Content area
The objective of this study is to assess the impact of the Physically Active Learning Portfolio (PALP) on English language teachers' inclination towards incorporating sports-related activities into their teaching practices, as well as their perceptions of these activities. PALP activities were developed with the aim of enhancing English teachers' abilities to integrate various physical movements into course content, fostering an active, healthy, and enjoyable learning environment, and leveraging movement to facilitate rapid and enduring learning outcomes. This study sought to facilitate collaboration between physical education experts and English teachers to integrate movement into language learning. The study group comprised 30 English teachers selected from various public schools across different cities in Türkiye, constituting the study's participant cohort. The research design employed in this study was an explanatory sequential mixed-method approach (Creswell et al. in Research design: Qualitative, quantitative, and mixed methods approaches, Thousand Oaks, 2003), where quantitative findings guided the qualitative exploration. Quantitative analysis indicated a statistically significant improvement in only one of the measured dimensions—teachers’ personal interest in participating in PALP activities—while no significant changes were observed in other areas. These results suggest that the intervention had a targeted but limited effect within the scope of the short-term implementation. It is important to note that the study employed a single-group pretest–posttest design without a control group, and the small, homogenous sample (N = 30) limits the generalizability of the findings. Nevertheless, qualitative findings provided additional insights into teachers’ positive perceptions and their expressed willingness to apply movement-based strategies in their language instruction.
Introduction
The ubiquity of the internet and computers in the twenty-first century has led to increased sedentary behavior among individuals, posing a particular threat to children's development (Mooore et al., 2020). This issue has been further exacerbated by the recent Covid-19 pandemic, impacting both teachers and students and affecting not only their physical health but also their mental, social, and psychological well-being (Ghosh et al., 2020), potentially contributing to conditions such as obesity (Chanchlani et al., 2020; Dunton et al., 2020; Pietrobelli et al., 2020; Rundle et al., 2020).
Addressing these concerns is crucial given the pacifying effects of computer technologies (Dakin & Chung, 2011) and demanding academic curricula (Burns et al., 2015) on students. Research has demonstrated numerous benefits of physical activity for children, including improvements in health, cognitive functioning, and academic performance (Tomporowski et al., 2008; Van Dusen et al., 2011; Waters et al., 2014), as well as fostering classroom harmony, behavior management, and stress reduction (Biddle & Asare, 2011; Grieco et al., 2016; Resaland et al., 2016; Vetter et al., 2018).
Initiatives such as the "active school" program in Norway since 2013 (Dyrstad et al., 2018) and the promotion of "active lessons" in the United States to combat childhood obesity in 2017 highlight the growing recognition of integrating physical activity into academic settings. Research efforts have been dedicated to developing programs that implement physically active learning approaches (Dobbins et al., 2013; Miller et al., 2015; Routen et al., 2017; Tomporowski et al., 2011; Wijnsma et al., 2017). Consequently, physically active learning has emerged as a novel approach that integrates physical activities within academic lessons to address the challenges associated with sedentary behavior and promote holistic development.
Mavilidi et al. (2015) proposed that integrating physical activity into classroom settings through the incorporation of physical activities into learning tasks could effectively enhance children's health and cognitive function while alleviating anxiety related to academic time constraints. Their work demonstrated that foreign vocabulary learning among preschool children was more effective when coupled with relevant physical activities (Mavilidi et al., 2015; Toumpanari, Loyens, Mavilidi, & Paas, 2015). In a subsequent study conducted in 2016, Mavilidi, Okely, Chandler, and Paas investigated the impact of physical activity on geography learning. Children learned continent names and associated animals using a floor-mounted world map with soft toy animals. The learning environment incorporating physical activity resulted in superior performance on immediate and delayed memory tests conducted after five weeks compared to a non-physical activity learning environment. Additionally, students favored the learning method in the physically active environment.
Incorporating subject-based physical activities into classroom tasks is believed to positively influence children's learning experiences, enjoyment, and health outcomes. Furthermore, physical activity has been associated with numerous physical and mental health benefits, including improvements in musculoskeletal and cardiorespiratory fitness, prevention of chronic diseases such as obesity, diabetes, cardiovascular diseases, and cancer, as well as reductions in stress, anxiety, and depression (Hills & King, 2007). Notably, physical activity and aerobic fitness have been linked to enhanced cognitive control and brain development, characterized by changes in brain areas such as increased gray matter volume in the hippocampus, more efficient brain activity patterns, and alterations in B3 amplitude (Hillman et al., 2005).
Harvey et al. (2018) emphasized the feasibility of integrating physical movements into classroom learning and provided examples across various subjects and lessons. Their research demonstrated that increased physical activity within the classroom setting positively influenced learners' behavioral participation and academic performance. Beyond academic benefits, studies have highlighted the positive impact of physical activity on students' overall health and psychological well-being (Harvey et al., 2018). Similarly, Wijnsma et al. (2016) proposed that physically active academic lessons significantly enhance the mathematics and spelling performance of primary school children based on findings from their one-year experimental study, positioning this approach as a promising new teaching methodology.
While the benefits of physically active learning (PAL) are well-documented, several studies highlight its limitations, providing a balanced perspective on its implementation. For instance, research by Watson et al. (2017) and Daly-Smith et al. (2018) emphasizes challenges such as logistical constraints in classroom settings, potential disruptions to classroom dynamics, and the variability of student responses to physical activities. Additionally, Grieco et al. (2016) discuss the difficulty of aligning physical activities with specific curriculum goals, which may lead to uneven academic benefits. Similarly, Routen et al. (2017) point out that the effectiveness of PAL programs is often contingent upon teacher training and readiness, as well as the availability of resources to facilitate active learning. Another critique comes from Tomporowski et al. (2008), who argue that while PAL can enhance engagement, its impact on cognitive outcomes may not always be statistically significant compared to traditional methods. This observation aligns with concerns raised by Biddle and Asare (2011) about the risk of overemphasizing physical activity at the expense of academic content.
Upon reviewing the literature, no existing studies were found that specifically address the integration of physical activities with lesson content from the perspective of teachers. However, it is widely recognized that teachers and educational sciences departments play a pivotal role in driving changes in educational culture within schools (Akşit, Neimi & Nevgi, 2016; Kimonen & Nevalainen, 2005; Neimi, 2002). Consequently, this gap in the literature has served as the foundational motivation for the present research study. The aim is to investigate and address this gap by exploring the integration of physical activities into lessons from the perspective of teachers and its implications for educational practice and culture.
