Moving Towards Learning: Understanding Teachers' Motivation for Using Physical Activity as a Tool for Learning

Introduction According to research there is a positive link between physical activity and academic performance in children and young people, which means that exercise not only benefit physical health and well-being, but also cognition and performance in a learning context. However, developing and engaging in physical activity (PA) requires motivation and most importantly research shows that people who are intrinsically motivated are more likely to engage in PA consistently. When integrating PA in a school context the role of the teacher becomes crucial, as the teacher is responsible for developing and carrying out qualified PA activities. It is therefore important to understand the underlying factors of motivation - especially teachers' motivation for using PA as a tool for learning.

There can be both potential and barriers for integrating PA in a learning context. A recent study from the University of Southern Denmark suggests that teachers are willing to implement PA, and that it can be, but not always is, meaningful to use in a school setting and as a tool for learning. Furthermore, a number of teachers believe that PA and PE activities have a positive impact on concentration and learning, however, they find it hard to integrate and carry out qualified PA activities with suitable learning objectives during school lessons. The study also suggests that implementing PA as a tool for learning depends on how much teachers know about the didactics in relation to using PA.

With the implementation of The Danish School Reform in 2014, PA became a mandatory part of the school day, stating that all children must engage in at least 45 minutes of daily activity. The 45 minutes must either be part of the pupils learning process or separately from subject and lessons. It is, however, not stated in the reform what kind of activity, of what intensity, and at what time during the school day PA must be carried out. The reform is therefore open to interpretation and can be perceived by teachers in many ways. As a consequence schools and teachers carry out the 45 minutes of daily activity very differently - not only based on the lack of information in the Reform, but also based on their experience with and knowledge of PA. It is therefore important to examine and understand how teachers can be supported in the process of using PA as a tool for learning with particular focus on how to frame their learning process by using the theory of Scaffolding as an approach.

Over all aim

1. Analyse teachers' underlying factors of motivation for using PA as a learning tool using The Self Determination Theory (SDT), and 2) analyse how to support teachers' motivation by using the theory of scaffolding.