

Maurice Merleau-Ponty's phenomenology of perception and body argues that the body

and mind are connected (Merleau-Ponty, 2004; Romdenh-Romluc, 2011). When

interpreting these different teacher perceptions with the phenomenology of perception

and body, it seems that some teachers were more aligned with the idea that the body and

mind are connected. The teachers who implemented physical activity in order to learn

were seeing the body being a subject enabling to create embodied knowledge

(Hamington, 2004; Merleau-Ponty, 2004). One teacher perceived that physical activity

was a great way of giving a break for the mind between learning. This ideology may

align more with a dualistic tradition of Western philosophy that values the mind over the

body (Hamington, 2004). Thus, it must be noted that also this teacher valued physical

activity during academic lessons; however, it was implemented in a way that the use of

the body was done separately from the use of mind. Which generation the teacher

belongs to may be one factor influencing the ideologies, since teacher education,

curriculum, and general mindsets have changed during the years. In addition, it seems

that still today, physical activity integrated into teaching is a growing phenomenon in

the field of education.

Valuable

Teachers perceived physical activity valuable for the students and themselves. In every

class, there might be children who are inactive during their leisure time, and they might

not participate voluntarily to break time activities either. Therefore, physical activity

integrated into teaching may be the only part of the day when it is possible to influence

the physically inactive children. They may not reach the recommendations, but already a

little increase in their physical activity level counts. Although most of the teachers

were adopting the ideology that the body and mind are connected, they also stated that

teaching with the use of the body could not be the only method. Merleau-Ponty argues

that we are our bodies; therefore, mental activities are supported by bodily

consciousness (Merleau-Ponty, 2004; Romdenh-Romluc, 2011). The argument of

Merleau-Ponty is slightly problematic to interpret. Since we are our bodies and we learn

through our bodies, however, does this mean that in everything we do, we need to utilize

our bodies?

Even though most of the teachers perceived the connection of body and mind, and it was

showing in most of their teaching, they also emphasized that the functional teaching

method is one of the ways, among others. Many of them stated that physical activity

integrated into teaching is beneficial since it considers the group of children who learn

by moving. However, there are still students who learn the best by doing book

assignments sedentarily. Even though a teacher wishes to use only functional methods,

those who learn other ways than by movement must also be considered. Therefore, a

question arises toward the theory of Merleau-Ponty. How does this theory take into

account students who learn the best by utilizing the mind over the body?

Teachers’ Responsibility

The teachers perceived that it is teachers’ responsibility to implement physical activity

into teaching since they are the ones deciding what happens in the classroom and how

the lessons are spent, however, within the boundaries of the curriculum. Many

mentioned that the role of a teacher is huge in the class. It was pointed out that the

difference between sedentary tasks and physically active tasks in a teacher’s role is that

during sedentary tasks, the control over the children is stronger. When doing physically

active tasks, they may lose a bit of control sometimes. Therefore, it might be needed to

set some rules before starting a physically active assignment. A teacher also has a role in

ending the task if it starts to go out of control. Merleau-Ponty states that the subject

reacts to perceived surroundings, and the actions are driven by that perception

(Romdenh-Romluc, 2011). Some teachers mentioned that sometimes they perceived that

the mood of the students is not suitable for the task, so they stopped the activity.

It seemed that mostly these teachers were sharing the same perception of wanting to

offer physical activity and teach children to like it. Aligned with the previous research,

also teachers in this study perceived their own role influencing students’ attitudes

towards physical activity (Kämppi et al., 2013). The teachers enroll with the task that it

is important to integrate physical activity but as important to comprehensively

encourage children to be active also in other settings, such as during break times.

Moreover, it was

noted that it is important also to influence students’ mindsets towards physical activity.

A teacher should find the functional methods, tasks, and environments that also bring

enjoyment to the students. It was mentioned that nowadays, children might perceive

physical activity related only to competitive sports; therefore, some children may find a

negative association from it. Children must be taught what physical activity is, and that

all little things count. The study of Johnson (2015) argues aligned with Merleau-Ponty

that Physical Education teachers cannot teach a skill thoroughly without their own

embodied knowledge. However, the intention of physical activity integrated into

teaching is not to teach sports skills; therefore, a classroom teacher does not need to be

good at sports in order to provide physical activity to children.