Physically active learning portfolio (PALP)
The Physically Active Learning Portfolio (PALP) is inspired by initiatives promoting physical activity among children in America, Canada, and Finland. Addressing the inactivity crisis requires strategies that not only increase deliberate physical activity but also reduce sedentary behaviors, particularly among pediatric populations. Consequently, numerous programs have been developed in the USA aimed at reducing sedentary lifestyles and obesity while enhancing both the health and cognitive development of students through prevention of physical inactivity. Physically active learning has been incorporated into educational programs as a means to promote this agenda (Daly-Smith et al., 2020; Watson et al., 2017), highlighting a new teaching approach aligned with the concept of "actively learning."
The theoretical foundations of the Physically Active Learning Portfolio (PALP) are firmly rooted in Embodied Cognition and Active Learning Theory, both of which emphasize the integral role of physical engagement in cognitive development. Embodied Cognition posits that cognition is not isolated within the mind but is shaped by the body’s interactions with its environment; in this view, motor activity directly supports memory, language acquisition, and problem-solving (Barsalou, 2008). PALP aligns with this perspective by incorporating structured physical activities into the learning process, thereby facilitating deeper encoding and retrieval of knowledge through bodily experience. Additionally, Active Learning Theory advocates for learner-centered environments in which knowledge is constructed through participation, interaction, and reflection (Prince, 2004). By engaging learners in physically dynamic tasks, PALP fosters cognitive activation, motivation, and meaningful learning, especially in language education contexts. These theoretical frameworks jointly justify the pedagogical rationale of PALP and underscore its potential to enhance both the affective and cognitive dimensions of learning through movement-integrated instruction.
A program named Physically Active Learning Portfolio (PALP) has been developed to implement the teaching method described above. This program comprises two main components: theoretical and applied.
In the theoretical section, these cognitive and educational theories were explicitly discussed to help participants understand the pedagogical rationale behind physically active learning. Participants received structured instruction on how embodied activities can promote engagement, language comprehension, and student motivation. This included guidance on managing potential disruptions, such as classroom management and practical issues related to physical activities suitable for classroom settings. Additionally, experts in physical education provided insights on initiating physical activities and highlighted the health benefits associated with physical activity. Moreover, experienced English teachers shared examples of physically active language teaching within their expertise.
During the application phase of the program, participants collaborated with teachers to integrate the theoretical knowledge into various English subjects. The practical tasks were carefully designed to reflect the theoretical principles discussed earlier, ensuring coherence between what participants learned and what they applied in practice. The goal was to facilitate skill development among teachers, allowing them to internalize the learning processes and recognize the benefits through practical experience within classroom settings. This approach aimed to empower teachers to implement and adapt physically active learning practices effectively.
The objective of this study is to investigate how the Physically Active Learning Portfolio (PALP) program is perceived by teachers and its effects on them. Specifically, the study seeks to address the following research questions:
To what degree do PALP activities impact educators' inclination to voluntarily participate in the program again?
What are the educators' perspectives regarding the novel pedagogical approach introduced via PALP activities?
Method
Research design
An explanatory sequential mixed-method approach (Creswell et al., 2003), where quantitative findings guided the qualitative exploration was employed to conduct a comprehensive investigation of the Physically Active Learning Portfolio (PALP) program, which incorporates educational activities centered around a novel teaching methodology. The study aimed to assess the program's impact on teachers' willingness to participate and views. Given the program's emphasis on integrating physical movements into language teaching and the experiential nature of participant involvement, diverse data collection and analysis methods were utilized.
This research employed a mixed-method design, combining quantitative and qualitative research methodologies within an explanatory framework (Creswell et al., 2003). This approach allowed for a nuanced exploration of the PALP program's effects and provided deeper insights into the experiences and perspectives of participants.
Quantitative dimension of the research
The pre- and post-project levels of volunteering among teachers will be assessed and compared using a "single-group pre-test post-test experimental design" model. The research design schematic is illustrated in Table 1 below.
Table 1. Schematic representation of the research design
Groups | Pre-test | Process | Post-test |
|---|---|---|---|
EG1 | O1.1 | X1 | O1.2 |
EG1: Experimental group 1. O1.1: Pre-tests to be applied to Experiment group 1. X1: PALP activities to be applied to Experiment group 1. O1.2: Post-tests to be applied to Experiment group 1
As depicted in Table 1, the research involves a single-group experimental design (Experiment 1) without a control group. The activities were implemented within the context of the Physically Active Learning Portfolio (PALP) for the experimental group. The absence of a control group in this study was driven by practical, logistical, and ethical considerations. The limited sample size of 30 English language teachers, selected through rigorous criteria, precluded further division into experimental and control groups without compromising statistical power and reliability. Conducted during the COVID-19 pandemic, the study faced significant constraints, including restricted participant access and the necessity to prioritize safety. Ethically, withholding the potentially beneficial Physically Active Learning Portfolio (PALP) intervention from a control group would have contradicted the study's aim of enhancing teaching practices and fostering equitable opportunities for professional development. By employing a single-group pre- and post-test design, the study ensured all participants benefitted from the intervention, striking a balance between methodological rigor and the contextual challenges of the pandemic.
Specific details regarding the experimental procedures are provided in the implementation process section of the study.
Qualitative dimension of research
The qualitative component of this research was structured following a case study approach. A case study involves an in-depth exploration and understanding of the complexity and uniqueness of a specific project, policy, institution, program, or system from a multidimensional perspective (Simons, 2009; Yıldırım & Şimşek, 2011; Merriam, 1998; Paker, 2015). According to Bogdan and Biklen (1998), the subject of analysis in a case study can be an individual or a community, focusing on their situation within a particular context or process.
In this study, the aim was to investigate the impact of the PALP activities from teachers' perspectives within the context of their implementation. This was achieved through a case study conducted with participants who experienced the PALP activities, aiming to reveal insights into the effects of the process on the teachers involved.
Study group of the research
The population for this research comprises English teachers employed in various provinces of Turkey during the 2019–2020 academic year. The study utilized a sample group selected based on specific criteria under the framework of the TÜBİTAK (The Scientific and Technological Research Council of Türkiye) Project, with the same participants involved in both quantitative and qualitative research components.
The criteria considered in forming the study sample included:
Teachers participating in the project volunteered to be part of the research.
Participants were currently working as English teachers.
Minimum one-year experience as an English teacher to ensure diverse teaching experiences.
Priority was given to teachers who had not participated in similar TÜBİTAK projects previously.
Full completion of the application form was required for participation.
Participants were screened for any health issues that may impact their ability to engage in physical activities associated with the research.
