Table 3 Types of implementation & perceived barriers for implementation
Types of LMI student program implementations (n = 69) | Number of reports on this type of implementation | % of all reported types |
|---|---|---|
Activity breaks in class | 33 | 35.9 |
SB reduction (not specified) | 11 | 12.0 |
Students are asked to get up and collect materials from teachers’ desk | 10 | 10.9 |
Going outside with students during classes | 7 | 7.6 |
Spreading the word in the organization | 5 | 5.4 |
Organizing lessons in a way that promotes physical activity | 5 | 5.4 |
Stretching during classes | 4 | 4.3 |
External activities or events for the students | 3 | 3.3 |
Learning Café teaching style for in-class work | 2 | 2.2 |
Physically active ways of voting e.g. by standing up | 2 | 2.2 |
Using the posters for activation | 2 | 2.2 |
Non-specific | 8 | 8.7 |
In total | 92 | 100 |
Perceived barriers for implementation of both programmes (n = 52) | Frequency | % of 197 |
Other work tasks take too much time | 35 | 17.8 |
Hard to find time for teacher workshops | 17 | 8.6 |
Need for more collegial support for program or workshop delivery | 10 | 5.1 |
No organizational support | 2 | 1 |
Need for more monetary resources to deliver desired parts (e.g. to buy equipment) | 2 | 1 |
I feel that I could not deliver the program or workshops well enough | 2 | 1 |
I believe that teachers do not like the workshops | 1 | 0.5 |
Inadequate materials | 0 | 0 |
Program or workshop delivery is not important | 0 | 0 |
Ineffective program or workshops | 0 | 0 |
Students would not like the LMI exercises | 0 | 0 |
Other reasons | 17 | 8.6 |
In total | 86 | 43.6 |