Natural Way of Teaching

Teachers found functional teaching methods a natural way of teaching. Most of the

teachers stated that it is their own choice and considered decision. Also, Merleau-Ponty

states that embodied knowledge is a choice (Hamington, 2004), and this can be seen

from that the teachers were making the choice of offering the chance for students to use

their bodies in order to learn. When taking a look at the teachers’ background, they all

have been physically active during their own childhood and have continued the active

lifestyle to some extent. It has also emerged in previous research that teachers who have

personal background and interest in physical activity are more likely to integrate

movement into their teaching (Cothran, Kulinna and Garn, 2010). This may be the

reason why the teachers found physical activity integration into teaching natural for

them. However, it does not mean that it is necessary to have a physically active

background; it just shows that it may be natural to pursue a physically active approach

when it has always been present.

As Merleau-Ponty highlights, the subjects’ actions are driven by their perceptions

(Romdenh-Romluc, 2011); also, teachers’ actions were aligned with their perceptions.

They were feeling positive about the importance of physical activity, and it was also

showing in their actions. Mostly teachers stated that the desire to implement physical

activity into their teaching comes from their own behalf. However, one teacher recalled

that maybe it was Finnish School on the Move programme at first, which gave a push

towards functional teaching methods. However, this can be interpreted from the years

the teachers had been teaching. The ones who had been teaching longer maybe have

seen the changes within the school culture, when the teachers who have been teaching

only some years have only seen how the school culture has been in recent years. In

addition, teacher education and the new curriculum may have influenced unconsciously

teachers’ perceptions and mindset, which may contribute to the feeling that functionality

in teaching is a natural way of operating.

Suitable for Most Subjects

Some school subjects appeared more in teachers’ stories when they were telling how

they have integrated physical activity into teaching. Mathematics and mother tongue

(Finnish) were the most mentioned school subjects. Also, according to previous

research, the most significant learning-promoting effects of physical activity have been

obtained from research concerning mathematics (Vazou and Smiley-Oyen, 2014; Goh,

2017; Vetter et al., 2019). One practical example from several teachers’ stories was that

they made students use their bodies to form shapes of numbers, for instance, when

learning multiplication. According to Merleau-Ponty, motor skills refer to practical

knowledge, and those are practiced in action. When a subject exercise a motor skill, it

shapes an understanding (Romdenh-Romluc, 2011). The “number -task” that the

teachers have been used supports Merleau-Ponty’s theory of practical knowledge. Also,

previous research states that often students who have difficulties in motor skills may

manifest problems in academic knowledge (Valentini et al., 2019).

Most of the teachers stated that physical activity fits to be integrated into almost all

subjects. Other emerged school subjects in which functional teaching methods were

used successfully included music, foreign language (English), and Environmental

studies. Teachers emphasized that the same procedures (games and tasks) can be used in

different school subjects when they are modified to serve the content of that specific

subject. Most of the teachers noted that they did not teach arts or crafts. However, they

pointed out that

adding physical activity can be more difficult in those school subjects where you need to

focus on a specific skill, such as knitting. In addition, most of the teachers agreed that it

is possible to integrate physical activity into every school subject with the use of

imagination.

Time Consuming but Rewarding

Teachers’ personal time related to preparation work has been perceived as a constraint

in previous research. According to previous studies, teachers have perceived integration

of physical activity either as additional work or supporting their current work (Cothran,

Kulinna and Garn, 2010; Howie and Pate, 2012). Many of the teachers in this study

commented in almost the same words that the preparation work is time consuming but

rewarding. All these teachers found the integration of physical activity supporting their

current job rather than being a burden. Also, this perception affected teachers’ actions,

such as Merleau-Ponty states that embodied knowledge is a choice (Hamington, 2004).

These teachers have the option to prepare book assignments, which may be faster to

plan; however, they have chosen to pursue lived body knowledge and design it. In

addition, it was noted that preparation work is not a burden because the intention is not

to plan “super lessons” for each day. Finally, some teachers stated that physical activity

integrated into teaching is the reason why they are enthusiastic about their work, and

what provides enjoyment.

Benefits

Teachers had experienced several benefits from physical activity integrated into

teaching. Some benefits that emerged from teachers’ stories were aligned with previous

research. Teachers in this study experienced that they could influence students’ wellness

needs (Cothran, Kulinna and Garn, 2010), especially for the inactive ones. There might

be inactive children in the class when physical activity during a lesson may be the only

activity they have during the day. Based on teachers’ experiences, some children in the

class needs some movement in order to concentrate. At least with these children who

need

the movement, physical activity has helped them to calm down and focus. Also,

reflecting previous research, teachers of this study found physical activity integration

into teaching de-energizing some students and boost brain activity in the form of

concentration (Linker and Woods, 2018).

