{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,5]],"date-time":"2025-11-05T14:38:03Z","timestamp":1762353483783},"reference-count":37,"publisher":"Ovid Technologies (Wolters Kluwer Health)","issue":"2","content-domain":{"domain":["lww.com","ovid.com"],"crossmark-restriction":true},"short-container-title":["Transl J ACSM"],"abstract":"ABSTRACT<\/jats:title>\n \n Introduction\/Purpose<\/jats:title>\n Limited evidence is available on teachers\u2019 perceptions of physically active learning (PAL) in southern Europe, where this approach is not widely implemented. The age of incumbent teachers in Portugal has been increasing. Considering that teachers\u2019 years of experience could limit their motivation for and enjoyment of new requirements of instruction, this study explored Portuguese primary school teachers\u2019 perceptions of PAL benefits, delivery, and implementation, according to their years of teaching experience.<\/jats:p>\n <\/jats:sec>\n \n Methods<\/jats:title>\n Primary school teachers (n<\/jats:italic> = 119; 45.35 \u00b1 7.45 yr old; 98% female) from 48 schools were allocated into two groups: <20 yr and \u226520 yr of experience. Teachers answered an online survey to assess their perceptions of PAL. Chi-square test was used to associate independent (years of experience) and dependent variables.<\/jats:p>\n <\/jats:sec>\n \n Results<\/jats:title>\n More than 80% of the teachers agreed with PAL benefits for children\u2019s outcomes. Associations with years of experience were seen for PAL implementation in mathematics and sciences (P<\/jats:italic> < 0.05), with less experienced teachers agreeing most. Artistic and motor expressions were reported as the most suitable curricular component to use PAL (95.9% and 87.1% for <20 yr and \u226520 yr of teaching experience, respectively). Children\u2019s satisfaction during PAL classes was reported as the main facilitator and difficulty in controlling the class as the main barrier in both groups.<\/jats:p>\n <\/jats:sec>\n \n Conclusion<\/jats:title>\n The results showed teachers\u2019 similar perceptions of PAL, independent of their teaching experience, although perception of adequacy of PAL for specific Portuguese curricular components differed according to years of experience. Future initiatives should consider developing training to support the implementation process. The insights learned from this study can be used to help facilitate further support for teachers about how to resolve issues relating to classroom management during PAL activities.<\/jats:p>\n <\/jats:sec>","DOI":"10.1249\/tjx.0000000000000245","type":"journal-article","created":{"date-parts":[[2024,2,5]],"date-time":"2024-02-05T16:10:36Z","timestamp":1707149436000},"update-policy":"http:\/\/dx.doi.org\/10.1097\/lww.0000000000001000","source":"Crossref","is-referenced-by-count":2,"title":["Portuguese School Teachers\u2019 Perceptions of Physically Active Learning"],"prefix":"10.1249","volume":"9","author":[{"given":"Clarice","family":"Martins","sequence":"first","affiliation":[{"name":"Laboratory for Integrative and Translational Research in Population Health (ITR), Research Centre of Physical Activity, Health and Leisure, Faculty of Sports, University of Porto, Porto, PORTUGAL"}]},{"given":"Jorge","family":"Mota","sequence":"additional","affiliation":[{"name":"Laboratory for Integrative and Translational Research in Population Health (ITR), Research Centre of Physical Activity, Health and Leisure, Faculty of Sports, University of Porto, Porto, PORTUGAL"}]},{"given":"Jos\u00e9","family":"Santos","sequence":"additional","affiliation":[{"name":"Laboratory for Integrative and Translational Research in Population Health (ITR), Research Centre of Physical Activity, Health and Leisure, Faculty of Sports, University of Porto, Porto, PORTUGAL"}]},{"given":"Andrew","family":"Daly-Smith","sequence":"additional","affiliation":[]},{"given":"Anna E.","family":"Chalkley","sequence":"additional","affiliation":[]},{"given":"Amika","family":"Singh","sequence":"additional","affiliation":[]},{"given":"Claus","family":"Ottesen","sequence":"additional","affiliation":[{"name":"Faculty of Teacher Education, University College South Denmark, Kolding, DENMARK"}]},{"given":"Tuija","family":"Tammelin","sequence":"additional","affiliation":[{"name":"LIKES Research Center for Physical Activity and Health, Jyv\u00e4skyl\u00e4, FINLAND"}]},{"given":"Victoria S. J.","family":"Archbold","sequence":"additional","affiliation":[{"name":"Centre for Active Lifestyles, School of Sport, Leeds Beckett University, Leeds, UNITED KINGDOM"}]},{"given":"Maria Paula","family":"Silva","sequence":"additional","affiliation":[{"name":"Laboratory for Integrative and Translational Research in Population Health (ITR), Research Centre of Physical Activity, Health and Leisure, Faculty of Sports, University of Porto, Porto, PORTUGAL"}]}],"member":"276","published-online":{"date-parts":[[2024,4]]},"reference":[{"issue":"1","key":"bib1-20240812","doi-asserted-by":"crossref","first-page":"43","DOI":"10.1016\/j.jpeds.2010.01.019","article-title":"Physical activity and sedentary behavior among schoolchildren: a 34-country comparison","volume":"157","year":"2010","journal-title":"J Pediatr"},{"key":"bib2-20240812","doi-asserted-by":"crossref","first-page":"81","DOI":"10.1186\/s12966-021-01155-2","article-title":"Global prevalence of physical activity for children and adolescents; inconsistencies, research gaps, and recommendations: a narrative review","volume":"18","year":"2021","journal-title":"Int J Behav Nutr Phys Act"},{"issue":"3","key":"bib3-20240812","doi-asserted-by":"crossref","first-page":"280","DOI":"10.1016\/j.jesf.2023.05.002","article-title":"Results from Portugal's 2022 report card on physical activity for children and youth","volume":"21","year":"2023","journal-title":"J Exerc Sci Fit"},{"key":"bib4-20240812","doi-asserted-by":"crossref","first-page":"98","DOI":"10.1186\/1479-5868-8-98","article-title":"Systematic review of sedentary behaviour and health indicators in school-aged children and youth","volume":"8","year":"2011","journal-title":"Int J Behav Nutr Phys Act"},{"issue":"4","key":"bib5-20240812","doi-asserted-by":"crossref","first-page":"480","DOI":"10.1123\/jpah.10.4.480","article-title":"Evaluation of a policy to integrate physical activity into the school day","volume":"10","year":"2013","journal-title":"J Phys Act Health"},{"issue":"8","key":"bib6-20240812","doi-asserted-by":"crossref","first-page":"612","DOI":"10.1111\/josh.12785","article-title":"The role of school in helping children and adolescents reach the physical activity recommendations: the UP&DOWN study","volume":"89","year":"2019","journal-title":"J Sch Health"},{"issue":"5","key":"bib10-20240812","doi-asserted-by":"crossref","first-page":"283","DOI":"10.1080\/19325037.2019.1642814","article-title":"Sedentary time and behavior during school: a systematic review and meta-analysis","volume":"50","year":"2019","journal-title":"Am J Health Educ"},{"issue":"1","key":"bib11-20240812","doi-asserted-by":"crossref","first-page":"160","DOI":"10.1186\/s12966-020-01054-y","article-title":"Physical activity and sedentary time of youth in structured settings: a systematic review and meta-analysis","volume":"17","year":"2020","journal-title":"Int J Behav Nutr Phys Act"},{"key":"bib12-20240812","doi-asserted-by":"crossref","first-page":"S53","DOI":"10.1016\/S0140-6736(18)32174-3","article-title":"Are school-based physical activity interventions effective and equitable? 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