These criteria were carefully considered to ensure the selection of a suitable and representative sample group for the study, allowing for comprehensive exploration of the research objectives and outcomes.
English teachers were recruited through widespread announcements across Türkiye on various official and unofficial social media platforms and project websites. The application process for participation in the program was conducted online through the website www.hopportfolio.com. A total of 115 English teachers applied to participate in the project.
Based on the criteria outlined previously, a study group was selected from the pool of applicants. The selection process involved updating and finalizing a list of 30 English teachers (11 male and 19 female) who met the specified criteria and were available to participate, taking into consideration the impact of the Covid-19 pandemic on the selection process. These individuals formed the participant cohort for the research project.
The participants in this study are the same as those involved in a prior experimental study conducted by the author. However, while the previous study focused on teachers’ motivation for recreational exercise, playfulness, physical activity efficacy, and attitudes toward sports and views (Demir-Yıldız, 2024), the current study investigates voluntariness levels and perceptions of physically active learning program activities (PALP). Although some qualitative responses may overlap due to the shared sample and thematic similarities, the present analysis explores new dimensions and provides a distinct contribution to the literature by focusing on perceived impact of PALP on teachers. This distinction ensures the originality of the findings presented here.
Data collection tools
The quantitative data for this study was collected using a "Sports Activities Volunteer Motivation Scale," while the qualitative data was gathered through a "Semi-Structured Interview Form" developed by the researcher. Below are details regarding the validity and reliability assessments conducted for these measurement tools:
Validity of the Volunteer Scale: The validity of the Volunteer Questionnaire was assessed through content validity, which involves ensuring that the questionnaire adequately captures the intended constructs and content related to the study. Prior to implementation, the questionnaire items were reviewed and validated by subject matter experts (e.g., researchers, educators) to ensure relevance, clarity, and appropriateness for measuring the desired variables related to teachers' volunteering levels within the context of the PALP activities.
Reliability of the Volunteer Scale: The reliability of the Volunteer Questionnaire was evaluated using internal consistency measures, such as Cronbach's alpha coefficient. A high Cronbach's alpha value (> 0.70) indicates good reliability and consistency of the questionnaire.
Validity of the Semi-Structured Interview Form: The interview questions were reviewed by experts in qualitative research methods to confirm their relevance and appropriateness for the study objectives.
Reliability of the Semi-Structured Interview Form: The reliability of the Semi-Structured Interview Form was ensured through inter-rater reliability or consistency between different interviewers in conducting and interpreting the interviews. Standardized procedures and guidelines were used to administer the interviews consistently across participants, minimizing potential biases and variations in data collection.
Sports activities volunteer motivation scale
The scale utilized in this study to assess the motivation levels of English teachers regarding sports activities was developed by Farell et al. (1998) and validated by Yıldız et al. (2015). This scale measures volunteers' motivation across various activities and employs a 5-point Likert scale ranging from 1 (not at all important) to 5 (extremely important). A higher average score on the scale (greater than 2) indicates a high level of motivation to participate in the activity.
In the context of this study, conducted within the framework of the Physically Active Learning Portfolio (PALP), the reliability of the volunteer questionnaire scale was found to be high with a Cronbach's Alpha coefficient of 0.865. This indicates strong internal consistency and reliability of the scale in measuring the motivation levels of English teachers regarding sports activities within the PALP program. A Cronbach's Alpha value above 0.70 is generally considered acceptable for reliability in research instruments, further validating the utility of this scale for the study's objectives.
Semi-structured interview form
To assess the impact of the Physically Active Learning Portfolio (PALP) on teachers, semi-structured interview forms developed by the researcher were administered online to participants at the conclusion of the project. The collected data were transferred to a computer environment and analyzed using descriptive analysis techniques. A thematic analysis approach was employed to identify key themes and related codes from the interview responses. Each participant was anonymized and coded using their initials (first and last names) to maintain confidentiality. The interview form included the following questions:
Do you think PALP activities are effective for language learning? How is it effective?
Could you please write down three activities from the project that were the most beneficial and lasting for you? What makes these activities beneficial and memorable?
What aspects of PALP did you appreciated most?
Will you implement the PALP activities in your classes?
Ethical approval
Ethical approval was granted by the Research and Ethics Committee of the Faculty of Education, Muş Alparslan University, in Muş, Türkiye, reference number 2019/19 prior to any data collection being undertaken.
.4 Implementation process
The Physically Active Learning Portfolio (PALP) program was implemented from August 24 to 29, 2020, at a state university education faculty with a flexible classroom layout and access to outdoor garden space. The program consisted of a total of 48 h, including 10 h of theoretical instruction and 38 h of practical application.
In line with the principles of Embodied Cognition and Active Learning, the PALP activities were deliberately designed to integrate physical movement with cognitive engagement. For example, activities involving role-playing, physical activity based vocabulary reinforcement, and physical tasks were intended to activate sensorimotor pathways and support situated learning processes (See a sample activity plan in Appendix A).
The training program began each day with theoretical sessions covering topics such as aerobics, rhythmic and arrhythmic movements, gymnastics, conditioning, core training, badminton, and other sports disciplines. Participants engaged in exercises related to these topics to develop foundational knowledge and skills.
Following the theoretical sessions, daily practical activities were conducted, focusing on incorporating gestures and physical movements into English language activities. Participants actively participated in creating physically active language education activities based on the theoretical concepts and practical experiences gained throughout the day. They shared and demonstrated these activities with the entire class, promoting collaborative learning and idea exchange.
Towards the end of the PALP program, participants completed final interview forms and scales to evaluate the overall effectiveness and impact of the program on their teaching practices and professional development.
The stages and content of the PALP program provided a structured and immersive learning experience, blending theoretical knowledge with practical application to enhance participants' ability to integrate physically active learning strategies into language education. The program emphasized active engagement, creativity, and reflection to optimize the learning outcomes and implementation of PALP activities in educational settings (Fig. 1).
[See PDF for image]
Fig. 1
The content of PALP program
Although the PALP intervention was implemented using a standardized structure and identical activity content across all participants, minor variations in delivery may have occurred due to individual differences among the teachers. These variations did not stem from procedural deviations, but rather from factors such as differences in pedagogical beliefs, teaching styles, and levels of physical confidence. While the program ensured fidelity in design and sequence, teachers may have engaged with the activities in ways that reflected their personal instructional approaches and classroom dynamics. This natural variation is common in applied educational settings and was not expected to compromise the integrity of the intervention.
Analysis of data
Statistical analysis of data
The quantitative data collected in the research were analyzed using the SPSS (Statistical Package for Social Sciences) for Windows version 22.0. Descriptive statistical methods including number, percentage, mean, and standard deviation were utilized to evaluate the data.