Most of the teachers could tell how their students have found enjoyment from physically

active lessons. To be noted, there may be some students in a class who are not that

excited about being active; however, commonly, students had liked physically active

tasks and having a variation to the typical classroom lessons. Most teachers

recommended that students at least stand up to break the sedentary period. As previous

research states, physical activity tasks contribute to better learning outcomes compared

to study sedentarily, especially for overweight and academically weaker children

(Drollette et al., 2014; Vazou and Smiley-Oyen, 2014).

Other benefits that emerged from teachers’ stories were students’ motivation, positive

attitude towards school, and team spirit. Some teachers experienced that the

personalities of the students need to take into account when planning the type of

activities. Students have sometimes been too competitive during games, and it has ended

up with a battle between some students. But otherwise, all the teachers had experienced

that physically active lessons have promoted motivation, positive attitude, and team

spirit, such as previous research have found (Kämppi et al., 2013; Beddoes, 2017). If

actions are driven by perceptions, as Merleau-Ponty sees it, teachers’ perceptions and

experiences are influencing their ways of working (Romdenh-Romluc, 2011).

Therefore, the teachers’ positive experiences of the benefits may have influenced them

to pursue teaching with embodied knowledge, as Merleau-Ponty states (Hamington,

2004; Merleau-Ponty, 2004).

Constraints

The most appeared constraints from teachers’ experiences were resources, for instance,

human resources and equipment. Many teachers stated that they would pursue even

more physically active tasks if they would have an assistant teacher so they could divide

their

big class into smaller groups. Some teachers mentioned that sometimes they might have

had good functional plans; however, those might not have been able to put into practice

because of the lack of essential equipment. It was mentioned that the Finnish Schools on

the Move programme had been involved with the acquisition of equipment. However,

even if the school has the equipment, those might not always be available. Also, as

found in previous research (Naylor et al., 2006), many teachers mentioned

environmental limitations, such as lack of space. However, the experiences of space

varied between the teachers and their schools. Some teachers were happy with their own

classroom size, but the other school facilities were limited. Some other teachers stated

that their classroom was way too small for any activity, but they could utilize other

school facilities. Most teachers experienced that if there would be more space, it could

be easier to integrate physical activity and perhaps also increase the intensity of the

activities.

Some teachers mentioned that sometimes it was hard to consider what type of teaching

method would be the most beneficial for learning if the time was limited. Since the

curriculum was experienced to be broad and providing the framework but not details,

some teachers were struggling with what activities contribute to the learning outcomes

the best. According to Parks, Solmon and Lee (2007) and Cothran, Kulinna and Garn

(2010), some teachers in their study perceived academic pressures. They may have

excluded activities that do not directly contribute to the academic features that are

tested. Most of the teachers of this study were integrating physical activity despite the

academic pressures. This connects to the ideology of Merleau-Ponty, where academic

learning can be done by using the body (Merleau-Ponty, 2004). In addition, the teachers

of this study did not experience preparation work being a constraint, as previous

research has found (Howie and Pate, 2012). Also, when previous research states that

some teachers may fear losing control over children (Beddoes, 2017), teachers of this

study were aware that some students might go wild; however, it did not restrict them

from integrating physical activity.

Even though most of the teachers were practicing embodied knowledge, many of them

stated that the teaching method is highly dependent on the mood of the students at that

moment. Therefore, even if these teachers perceived the connection between body and

mind (Merleau-Ponty, 2004), there might be some external factors inhibiting their

actions. Sometimes there were situations where the teacher had planned functional

assignments, but it did not fit with the mood of the students at that moment. In addition,

prejudices were mentioned towards physical activity integration, especially when

integrating physical activity into teaching outdoors. It may require some courage to start

integrating physical activity into teaching. Some teachers may find it too risky since

teachers have a high responsibility for children. These mindsets of the school

community may restrict some teachers from pursuing physical activity integration.

Moreover, if the book series chosen for each school subject would include functional

assignments, it may ease the teachers’ preparation work. To be noted, even though these

teachers of the study found some constraints that may affect the integration of physical

activity into teaching, they still pursued integration despite these factors. It was

mentioned that without these constraints, it would be easier to integrate physical

activity, and these might be factors that restrict some teachers who are not that

enthusiastic about the integration of physical activity.

