Physically active learning in vocational study programs: students’ experiences and involvement

Background
Vocational study programs suffer from high drop-out rates and the academic performance of this group is lower than general study program students. New knowledge about the connection between physical activity, cognition, and psychosocial school environment requires new approaches to learning. Integrating physical activity with curriculum, termed physically active learning (PAL), has shown promising results in elementary and lower secondary school but is little explored in upper secondary school settings.

Purpose
To explore students’ experiences with PAL in upper secondary school vocational study program.

Method
PAL was implemented in one pilot upper secondary school in Telemark, Norway, during the school years 2020/2021 and 2021/2022. Data collection among the students consisted of questionnaires (spring 2021, fall 2021) two focus group interviews (spring 2022).

Results
PAL was most frequent in major subjects within the specific vocational program such as “communication” and “work practice”. The students asked for more use of PAL in general subjects such as Mathematics, English and Norwegian, but reported an experience of reluctance towards PAL among the teachers of these subjects. Students reported PAL to positively influence relations, learning environment, collaboration, and school-related well-being. They also addressed a wish for greater student involvement in the development of PAL, as they experienced current activities to be insufficiently adapted to their age group.

Conclusion
PAL is applicable in upper secondary school and should be taken into consideration especially when planning the more theoretical subjects. It is important to involve students in co-creation of PAL for this age group and these study programs.

Practical Implications
According to students, PAL should be applied to a greater extent in theoretical subjects. This requires policy change and commitment from local school leaders with special emphasis on structural changes and sufficient resources for competence development for the teachers involved.

Funding
Sparebankstiftelsen DNB