Rupp Robert, Wallmann-Sperlich Birgit, Bucksch Jens
Department of Prevention and Health Promotion, Heidelberg University of Education, Keplerstraße 87, Heidelberg, 69120, Germany.
Institute of Sport Science, University of Würzburg, Judenbühlweg 11, Würzburg, 97082, Germany.
BMC Public Health. 2025 Mar 4;25(1):855. doi: 10.1186/s12889-025-22075-x.
University students accumulate lots of sedentary time without interrupting and comprehensive approaches to reduce time spent sedentary are lacking. The implementation of physically active university teaching needs practicable approaches and the support by lecturers. However, there is little research on which physically activating strategies lecturers actually use and what barriers they become aware to implement these. This exploratory, qualitative study aims to identify physically activating strategies as well as barriers for reducing sitting time and physically active university teaching from the perspective of lecturers.
We conducted semi-structured interviews with 16 lecturers to explore potential physically activating strategies in university teaching, assess their degree of utilization, and identify barriers to implementation. The data were analysed by a structured content analysis of the interview transcripts using MAXQDA 2020 software.
Physically activating strategies are hardly known among university lecturers and are seldomly used on a regular and conscious basis. We identified two types of strategies with physically activating measures and teaching methods. Lecturers highlighted two specific types of physically activating measures: physical activity breaks and the use of physically activating furniture. All together, we identified 18 distinct teaching methods (e.g. group work, gallery walk) that integrate learning processes with physical activity in a pedagogical-didactic manner. The main barriers to implementation identified were lack of space, lack of time, students' unwillingness to move; organizational social norms, and lecturers' uncertainty about how to implement these strategies effectively.
University lecturers are generally unfamiliar with and rarely use physically activating strategies to reduce sedentary behavior in students. However, lecturers identified 18 potential teaching methods that integrate physical activity with pedagogical-didactic principles, offering a new approach to physically active university teaching. These methods present an untapped potential for the low-threshold integration of physical activity and breaks from sitting into university teaching, aligning with "stealth health" strategies that incidentally promote health while assuring a "high-quality education" as the core concern of higher education teaching. Understanding and addressing the barriers to implementation, such as lack of space, time, social and organizational norms, is crucial for the effective planning and implementation of interventions.
大学生久坐时间很长，且缺乏中断久坐的全面方法。实施体育活动型大学教学需要切实可行的方法以及讲师的支持。然而，关于讲师实际使用哪些体育活动策略以及他们在实施这些策略时意识到哪些障碍的研究很少。这项探索性的定性研究旨在从讲师的角度确定减少久坐时间和体育活动型大学教学的体育活动策略以及障碍。
我们对16名讲师进行了半结构化访谈，以探索大学教学中潜在的体育活动策略，评估其使用程度，并确定实施障碍。使用MAXQDA 2020软件对访谈记录进行结构化内容分析来分析数据。
大学讲师对体育活动策略了解甚少，很少定期且有意识地使用这些策略。我们确定了两种类型的策略，即体育活动措施和教学方法。讲师们强调了两种特定类型的体育活动措施：体育活动休息时间和使用促进体育活动的家具。我们总共确定了18种不同的教学方法（例如小组作业、巡回参观），这些方法以教学法的方式将学习过程与体育活动相结合。确定的主要实施障碍包括空间不足、时间不足、学生不愿动；组织社会规范，以及讲师对如何有效实施这些策略的不确定性。
大学讲师通常不熟悉且很少使用体育活动策略来减少学生的久坐行为。然而，讲师们确定了18种潜在的教学方法，这些方法将体育活动与教学原则相结合，为体育活动型大学教学提供了一种新方法。这些方法为将体育活动和从久坐中休息低门槛地融入大学教学提供了尚未开发的潜力，符合“隐形健康”策略，即在确保高等教育教学核心关注点“高质量教育”的同时，顺便促进健康。理解并解决实施障碍，如空间、时间、社会和组织规范的缺乏，对于有效规划和实施干预措施至关重要。
