Young adolescents’ lived experience with teacher-led classroom-based physical activity: A phenomenological study
Sabrina Krogh Schmidt, Solfrid Bratland‐Sanda, Robert Bongaardt
Abstract
This study aims to identify and describe the general meaning structure of secondary school students’ experience of classroom-based physical activity. The nine students interviewed in this study experienced classroom physical activity as (1) engaging with the school environment in a different way, (2) a changed experience of togetherness and classroom dynamics, and (3) an increased awareness of preferences regarding the learning setting. Students found physically active learning and physical activity breaks to be a valued and meaningful movement setting that improved their psychosocial health and well-being, made them more aware of their own preferences and strengthened their internal voice.