Ämnesintegrerad fysisk aktivitet i skolan. En intervjustudie om upplevda möjligheter, hinder och förbättringsförslag

Abstract

The study aimed to investigate how students, parents, and educators experience the implementation of lesson-integrated physical activity (PA) at a municipal elementary school. A qualitative research approach was used where data collection was carried out through interviews with students, parents, and educators (n = 35). The collected data were analysed by qualitative content analysis. The results show that the new practice Physical Activity and Lesson in Combination (FALK) is experienced as positive, clear, and flexible. That the practice encourages concurrent movement and learning is described as an enabling factor. Difficulties regarding the educators’ work planning, time requirements and challenges to combining PA with suitable learning activities are described as barriers. Changes in the outdoor school environment and challenging weather conditions are other barriers. The conclusion is that FALK is assessed as a useful and feasible practice to integrate PA into theoretical teaching.