To assess variations between repeated measures, such as pre-test and post-test comparisons, paired-sample t-tests were employed to determine statistical significance.
For the qualitative data analysis, the coding process employed a systematic and rigorous methodology to ensure credibility and depth in the qualitative analysis. Participant responses from the semi-structured interviews were transcribed verbatim to preserve authenticity and were thoroughly reviewed for accuracy. An inductive approach facilitated open coding, wherein each response was meticulously examined to identify initial codes without imposing preconceived categories, allowing themes to emerge organically from the data. These initial codes were then grouped into broader categories based on conceptual similarities, leading to the derivation of overarching themes such as "Motivation through Games and Fun" and "Contribution of Movement to Learning," which reflected shared participant experiences. To enhance reliability, two independent researchers reviewed and validated the coding framework and the derived themes, resolving any discrepancies through consensus discussions. Frequency analysis was conducted to quantify the prevalence of each theme, providing additional context and aiding in the interpretation of the findings. Representative quotations were included to illustrate each theme, ensuring transparency and enabling a direct connection between the raw data and the analytical conclusions.
This comprehensive approach to data analysis facilitated a nuanced understanding of both the quantitative findings and qualitative insights gathered from participants, allowing for a comprehensive interpretation of the research outcomes.
Results
Findings related to quantitative dimension
In this section, the findings derived from the analysis of data collected through scales administered to participants in the research are presented, addressing the research problem and objectives. The findings are elucidated with explanations and commentary based on the outcomes of the analysis.
Findings regarding participants’ demographic features
The demographic features and activity levels of the participants in the study are distributed in Table 2 as follows:
Table 2. Demographic features of participants
Category | Groups | Frequency (f) | Percentage (%) |
|---|---|---|---|
Sex | Male | 11 | (36.7%) |
Female | 19 | (63.3%) | |
Age | 20–30 | 16 | (53.3%) |
31–40 | 10 | (33.3%) | |
41–50 | 4 | (13.3%) | |
Work experience | 0–5 Years | 10 | (33.3%) |
6–10 Years | 13 | (43.3%) | |
11–15 Years | 6 | (20.0%) | |
16–20 Years | 1 | (3.3%) | |
Marital status | Single | 18 | (60.0%) |
Married | 12 | (40.0%) |
The findings from the study provide a comprehensive overview of the demographic characteristics. The sample consists of 30 individuals, predominantly female (63.3%) compared to male (36.7%). In terms of age distribution, a majority of participants (53.3%) fall within the 20–30 age range, followed by 31–40 (33.3%) and 41–50 (13.3%) age groups. Educationally, most participants are undergraduates (86.7%), with smaller percentages holding graduate (6.7%) or doctorate (6.7%) degrees.
Regarding professional experience, the majority of participants have 0–10 years of work experience, with the highest proportion (43.3%) falling within the 6–10 years category. Marital status indicates a slight majority of single participants (60.0%) compared to married (40.0%) individuals.
Do PALP activities have an effect on teachers' volunteering levels?
The post-analysis findings regarding the significant differences between pre-test and post-test values for various measures are presented below (Table 3).
Table 3. Volunteering for PALP
Measures | Pre-test | Post-test | N | t | p-value | ||
|---|---|---|---|---|---|---|---|
Mean | Sd | Mean | Sd | ||||
Purposeful | 4.311 | 0.631 | 4.539 | 0.485 | 30 | − 1.664 | .107 |
Cooperation | 3.967 | 0.858 | 4.283 | 0.897 | 30 | − 1.579 | .125 |
Commitments | 2.311 | 0.881 | 2.661 | 1.057 | 30 | − 1.321 | .197 |
Personal attention | 3.722 | 0.841 | 4.144 | 0.679 | 30 | − 2.245 | .033 |
The analysis revealed that there was no statistically significant difference between the purposeful pre-test value (mean = 4,311) and the purposeful post-test value (mean = 4.539), with a p-value of p = 0.107 (> 0.05). This suggests that the PALP activities did not lead to a significant change in purposeful behavior among participants. Similarly, the analysis indicated no significant difference between the cooperation pre-test value (mean = 3.967) and the cooperation post-test value (mean = 4.283), with a p-value of p = 0.125 (> 0.05). This suggests that the level of cooperation did not significantly change following the PALP activities. The analysis showed that there was no significant difference between the commitments pre-test value (mean = 2.311) and the commitments post-test value (mean = 2.661), with a p-value of p = 0.197 (> 0.05). This indicates that the PALP activities did not result in a significant change in participants' commitments. In contrast, the analysis revealed a significant increase in the personal attention post-test value (mean = 4.144) compared to the personal attention pre-test value (mean = 3.722), with a t-value of t = − 2.245 and a p-value of p = 0.033 (< .05); t = − 2.245, p = .033, d = 0.410, η2 = 0.148). This suggests that participants' perception of personal attention significantly improved following the PALP activities.
Based on the findings; the study observed non-significant increases in purposeful and cooperation values between pre-test and post-test assessments. This suggests that interventions or conditions in the study did not lead to statistically significant improvements in these aspects of behavior or perception. The lack of significance (p > 0.05) indicates that any observed changes could be due to random variation rather than a meaningful effect of the intervention. Similarly, the increase in commitment post-test value compared to the pre-test value was also non-significant (p > 0.05). This implies that the intervention or treatment did not result in a meaningful change in participants' commitment levels, as the observed difference could likely be attributed to chance. In contrast, the increase in personal attention post-test value was found to be statistically significant (p = 0.033 < 0.05). This suggests that the intervention had a significant effect on participants' perception of personal attention received. The negative t-value (-2.245) indicates that the post-test mean was higher than the pre-test mean, implying a positive change in this aspect. The effect size measures (Cohen's d = 0.410, η2 = 0.148) further support the significance of this finding, indicating a moderate effect size and a notable proportion of variance explained by the intervention. Henceforth, it can be deduced that participants have exhibited a notable increase in perceived personal attention in response to the novel language teaching methodology.
Findings related to qualitative data
Findings obtained from the interview form
The findings from semi-structured interviews after PALP activities were analyzed using content analysis. Key themes were identified, organized in tables with frequency values, and illustrated with direct quotations to enhance reliability and transparency.
Content analysis revealed key themes, providing insights into participants' perceptions. Tables with frequencies and quotations enhance the study's credibility and clarity.
