*Result*: Integrating High-Intensity Physical Activity Breaks Into Senior School Lessons: Teachers' Perceptions of the "Burn 2 Learn" Program.

*Purpose: Most classroom physical activity break interventions have been conducted in primary schools. This is the first study to examine teachers' perceptions of integrating high-intensity activity breaks into academic lessons for older adolescents in the final years of secondary school. Method: Twelve teachers who participated in the Burn 2 Learn cluster randomized controlled trial completed a semistructured interview with a member of the research team (∼30 min per interview). Results: Teachers were supportive of activity breaks, citing increases in students' well-being and improvements in classroom engagement following classroom activity breaks. However, competing academic pressure (particularly as major examinations drew closer) was the most cited barrier to implementation. Discussion: Despite the benefits of classroom activity breaks, providing alternative opportunities during the school day (i.e., before classes) may be needed for older adolescents in their final years of schooling if curriculum time is unable to be redirected away from academic subjects. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Teaching in Physical Education is the property of Human Kinetics Publishers, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)*