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Jaimie McMullen, Pamela Kulinna and Donetta Cothran

The purpose of this study was to explore classroom teachers’ perceptions of incorporating physical activity breaks into their classroom and to determine specific features of preferred activity breaks. These perceptions are considered within the conceptual framework of Comprehensive School Physical Activity Program (CSPAP). Twelve elementary and high school classroom teachers from one Indigenous school district participated in the study. The data were collected using semistructured interviews and teachers’ reflective journals and were analyzed inductively by conducting systematic searches for patterns across data types. Emergent themes included: the need for and threats to classroom control; a preference for breaks with connections to academic content; and the importance of implementation ease and student enjoyment. The findings indicated that teachers prefer activity breaks that are easy to manage, quick, academically oriented and enjoyable for students. These findings have practical implications when considering physical education teacher education and professional development that targets classroom teachers.

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Sofiya Alhassan, Christine W. St. Laurent, Sarah Burkart, Cory J. Greever and Matthew N. Ahmadi

days per week for 12 weeks. The PA portion consisted of 2 components (curriculum [10–15 min] and short bouts of PA [5 min]). The PA curriculum was offered in the morning (twice/week) and was designed to provide moderate to vigorous PA (MVPA) and academic integration. The short bout PA component was