Based on the participants' responses to the effectiveness of the PALP project for language learning, all 30 participants acknowledged its positive impact. Their perceptions regarding the effects of physical activity in language classes were analysed for similarities and categorized into the following themes, supported by relevant quotations (Table 4):
Table 4. Opinions of participants about the effects of PALP on language learning
Themes | Participants (f) |
|---|---|
Contribution of movement to learning | 16 |
Motivation through games and fun | 8 |
Stimulus and effectiveness of the learning environment | 4 |
Challenges in classroom management | 1 |
Effect of sensory organs on learning | 1 |
Contribution of Movement to Learning (f = 16).
"I believe that rhythmical movements are important." (B.D., female)
"I definitely think that we will achieve faster results when teaching activities allow students to engage in physical movements." (N.K., female)
"It could be because movement makes the brain more receptive to learning. Having fun can also motivate students more." (D.D., female)
"Engaging students' bodies and minds keeps them fit in every sense, which enhances learning." (M.D., male)
"Yes, because it involves being mentally and physically active while doing it. It's more suitable for long-term learning." (T.K., female)
"Of course, it can. When a student engages in an activity by experiencing, feeling, thinking, and moving, the learning will be more enduring." (M.A., female)
"Yes, it could be because when we actively involve students in the lesson, we achieve much more lasting learning." (N.K., female)
"This is applicable not only for language education but for all learning methods." (M.Ş., female)
"It could be possible. By directing children's energy towards activities, we can achieve productivity." (S.B., male)
"Definitely possible. Physical activity not only preserves our physical health but also contributes significantly to cognitive development. Learning a language through movement will certainly be more memorable." (M.N.A, male)
Motivation through Games and Fun (f = 8).
"Absolutely. Games are the most important factor." (E.D., Female)
"Yes, it could be. Fun movements that students enjoy can be educational." (A.A., Female)
"It would be very effective. Desire and productivity increase when there is fun involved." (M.G., Male)
Stimulus and Effectiveness of the Learning Environment (f = 4).
"Absolutely. Engaging in active reinforcement activities ensures lasting learning."
"It could be possible. Interactive learning activities related to each unit can be organized and adapted to students." (B.A., Female)
"Of course. With a more stimulating learning environment, our students will be fully focused." (H.G., Male)
"Through movement, students can actively participate in the lesson and have the opportunity to learn by doing and experiencing." (N.Ş., Female)
Challenges in Classroom Management (f = 1).
"For this to be possible, it depends on the readiness and adherence of the students in the groups you work with to classroom rules. Generally, if you do this in a class that does not follow classroom rules, the class will make excessive noise and you will not achieve your goal. However, it can be effective in an ideal classroom environment." (İ.O., Male)
Effect of Sensory Organs on Learning (f = 1).
"One of the most well-known is TPR (Total Physical Response), which has shown that learning is more effective and lasting when students are actively involved in the process, doing it themselves, and experiencing it. According to Edgar Dale's Cone of Learning: We remember 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we see, hear, say, and do, and 90% of what we see, hear, say, do, and teach." (H.Ö., Male)
These groupings highlight specific focal points by categorizing views that share similar thoughts and approaches. Themes such as the contribution of movement to learning, the motivation provided by games and entertainment, and the stimulating nature of the learning environment emerge as significant factors with positive effects on language learning. The last two views appear to contain different propositions from the others. The first view (related to challenges in classroom management) focuses on whether instructional activities can be effective based on classroom dynamics and student readiness. It emphasizes the effects of students' behavior when not adhering to classroom rules. The second view (related to the impact of sensory organs on learning) references Edgar Dale's learning pyramid and learning theories like TPR to highlight the impact of sensory experiences on learning. This view emphasizes the role of sensory organs in the learning process.
The thematic groupings underscore how participants conceptualize the relationship between physical activity and language learning through diverse yet complementary lenses. Themes such as the contribution of movement to learning, the motivational role of games, and the stimulating quality of the learning environment align with constructivist and embodied learning theories, which emphasize the importance of engagement, affect, and environment in the learning process (Barsalou, 2008; Kolb, 2015). These findings suggest that learners perceive physically active strategies not only as enjoyable but also as cognitively beneficial, reinforcing the pedagogical value of integrated movement-based approaches.
In contrast, the final two views introduce alternative perspectives that enrich the data set with critical reflections on implementation challenges and sensory-based learning mechanisms. The first of these draws attention to classroom management and student readiness as variables that may moderate the effectiveness of physically active learning. This highlights the need for context-sensitive instructional design and is consistent with classroom ecology frameworks (Doyle, 1986), which stress the interaction between teacher intentions and student behavior.
The second distinct view brings a theoretical dimension by referencing Edgar Dale’s Cone of Experience and Total Physical Response (TPR), pointing to the role of multi-sensory input in knowledge acquisition. This aligns with the principle that sensory engagement, especially through kinesthetic and visual modalities, enhances memory and comprehension (Asher, 1969; Mayer, 2002). Collectively, these perspectives indicate that participants not only value the affective and motivational aspects of movement-based learning but also possess an emerging awareness of the theoretical underpinnings and contextual factors that influence its effectiveness.
Participants were asked to identify three activities they found most beneficial and enduring. Their responses, organized into frequency tables, highlight the most impactful activities for professional and personal growth(Table 5).
Table 5. Activities found most beneficial and enduring by participants
Activities (Field) | Frequency |
|---|---|
Spell the words passing trough the desks (English) | 10 |
Plank Excercise (English) | 4 |
Jump-Bounce-Respond (English) | 4 |
Icebreaker Activity (Drama) | 7 |
Hare and Hound Activity (Badminton Sport) | 2 |
Guide Your Partner (Drama) | 11 |
Guess What Color This Is (Drama) | 4 |
Playing basketball (English) | 4 |
Jump and tell your name (English) | 2 |
Survivor (English) | 3 |
Find a word starting with a given letter with gymnastic/yoga poses (English) | 12 |
Count the numbers with the rope (English) | 3 |
Let's Find the Target (Drama) | 2 |
First Aid (Health) | 1 |
Badminton (Sport) | 2 |
Core Training (Sport) | 1 |
Favorite Sports and Hobbies (English) | 1 |
Aerobic Movements (Sport) | 1 |
Group Activities (Activity generation) | 3 |
The most frequently mentioned activities, such as 'spell the words passing through desks' and 'find a word with gymnastic poses,' demonstrate participants' preference for combining physical engagement with learning objectives. Drama activities like 'guide your partner' were also highly regarded for their professional relevance.
