Primary school teacher´s perception on the implementation of an active breaks program (Activa-Mente)

Abstract

Objective: To identify teachers' perceptions of the implementation of the Activa-Mente active breaks program. Methods: Interpretive paradigm, within the qualitative approach with a phenomenological design. Six teachers who implemented the Activa-Mente active breaks program in a sixth-grade class at a public school in the Valparaíso region participated. Data were collected through a semi-structured interview and analyzed using ATLAS.ti 23 software. Results: Teachers perceived that implementing the Activa-Mente active breaks program was a good idea for incorporating physical activity into the classroom. In addition, they observed that active breaks improved student participation and behavior. However, teachers felt that physical activity should be linked to the academic content of each subject and also that there should be a greater amount. Conclusion: Teachers perceive that the implementation of active breaks through the Activa-Mente program is appropriate for incorporating physical activity during classroom activities, and that even younger ages should be considered for its implementation.