Need for Knowledge

Most teachers had a positive feeling of their own competence in the integration of

physical activity. This feeling may be due to their experiences and personal background

and interest in the phenomenon. There was one teacher who emphasized physical

activity integrated into teaching; however, it seemed that we were talking about the

same term but with a different meaning. All the examples that this teacher told were

considering physical activity used to give a mental break from academic content. It

seemed that this teacher wanted to think that body and mind are connected, however, it

was showing in her actions that she was implementing physical activity in a way that

separates the functions of body and functions of mind (Hamington, 2004). Therefore, it

may be a need for knowledge if the meaning of the term is misunderstood. This teacher

also had a positive feeling of competence, even though she did not precisely integrate

physical activity into teaching, at least according to her stories.

The teachers noted that they already had existing good sources where to find

knowledge, ideas, and support. The most mentioned sources were social media and the

internet; teacher groups where to share knowledge and ideas. Teacher friends, and

colleagues were the other sources mentioned. Many teachers found that sharing and

supportive school community not only ease finding new ideas but also facilitates

preparation work. Even though these teachers positively experienced their competence

and sources to find knowledge, all of them were open to further knowledge, training,

and seminars. Some of them had already taken some courses regarding functional

teaching, some were specialized also in Physical Education, and some had gained their

skills through sports coaching training or other leadership training. Moreover, previous

research found that the skills required for integrating physical activity into teaching

should be included already in the teacher education and training (Webster et al., 2017).

Also, several teachers in this study stated, as previous research has found, that teacher

education and training should include classroom management techniques (Dinkel et al.,

2017; Webster et al., 2017). However, these techniques should also cover situations

where students are outside the classroom and not behind their desks (Riley et al., 2016).

As Johnson (2015) discusses in his study, only a teacher who has experienced

something with the lived body can understand what the experience is truly about and,

therefore, share that knowledge. Even though classroom teachers are not teaching any

specific sports skills, embodied knowledge may help them to understand how it feels to

be instructing a lesson when there is movement involved.

Conclusion

This study aimed to examine, describe, and discuss primary school teachers’ perceptions

and experiences of physical activity integrated into teaching in schools in Finland. The

results showed that the term “physical activity integrated into teaching” was unknown to

some teachers; however, all teachers were familiar with the phenomenon to some extent.

Teachers’ practices varied slightly between individuals, but most of the teachers were

using embodied knowledge in teaching students to learn by using the body. Teachers

perceived physical activity integrated into teaching valuable. They perceived it as a

teachers’ responsibility, a natural way of teaching, and suitable for most subjects. The

teachers perceived this teaching method time consuming, but also rewarding.

The teachers’ experienced benefits of physical activity integrated into teaching showed

several similarities with the previous research. These experienced benefits were that it is

beneficial for students who need movement, brings enjoyment and motivation, promotes

a positive attitude towards the school, and contributes to team spirit. Experienced

constraints were resources, school building, academic pressure, character and mood of

students, prejudices, and the obligation to follow academic book series. These

constraints restricted teachers only to some extent from integrating physical activity into

teaching. Overall, teachers had a positive feeling of their already existing competence

and sources where to find knowledge. All teachers were open to further knowledge and

training.

In conclusion, the teachers in this study had positive perceptions of physical activity

integrated into teaching. Teachers had experienced several benefits within the

phenomenon. There were some constraints experienced; however, those restricted

teachers only to some extent from integrating physical activity into teaching. The

teachers had a positive feeling of their already existing competence; however, all

teachers were open to further knowledge and training. The results indicate the

importance of teacher education to develop and cover the skills required from a teacher

in integrating physical activity into teaching.

Future Research

It would be interesting to explore physical activity integrated into teaching in further

studies in the following areas. Variety of teachers; teachers who do not have a personal

interest in physical activity or utilizes different teaching methods should be studied in

order to examine the similarities and differences of perceiving physical activity

integrated into teaching. Also, future research should gain more male perspective.

Middle school context (comprehensive school grades 7th to 9th); when primary school

teachers are specialized in pedagogy, middle school teachers are specialized in the

subjects they teach.

A study with the same procedures, however, with subject teachers should be conducted

to explore how the phenomenon is perceived and experienced in middle school and with

puberty aged students.

Teacher education; it would be relevant to study what skills it requires from a teacher to

integrate physical activity into teaching, and if the teacher education covers those skills.

School facilities; the teachers of this study noted that the extent of physical activity

integrated into teaching is affected by the space that is possible to utilize. Therefore, it

should be studied how different types and different sizes of school facilities (classroom,

corridors, gym hall, schoolyard, close environment) affect the integration of physical

activity. By that, future planning of new school buildings could get the guidelines on

what type of school facilities would enable physical activity integrated into teaching.

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