The findings reveal that participants showed a clear preference for activities that combined physical engagement with academic content, such as “spell the words passing through desks” and “find a word with gymnastic poses.” This supports the theoretical premise of embodied cognition, which posits that bodily movement is intrinsically linked to cognitive processes, particularly in areas such as language learning and memory consolidation (Barsalou, 2008; Beilock, 2010). These physically integrated tasks likely promoted deeper learning by engaging multiple sensory and motor systems simultaneously, leading to increased focus and retention. Furthermore, the positive reception of drama-based activities like “guide your partner” highlights the value of experiential and socially grounded learning, which fosters collaboration, perspective-taking, and real-world applicability—core principles of active learning (Kolb, 2015; Prince, 2004). Taken together, these preferences suggest that participants not only found physically active methods enjoyable, but also perceived them as professionally relevant and pedagogically effective.
The question posed was, "What makes activities enjoyable and memorable?" The responses were tabulated along with their respective frequencies, as shown below (Table 6).
Table 6. The effective aspects of the PALP activities for the participants
Themes | Participants (f) |
|---|---|
I understood the importance and necessity of movement | 4 |
I learned how to add movement to learning | 6 |
I learned to use students' energies in favor of learning | 4 |
Raised awareness about healthy mind and body development | 1 |
I learned different activity ideas and activities | 6 |
I learned a new technique | 3 |
It broadened our perspective, offered a different perspective | 5 |
I learned how to make the lesson more fun and permanent | 1 |
Consequently, an observable outcome emerges indicating that participants have acquired a novel perspective and methodology enabling the integration of movement into their professional pedagogical practices through the implementation of PALP activities. It is evident that participants have come to acknowledge the imperative of nurturing not solely their cognitive advancement but also their physical well-being. The ensuing noteworthy excerpts encapsulate select participant feedback:
“It was a method of combining with different courses. It offered a different perspective. We saw how we can improve our activities according to the methods” (N.Ş. Female)
“I gained a perspective of producing activities on every subject” (A.A. Female)
“I got very different ideas. Although I always use music and games in lessons, I did not use this much movement. I am sure that when I use these movements, the energy of the children will not be wasted, and they will provide language learning more easily with the movements they do” (H.Ö. Male).
“In education, not only mental but also physical development and, in fact, healthy consciousness and body development are important. In this sense, in both respects, this project was a developer. It is also of great importance at the point of raising awareness” (M.G.Male).
“Professionally, I learned new things from both my colleagues and instructors. This project contributed to me in many ways with teaching methods and techniques, detailed information about the human body, and lots of hands-on activities” (M.Ş. Female).
“It was beneficial in terms of combining every technical and applied term we learned about sports and movement with Foreign Language Teaching” (N.K. Female).
“After the moves were introduced, we saw how we could combine it with training. We also designed activities and completed their deficiencies. I started looking at the movement to see how I could adapt it to learning” (M.N.A Male).
These perspectives collectively highlight the significance of interdisciplinary methodologies, experiential learning modalities, and the incorporation of movement and physical activities within educational frameworks. They accentuate the necessity of holistic learner development, the adoption of innovative pedagogical techniques, and the pragmatic utilization of theoretical principles in educational settings. Each viewpoint enriches our comprehension of efficacious teaching methodologies that prioritize student engagement, well-being, and educational achievements. In summary, these perspectives affirm PALP's role as a versatile strategy for elevating pedagogical standards, nurturing creativity, advancing holistic learner growth, and enhancing educational experiences across diverse subject domains.
The participants were queried about the elements of PALP activities they found most valuable, with the intention of heightening their awareness and discerning the efficacy of various aspects of the activities, both for themselves and their students. Their responses are summarized in the table below (Table 7):
Table 7. The aspects that the participants appreciated in the PALP activities
Themes | Participants (f) |
|---|---|
Applicable/feasible | 2 |
Enjoyment | 9 |
Being adaptable to the subject we want | 1 |
Being open and clear | 2 |
Including the entire class | 4 |
Instructor's expertise in the subject matter | 4 |
Can be done without using materials | 1 |
Make it move and make you feel fit | 2 |
Making the lesson productive / permanent | 2 |
Related to the field of English | 3 |
Accordingly, it is evident that the participants were notably influenced by the enjoyment factor (f = 9), the inclusivity of the entire class (f = 4), and the instructor's expertise in the subject matter (f = 4). Selected noteworthy responses from the participants include:
“"They were interested in the field and the instructor was knowledgeable about the subject, his preparation was complete, he cared about what he was going to do" (H.Ö. Male)
"The activities that I could adapt to my own lessons were the most valuable for me" (N. Ş. Female)
"Being fun, adaptable to the lesson, simple instructions, easy to understand and including movement" (M.N.A Male).
"Explaining the subject we want by meeting the students' desire to move" (M.Ş. Female).
"Most of these activities are clear and precise in both explaining and practising them with the students. On the other hand, it was fun as it involved competition while providing uncomplicated teaching." (M.G.Male).
"The activities have applicability in the classroom environment and in the shower. In addition, the activity trainers were very successful in implementing the activity. We laughed a lot while playing while we met and at the same time it created a nice sincere friendship between us and indirectly helped us to keep in mind" (A.A. Female)
"Since it can be considered challenging in terms of level, it was fun for us to participate and strive to realise the activities." (N.K. Female).
"Learning by having fun and not playing with too much material and also the fact that it can be done in the classroom environment." (İ.O. Male)
"The activities were not boring, and they involved everyone, they were suitable for the level of the students, so they were permanent and fun" (B. A. Female)
"It was permanent and effective in the sense that we actively lost ourselves in the game and had fun like children and fell into competition." (D.D. female) "
"I enjoyed implementing it and I was able to produce various activities for my class." (E.D. Female)
"It was both fun and had high educational and retention value. When it is more fun, it is more memorable." (S.B. Male)
"It is fun because it is different and mobile." (T.D. Female)
"Being a participant in these activities, the lively realisation of the activities, the proper planning."(A. Y. Female)
"We were actively involved in all of them. Group activities and team competitions were very enjoyable." (S. K. Male)
Participants' feedback offers valuable insights into the assessment and enhancement of pedagogical efficacy. Educators notably underscore the significance of adaptable activities that accommodate students' mobility and align with lesson objectives. Rendering activities enjoyable and comprehensible through clear instructions stands out as a pivotal method for augmenting student engagement and fostering an enjoyable learning environment. Additionally, the practicality of activities within classroom settings and active participant involvement are pivotal in crafting effective learning experiences. The dynamic and interactive delivery of lessons by educators’ aids in capturing students' attention and promoting active engagement. Consequently, incorporating fun, dynamic, and participant-centered activities can enhance learning effectiveness, fostering a positive group dynamic and solidarity among students.
