The document discusses strategies to increase student motivation and participation in physical education classes. It notes that low physical activity is linked to health issues, and activity levels decline with age. Barriers to participation include lack of skills, time, support and self-motivation. The Bilateral Integration exercise program and Better Movers and Thinkers approach aim to develop motor skills and executive functioning to help students experience success in PE and be more engaged. Individualized programs and varying activities may help address barriers and encourage lifelong physical activity.

1. How to raise students' motivation to
participate more actively in physical
education classes?
The Bilateral Integration Exercise Programme
Magdalena Koper
Chair of Adapted Physical Activity
Poznan University of Physical Education

2. Physical activity (PA)
– one of the positive health behaviours
• PA is associated with numerous health benefits in school-aged children and
youth (that the more physical activity, the greater the health benefit)
• Recent research has confirmed a positive relationship between levels of PA and
academic achievement
• Low PA is a strong and independent risk factor for both cardiovascular disease,
diabetes and obesity
• PA level declines across the lifespan, particularly during adolescence
• The decline in PA level is consistent in the literature, but it is not quite clear yet
what are the factors related to this changes
• This changes have multidimensional character: psychological, social and cultural,
environmental, and behavioral

3. Global recommendations on physical activity
for health [WHO, 2010]
• According WHO recommendation children and youth aged 5-17 should
accumulate at least 60 minutes of moderate- to vigorous- intensity physical
activity daily (7days per week)
• School-age youth should participate daily in 60 minutes or more of moderate to
vigorous physical activity that is developmentally appropriate, enjoyable, and
involves a variety of activities [Strong et al, 2005]
• Results of survey conducted in Poland in 2010 showed that only every fourth 11-
year-old and every sixth 15-year-old achieved recommended level of PA.
In 1990-2010 constant trend of decreasing levels of physical activity with
increasing age and gender difference disadvantageous for girls were observed
[Poland, HBSC 2010]

4. Health Behaviour in School-aged Children
(HBSC)
• World Health Organization collaborative cross-national survey
• For over 30 years HBSC has been a pioneer cross-national study gaining
insight into young people's well-being, health behaviours and their social
context.
• This research collaboration with the WHO Regional Office for Europe is
conducted every four years in 48 countries and regions across Europe and
North America.
• With adolescents making about one sixth of the world's population, HBSC
uses its findings to inform policy and practice to improve the lives of
millions of young people.[ http://www.hbsc.org/]

5. Barriers to participating in physical activity
environmental (external barriers):
a lack of sport facilities (accessibility of bicycle trails and safe walking
paths convenient to their houses); a lack of support, or
companionships from parents and friends and lack of time
individual (personal, internal barriers):
a lack of self-motivation, lack of skills and energy, fear of being injured
Perceived barriers were found to be major inverse predictor of PA
Youth who encounter more barriers have less possibilities of becoming active

6. Barriers to participating in physical activity
[Jodkowska, Mazur, Oblacińska, 2015]
• high percentage of adolescents reported barriers to physical
activity
• more than 70% participants reported at least one of them
• lack of energy, lack of time, lack of social support, lack of
willpower, lack of skills
• the results vary depending on age and gender

7. Relationships between barriers and reported
youths’ physical activity level
[Jodkowska, Mazur, Oblacińska, 2015]
• Perceived barriers to physical activity among adolescents have strong
negative impact on recommended PA level
For girls – lack of skills / for boys – lack of time is the strongest predictor of
low PA
• For boys – lack of time, lack of skills, lack of willpower and lack of support
• For girls – lack of skills, lack of energy, lack of support and lack of time

8. How to raise students' motivation to
participate more actively in physical
education classes?
If we take into account that
• the assessment of PA also included physical education classes at school
• lack of skills is one of the strongest predictor of low PA
We can assume that some students present too low motor skills to
successfully participate in a PE lesson and therefore they will avoid them.
Therefore there is a need for an individual approach to the student,
assessment of the experienced motor problems, implement programs and
methods that would help students experience success during PE lessons and
thus encourage them to engage in a variety of physical activities.

