“I’m doing something fun…”: Primary school pupils’ perceptions of physically active lessons

Purpose
This article sought to extend the understanding of primary school pupils’ experiences and perceptions of physically active lessons (PAL) compared to traditional classroom lessons.

Method
The study draws from qualitative data captured through nine focus group interviews (utilizing writing, drawing, show and tell, and puppets) with year 5 and year 6 pupils.

Results
Data were analyzed using inductive and deductive procedures. Findings highlight that pupils perceived traditional lessons to be teacher-centered, boring, and sedentary. In contrast, pupils recognized that the teacher became a facilitator of learning in PAL, which created more social interaction and enjoyment.

Conclusion
PAL offers an alternative pedagogical approach to didactic teaching, and pupils demonstrated preference for more fun, engaging, and active lessons.