Participants were queried regarding their intention to implement the method in their classes, yielding a unanimous affirmative response from all participants (f = 30). Overall, the unanimous agreement to implement the method reflects a positive attitude towards its potential benefits and suitability for classroom practice.
Discussion and comments
English language teachers appreciated the physically active learning portfolio in Türkiye. The research findings indicate an increased level of voluntariness among participants regarding their engagement in PALP activities, as well as an appreciation of these activities.
The PALP activities proved pivotal in cultivating a heightened inclination among participants to voluntarily partake in the program. While the intervention did not yield substantial alterations in purposeful behavior, cooperation, or commitment among participants, it notably influenced their perception of receiving individualized attention. These findings underscore the nuanced impact of interventions on distinct behavioral facets or perceptual dimensions and emphasize the importance of considering both statistical significance and effect size when interpreting research findings. Consequently, it is discernible that participants demonstrated an elevated personal interest in PALP activities, as evidenced by a statistically significant surge (p = 0.033 < 0.05), and expressed readiness to partake in similar activities anew. Indeed, extant literature has highlighted educators' favorable perceptions of the PAL approach, deeming it enjoyable and indispensable (Cothran et al., 2010). While the intervention demonstrated a notable positive impact on the dimension of personal attention, the absence of statistically significant improvements in purposefulness, cooperation, and commitment suggests that its influence may be limited to certain aspects of teacher engagement. This finding underscores the potential need for further refinement of the program to enhance its comprehensiveness and address a wider range of engagement dimensions. Such adjustments could involve incorporating strategies that specifically target collaboration and purpose-driven practices, ensuring a more holistic impact on teacher engagement.
Participants articulated a favourable overall assessment of PALP activities, accentuating their perceived efficacy, appropriateness, structured organization, and notable impact on their learning encounters. This affirmative feedback implies a robust validation of the efficacy and significance of PALP activities in amplifying participant engagement and bolstering learning achievements. In tandem, findings from a congruent investigation involving student cohorts corroborate educators' positive appraisal of PALP activities orchestrated for student engagement (Dyrstad et al., 2018; Miller et al., 2015). This further substantiates the premise that the adoption of physically active learning methodologies engenders a dynamic and conducive learning milieu, which accrues benefits to both learners and instructors.
Upon completion of the activities, participants reported experiencing notable shifts in both their perspectives on the course content and physical well-being. The implementation of this program during the pandemic period yielded highly beneficial outcomes for teachers who had endured prolonged isolation from social environments. As emphasized in another study conducted with the same group, this approach facilitated a comprehensive examination of the changes observed in teachers’ motivation for recreational exercise, playfulness, physical activity efficacy, and attitudes toward sports, demonstrating the multifaceted impact of PALP on both professional practices and personal development (Demir-Yıldız, 2024). Various factors, including work experience, age, educational attainment, and prior engagement in sports, appear to contribute to a sedentary lifestyle among certain individuals within the sample (Demir-Yıldız, 2024). This observation aligns with prior research conducted on physical activity patterns among educators in Turkey. For instance, Şanlı and Atalay (2017) documented that teachers often lead sedentary lives and fail to meet recommended activity levels. Additionally, studies have shown that individuals, including children and adults, have endeavored to navigate the pandemic positively by adopting new habits and hobbies (Moore et al., 2020). It is believed that such initiatives can mitigate the adverse impacts of the pandemic. Therefore, educators' adoption of this novel approach can enhance the enjoyment and retention of lessons, while also aiding in the holistic development of children and mitigating the pandemic's negative consequences. Physical activity is integral to healthy development (Moore et al., 2020; Carson et al., 2017; WHO, 2019), and research indicates that physically active learning supports cognitive development and academic achievement alongside physical growth (Daly-Smith et al., 2018; Tomporowski et al., 2011; Pukkala et al., 1998; Dallal et al., 2007).
While the findings primarily highlight the positive outcomes of PALP activities, it is significant to acknowledge the nuances brought forth by less common themes. For instance, themes such as "Effect of Sensory Organs on Learning," though mentioned by fewer participants, offer important insights into the potential cognitive and sensory benefits of integrating physical activity into learning. One participant noted, "Learning is more effective and lasting when students are actively involved in the process, doing it themselves, and experiencing it" (H.Ö., Male). These themes underscore the multidimensional impact of PALP, suggesting that even less frequently cited perspectives can provide valuable implications for enhancing pedagogical strategies (Mavilidi et al., 2016).
On the other hand, the challenges encountered during the implementation of PALP activities merit attention. Teachers faced logistical constraints, varying levels of student engagement, and difficulties in aligning physical activities with curriculum objectives. One participant highlighted, "For this to be effective, it depends on the readiness and adherence of the students to classroom rules; otherwise, excessive noise could hinder the goal" (İ.O., Male). These challenges reflect the need for more adaptive and flexible approaches when integrating physically active learning in diverse classroom settings. Similar barriers have been noted in other studies, emphasizing the importance of teacher training and resource availability in the successful adoption of physically active learning (Dyrstad et al., 2018; Routen et al., 2017). Additionally, studies by Daly-Smith et al. (2018) and Michael et al. (2018) note the potential for teacher burnout when implementing physically demanding pedagogical approaches, especially in under-resourced educational environments. These limitations underscore the importance of carefully designed and contextually adapted PAL programs.
Balancing these challenges with the quantitative frequency of positive themes enriches the discussion, offering a more comprehensive understanding of PALP's potential. By integrating qualitative insights with quantitative findings, the study highlights the broader applicability and transformative potential of PALP while remaining cognizant of the complexities involved in its implementation.
The successful implementation of PALP, as a newly developed approach, hinges on its adoption by teachers and their firsthand experience of its benefits and outcomes. Similar initiatives addressing obesity in the USA have demonstrated contributions to children's academic success and socialization (Routen et al., 2017; Wijnsma et al., 2016; Miller et al., 2015), highlighting the importance of prioritizing healthy and enjoyable learning environments (Dyrstad et al., 2018). It is anticipated that this approach will not only enhance foreign language education but also foster the development of essential skills like mathematics. Therefore, it is recommended that teachers embrace an active lifestyle and integrate movement into lesson topics and activities as a habitual practice. By prioritizing their health and well-being, teachers can cultivate physical strength and energy that will inevitably translate into positive classroom dynamics and instructional effectiveness.
