Exploring Elementary School Principals’ Perceptions of Implementing Lighter Intensity Classroom-Based Physical Activity following the "Step" section of the Canadian 24-Hour Movement Guidelines for Children and Youth
Abstract
Given evidence surrounding the benefits of light-intensity physical activity (LPA) and the amount of time that Canadian children spend at school, the aim of this study was to explore elementary school principals’ perceptions of implementing lighter intensity classroom-based physical activity (CBPA) outlined in the "Step" section of the Canadian 24-Hour Movement Guidelines. Implementation science suggests that elucidating stakeholder perceptions is an important step in promoting uptake. Principals (n=8) participated in semi-structured interviews to discuss perceptions around implementing CBPA as LPA in their schools. Data was analyzed using a thematic analysis. All principals were unaware of the Movement Guidelines. They appreciated the value of CBPA; however, implementation barriers and established norms tampered enthusiasm for the role of schools in incorporating more physical activity. With sufficient resources and training, principals agreed that more CBPA could improve student well-being. This research sheds light on the potential role of LPA in promoting student wellness.