[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594474-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-594474-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","australian-journal-of-teacher-education-issue-2-moving-physical-activity-beyond-the-school-classroom-a-social-ecological-insight-for-teachers-facilitators-and-barriers-to-students-non-curricular-physical-activity","Australian Journal of Teacher Education - Issue 2 - Moving Physical Activity Beyond the School Classroom: A Social-ecological Insight for Teachers - Facilitators and Barriers to Students' Non-Curricular Physical Activity","","Non-curricular avenues such as active play during school breaks support children’s physical and cognitive development, yet teachers often lack clear guidance on what shapes students’ non-curricular physical activity. Using focus groups and drawings, this study examined primary (n=47) and secondary (n=29) students’ behaviours beyond the classroom. Barriers and facilitators were analysed via a multi-level social ecological framework spanning intrapersonal, interpersonal, physical environment, and policy factors, including comparisons between current and ideal play spaces. Findings suggest secondary play spaces may require additional features to better facilitate activity, offering actionable considerations for teachers and decision makers.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/australian-journal-of-teacher-education-issue-2-moving-physical-activity-beyond-the-school-classroom-a-social-ecological-insight-for-teachers-facilitators-and-barriers-to-students-non-curricular-physical-activity/594474/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-issue-2-moving-physical-activity-beyond-the-school-classroom-a-social-ecological-insight-for-teachers-facilitators-and-barriers-to-students-non-curricular-physical-activity/594474.png","ImageObject",300,407,{"name":42,"@type":43},"Aldword","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the study examine about students’ physical activity?","Question",{"text":62,"@type":63},"It explores influences on primary and secondary students’ non-curricular physical activity beyond the classroom, focusing on school play spaces during breaks.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were barriers and facilitators identified and categorised?",{"text":67,"@type":63},"The study used a multi-level social ecological framework covering intrapersonal, interpersonal, physical environment, and policy factors to categorise barriers and facilitators.",{"name":69,"@type":60,"acceptedAnswer":70},"What do the findings suggest for secondary school play spaces?",{"text":71,"@type":63},"Secondary school play spaces may need to incorporate more features that encourage physical activity.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594474,1792162024,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 37 | Issue 2 | Article 1 |\n| --- | --- |\n| 2012\u003Cbr>Moving Physical Activity Beyond the School Classroom: A Social-ecological Insight for Teachers of the facilitators and barriers to students' noncurricular physical activity\u003Cbr>Brendon Hyndman\u003Cbr>Discipline of Exercise Sciences, School of Medical Sciences, RMIT University, [brendon.hyndman@rmit.edu.au](brendon.hyndman@rmit.edu.au)\u003Cbr>Amanda Telford\u003Cbr>Discipline of Exercise Sciences, School of Medical Sciences, RMIT University, [amanda.telford@rmit.edu.au](amanda.telford@rmit.edu.au)\u003Cbr>Caroline F. Finch\u003Cbr>Australian Centre for Research into Injury in Sport and its Prevention (ACRISP), Monash Injury Research Institute, Monash University, [caroline.finch@monash.edu.au](caroline.finch@monash.edu.au)\u003Cbr>Amanda C. Benson\u003Cbr>Discipline of Exercise Sciences, School of Medical Sciences, RMIT University, [amanda.benson@rmit.edu.au](amanda.benson@rmit.edu.au) |  |\n\nRecommended Citation  \nHyndman, Brendon; Telford, Amanda; Finch, Caroline F.; and Benson, Amanda C. (2012) \"Moving Physical Activity Beyond the School Classroom: A Social-ecological Insight for Teachers of the facilitators and barriers to students' non-curricular physical activity,\"  \nAustralian Journal of Teacher Education: Vol. 37: Iss. 2, Article 1.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol37/iss2/1](http://ro.ecu.edu.au/ajte/vol37/iss2/1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol37/iss2/1](http://ro.ecu.edu.au/ajte/vol37/iss2/1)  \nAustralian Journal of Teacher Education  \nMoving Physical Activity Beyond the School Classroom: A SocialEcological Insight for Teachers of The Facilitators and Barriers to Students' Non-Curricular Physical Activity  \nBrendon Hyndman  \nAmanda Telford  \nRMIT University  \nCaroline F. Finch  \nMonash University  \nAmanda C. Benson  \nRMIT University  \nAbstract: Non-curricular avenues such as active play during school  \nbreaks have been established as a major source for children’s physical  \nand cognitive development, yet there is little information for teachers  \non the influences affecting primary and secondary school students’  \nnon-curricular physical activity. During this study focus groups and  \ndrawing were used to explore the broader influences on primary  \n(n=47) and secondary (n=29) school students’ physical activity  \nbehaviour beyond the classroom. Barriers and facilitators to  \nchildren’s physical activity were categorised using a multi-level social  \necological framework incorporating intrapersonal, interpersonal,  \nphysical environment and policy factors. Based on the drawings,  \ncomparisons between students’ existing play spaces and their  \nperception of their ideal play space were made. Additionally, students  \ndepicted what features within a play space would encourage them to  \nbe active. The findings of the study indicate secondary school play  \nspaces may need to incorporate more features to facilitate physical  \nactivity. The barriers and facilitators identified in this study provide  \ninformation for teachers and school decision makers to consider when  \ntargeting children’s physical activity beyond school classrooms.  \nIntroduction  \nThe promotion of physical activity in schools, homes and the community has become a major public health priority to improve health worldwide and prevent chronic disease, injury and other illness (WHO, 2007) . Childhood lays the foundation for lifestyle behaviours that can track into adolescence and to some extent into adulthood. Increasing physical activity opportunities within a wide range of settings such as schools, home and community at an early age is therefore vital for public health (Dobbins, De Corby, Robeson, Husson, & Tirilis, 2009). Developing physical activity behaviour during childhood is important, with evidence suggesting that young people are now choosing to participate in sedentary activities even when options for physical activity ar","cbCaisqVg8g3v3Qr","https://ap.wps.com/l/cbCaisqVg8g3v3Qr","pdf",174644,25,"English","# Abstract\n# Introduction\n# Importance of Promoting Physical Activity Beyond the School Classroom\n# Method (focus groups and drawing-based exploration)\n# Findings (barriers and facilitators across social-ecological levels)\n# Implications for Teachers and School Decision Makers","[{\"question\":\"What does the study examine about students’ physical activity?\",\"answer\":\"It explores influences on primary and secondary students’ non-curricular physical activity beyond the classroom, focusing on school play spaces during breaks.\"},{\"question\":\"How were barriers and facilitators identified and categorised?\",\"answer\":\"The study used a multi-level social ecological framework covering intrapersonal, interpersonal, physical environment, and policy factors to categorise barriers and facilitators.\"},{\"question\":\"What do the findings suggest for secondary school play spaces?\",\"answer\":\"Secondary school play spaces may need to incorporate more features that encourage physical activity.\"}]","Australian Journal of Teacher Education - Issue 2 - Moving Physical Activity Beyond the School Classroom: A Social-ecological Insight for Teachers - Facilitators and Barriers to Students' Non-Curricular Physical Activity | PDF",1792079233,63]