13. the more varied physical experiences, the greater the chances of developing motor skills

14. Importance of physical activity, physical education and
sport in developing sound body and mind
Good motor skills are considered important for
children’s physical, social, and psychological
development
They may be the foundation for an active lifestyle
(positive association between good motor skills and
higher levels of physical activity)
There is evidence of many health benefits to be
gained from an improvement in motor skills
Early competency in motor skills may have important
health implications

15. Bilateral Integration (BI)
BI was devised by Mrs Sheila Dobie OBE to assist children and young
adults who have been identified with a specific learning and/or
behavioural difficulty.
This included those children with physical disabilities such as cerebral
palsy and other congenital disabilities as well as those children who were
known to be underachieving despite good intellect and cognition.
This programme is designed to develop excellent coordination, balance
and postural control allowing for appropriate development and
enhancement of sensory systems and the establishment of moving and
thinking skills which lead to multi-processing and multi-tasking abilities.

16. Bilateral Integration (BI)
BI exercises have been formulated for the specific function of
alleviating and fulfilling developmental gap!
This is not solely an exercise in linking right and left sides
of the body successfully but a means
to suport neurological features of impairment.

17. Bilateral Integration
Through the last 40 years this programme has been modified
and updated through the increasing insights that are provided
through current research
To date, BI has been delivered throughout Europe, Australia
and The U.A.E
Dr. Andrew Dalziell PhD
Consultant in Bilateral Integration
http://andydalziell.com/
Catherine Rychetsky and Martin Rychetsky in Poland

18. Bilateral Integration:
the gateway to achievement
Individual Exercise Program
BI School Program
Better Movers and Thinkers (BMT)
A range of exercise opportunities that progress
from simple to complex and adjust to the learners
own progress and development.

19. Better Movers and Thinkers (BMT)
• BMT is an approach to learning and teaching in physical education designed
to develop the ability of all children and young people to move and think in
a more cohesive way with a specific focus on developing, enhancing and
fostering Executive Function (EF) skills within the learning process.
• The BMT approach represents an evolution in physical education and
incorporates pedagogical development and innovative content with current
good practice.
https://education.gov.scot/improvement/learning-
resources/Better%20movers%20and%20thinkers

20. Better Movers and Thinkers (BMT)
The overview of the BMT session is based on three main elements:
• Moving and thinking – while ensuring the activity level stays in the range from
moderate to vigorous
• Scaffolding practices that help develop the Significant Aspects of Learning,
and consistently increase the complexity of the cognitive tasks
• Developing Executive Function skills
Scaffolding practices examples:
Gross motor / Balance and postural control / Rhythm and timing / Fine motor skills
activities / Focus and concentration
https://education.gov.scot/improvement/learning-resources/Better%20Movers%20and%20Thinkers%20-%20scaffolding%20practices

21. Thank you for your attention 

22. REFERENCES
• Allison KR, Dwyder JJ, Makin S. Perceived barriers to physical activity among high school students. Prev Med1999; 28 (6):608-15.
• Dumith SC, Gigante DP, Dominigues MR, Kohl Wh 3rd. Physical activity change during adolescence: a systemic review and pooled
analysis. Int J Epidemiol 2011;40:685698.
• Janssen and LeBlanc, Systematic review of the health benefits of physical activity and fitness in school-aged children and youth
International Journal of Behavioral Nutrition and Physical Activity 2010, 7:40
• Jodkowska, M., Mazur, J., & Oblacińska, A. (2015). Perceived barriers to physical activity among Polish adolescents. Przeglad
epidemiologiczny, 69 1, 73-8, 169-73.
• Kohl WH 3rd, Craig CL, Lambert EV, Inoue s, Alkandari JR, Leetongin G, Kahlmeier S. The pandemic of physical inactivity: global
action for public health. Lancet 2012, 380: 294–305 DOI: 10.1016/S0140-6736(12)60898-8
• Mazur J. (red.): Zdrowie i zachowania zdrowotne młodzieży szkolnej w Polsce na tle wybranych uwarunkowań
socjodemograficznych. Wyniki badań HBSC 2014. instytut matki i dziecka, warszawa 2015.
• Sallis JF, Prochaska JJ, Taylor WC. A review of correlates of physical activity of children and adolescents. Med Sci Sports Exerc. 2000
May;32(5):963-75.
• Shiroma EJ, Lee IM. Physical activity and cardiovascular health: lessons learned from epidemiological studies across age, gender,
and race/ethnicity. Circulation 2010;122:743–52.
• van Der Horst K, Paw MJ, Twisk JW, van Mechelen W.A brief review on correlates of physical activity and sedentariness in youth.
Med Sci Sports Exerc 2007 Aug; 39(8):1241-50.
• Word Heath Organization. Global recommendations on physical activity for health. Geneva: WHO; 2010:20-21.
http://www.who.int/dietphysicalactivity/factsheet_recommendations/en/l