Browsing by Author "Jooste, Liesl"

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    Perspectives and awareness of learner sedentary classroom behaviour amongst primary school teachers in Saldanha, Western Cape
    (Stellenbosch : Stellenbosch University, 2020-12) Jooste, Liesl; Ernstzen, Dawn V.; Louw, Quinette A.; Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Health & Rehabilitation Sciences. Physiotherapy.
    ENGLISH SUMMARY : Background: Primary school learners, globally and in South Africa, spend almost half of their daylight hours at school in traditional primary school classrooms with school chairs and tables which is consistent with high volumes of sitting. Sedentary behaviour amongst school-aged children is a global healthcare concern because it impacts several dimensions of health. It is vital to understand teachers’ perspectives and awareness about sedentary classroom behaviour and its consequences on the health of learners. Interventions targeting sedentary classroom behaviour require teachers’ input for effective design thereof and teachers’ support for uptake and implementation of the interventions. Aim: The research aimed to determine primary school teachers’ perspectives and awareness of the effects of prolonged sedentary classroom behaviour on the health of primary school learners and, to explore potential strategies to address the impact of this behaviour in Saldanha, Western Cape Province of South Africa. Methodology: An exploratory, descriptive qualitative study, with an interpretative and phenomenological approach, was conducted. Purposive sampling was used to identify and recruit primary school teachers from four public sector primary schools in Saldanha. The data collection occurred in person using semi-structured individual interviews and focus group discussions at each school. The interviews were audio-recorded, transcribed, and analysed using an inductive thematic approach. Results: Thirty-six primary school teachers participated in the study (19 in individual interviews and 17 in the focus groups). The findings of this study indicate that participating primary school teachers were aware of the cognitive and behavioural effects and physical discomfort of prolonged sedentary time in the classroom. The participants were also aware of the effect that sitting posture can have on spinal health. The participants acknowledged that they were mostly unaware of the impact of prolonged sedentary classroom behaviour on the physical health of primary school children. Several interlinked factors influence the extent of sedentary behaviour in classrooms. The participating teachers elaborated on strategies they use to reduce sedentary time namely integrated, unstructured physical activity between lessons. Suggested future strategies to reduce sedentary time and its effects included curriculum change to create time for movement, restructuring of the classroom seating arrangements and the modification of the furniture to allow the interchangeable use of sitting with standing during lessons. Conclusion: Primary school teachers who participated in the study were aware of the negative effects on cognition and behaviour due to prolonged sedentary time of learners in the primary school classroom. The participants were also aware of the effect that sitting posture can have on the health of the spine but mostly unaware of the negative consequences of sedentary classroom behaviour on the physical health of primary school learners. Participants identified the full curriculum and limited space in classrooms as two significant factors that influence sedentary behaviour in the classroom. Strategies proposed to address the impact of sedentary classroom behaviour involved changes in classroom activities and classroom physical organisation. Further research regarding the feasibility and acceptability of classroom interventions to address prolonged sedentary time in the classroom in the South African context is warranted.