An important finding of this study is that a statistically significant improvement was observed only in the “personal attention” dimension. This outcome was explicitly acknowledged in the Abstract and further elaborated in this section to explore its possible implications. The selective impact on this domain may suggest that the PALP intervention was particularly effective in enhancing learners’ perceptions of individualized support, relational proximity, and emotional responsiveness within the classroom. These aspects are often associated with caring and student-centered pedagogical environments (Noddings, 2005; Pianta et al., 2012). The qualitative data further reinforce this interpretation, as participants frequently emphasized how interactive and movement-based activities fostered a sense of personal connection and teacher attentiveness. This finding aligns with research suggesting that physically active and socially rich instructional settings contribute not only to cognitive engagement but also to the emotional quality of teacher-student interactions (Immordino-Yang & Damasio, 2007). Therefore, the improvement in this single dimension may reflect the socio-emotional affordances of the PALP model, highlighting its potential to strengthen interpersonal dynamics even in short-term interventions.
The finding that only the personal attention dimension demonstrated a statistically significant improvement warrants critical reflection. This outcome may be attributed to the nature of the PALP intervention, which placed strong emphasis on interpersonal engagement, emotional responsiveness, and direct, individualized interaction between facilitators and participants. Such features are inherently aligned with the personal attention construct, thereby rendering it more susceptible to change in a relatively short intervention period. In contrast, other measured dimensions—such as environmental behavior or cognitive awareness—may require extended exposure, sustained reinforcement, or repeated experiences across multiple contexts to yield statistically observable shifts.
Additionally, the relationship between the measurement tool and the intended outcomes of the PALP intervention was revisited. While the instrument encompasses multiple psychosocial and behavioral domains relevant to environmental education, it may not have been equally sensitive to detecting short-term change across all constructs. This limitation highlights the importance of utilizing evaluation tools that are closely aligned not only with the content but also with the temporal scope and pedagogical structure of the program. Future studies would benefit from incorporating follow-up measurements and domain-specific instruments that can capture delayed or incremental gains in knowledge, awareness, and environmentally responsible behavior.
Conclusion
In conclusion, the Physically Active Learning Portfolio (PALP) received a positive reception among English language educators in Turkey, as evidenced by a notable increase in perceived individualized attention toward this novel pedagogical approach. While statistically significant changes were not observed in other dimensions such as purposefulness, cooperation, and commitment, the observed improvement in individualized attention suggests that PALP has potential in enhancing teacher-student interaction and satisfaction within language learning environments.
However, these findings should be interpreted in light of certain limitations. The relatively short duration of the intervention, limited sample size, and absence of long-term follow-up may have restricted the extent to which broader pedagogical effects could be detected. Additionally, the reliance on self-reported data introduces potential bias, and the lack of control group limits the ability to attribute observed effects solely to the intervention. These factors may partially explain why only one subscale showed significant improvement.
Despite these constraints, the promising outcomes related to individualized attention underscore the value of innovative, movement-based approaches such as PALP. Future studies should employ more robust experimental designs, include longitudinal assessments, and investigate the specific mechanisms by which PALP influences educator perceptions and instructional dynamics.
In light of the progress observed among participants, it is recommended that PALP activities be integrated into project-based initiatives, teacher seminars, and in-service training programs. Such strategic incorporation may support the professional development of teachers and promote active, learner-centered pedagogical practices. Furthermore, the potential interdisciplinary applicability of the PALP model—particularly in subjects such as science and mathematics—offers opportunities to extend its benefits beyond language instruction. By fostering embodied and experiential learning, PALP can contribute to deeper conceptual understanding and increased student engagement across diverse educational contexts.
Limitations and future directions
While this study contributes valuable insights into the application and perceived outcomes of the Physically Active Learning Portfolio (PALP) program, it is important to consider certain limitations that may affect the interpretation and generalizability of the findings.
To begin with, the research employed a single-group pretest–posttest design, which does not include a control or comparison group. Although this approach was selected due to ethical considerations and practical challenges—particularly relevant in educational environments during the post-pandemic recovery period—it inherently restricts the capacity to draw definitive causal conclusions from the observed changes.
In addition, the sample was composed of 30 English teachers, most of whom were female, selected from a specific region in Türkiye. While the participants were purposefully chosen for their relevance to the intervention, the relatively small and demographically similar sample size limits the extent to which the findings can be generalized to broader populations. Educational settings across different regions or cultures may vary significantly in terms of needs, expectations, and institutional structures, which could influence the effectiveness of similar programs.
Moreover, the localized nature of the research—conducted within a specific national context—further limits the potential for broader transferability. Future research would benefit from engaging with larger, more diverse, and culturally varied samples to explore the applicability of the PALP model in different settings. Cross-national or cross-cultural comparisons could also offer valuable insights into the context-specific and potentially universal components of physically active learning interventions.
Another point worth noting is the potential variation in how individual teachers engaged with the intervention. While the PALP program was implemented with a consistent structure and content across all participants, differences in teaching philosophy, personal interpretation, and physical competence may have influenced how the activities were delivered or perceived. Such variation, though not affecting the formal content of the intervention, could have impacted participants’ level of engagement and the intervention’s perceived relevance or applicability. This reflects the complexity of real-world educational settings, where uniform delivery does not always ensure uniform reception.
Another important consideration is the study's focus on short-term outcomes. Since data collection occurred immediately after the intervention, it remains unclear whether the observed effects would be sustained over time. Longitudinal studies that include delayed follow-up assessments could provide a clearer picture of the program’s lasting impact on teaching practices and educational outcomes.
Lastly, the current study concentrated on teachers' perspectives and experiences with PALP. While this approach provides useful insights into implementation, further studies should examine how the model functions in classroom settings with students. Investigating how students engage with physically active learning strategies and how such approaches influence their motivation, participation, and academic development would contribute to a more holistic understanding of the program’s educational value.
Acknowledgements
The author would like to extend sincere gratitude to the project team for their invaluable support and contributions throughout this research. Additionally, special thanks are owed to TUBİTAK for their generous funding, which made this study possible.
Author contributions
The sole author of this manuscript was responsible for the conceptualization, methodology, data collection, analysis, and writing of the manuscript. The author reviewed the manuscript.
Funding
This project was funded by the Scientific and Technological Research Council of Türkiye (TÜBİTAK), the Science and Society Project Support Program 4005 (Grant No: 119B140).
Availability of data and materials
No datasets were generated or analysed during the current study.
Declarations
Ethics approval and consent to participate
Ethical approval was granted by the Research and Ethics Committee of the Faculty of Education, Muş Alparslan University, in Muş, reference number 2019/19 prior to any data collection being undertaken.
Competing interests
The authors declare no competing interests.
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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