title: Teacher and pupil perspectives on the use of Virtual Field Trips as physically active lessons.
abstract: BACKGROUND
  Virtual Field Trips (VFTs) are emerging physically active lessons that combine curriculum content with globe-based movement using interactive whiteboards. No research has yet examined the acceptability of these sessions by target users. This study aimed to (1) assess current physically active lesson teaching practices, (2) assess teacher attitudes towards VFTs and (3) investigate pupil perceptions of VFTs.
  
  
  METHODS
  Data was collected from teaching staff interviews (n = 12) and three elementary school pupil focus groups (k = 3, n = 18), with all participants provided with a sample VFT session. Thematic analysis was used to analyse data.
  
  
  RESULTS
  Teachers described VFTs as a flexible teaching tool, allowing inclusive learning across abilities and a range of taught subjects. They stressed a packed curriculum may make delivering VFT sessions problematic and warned that some teachers may be resistant to their use of technology. Pupils enjoyed the ability to move in the classroom and the ability to share a new teaching experience with their peers.
  
  
  CONCLUSIONS
  This work suggests positive attitudes towards VFTs as novel, physically active lessons and identifies potential teacher concerns for consideration in forthcoming intervention planning. Future experimental work will assess if these attitudes persist during longitudinal exposure to VFTs.
authors.affiliation: Department of Epidemiology and Public Health, University College London, 1-19 Torrington Place, London, WC1E 7HB, UK. e.norris.11@ucl.ac.uk.
authors.forename: E
authors.initials: E
authors.lastname: Norris
authors.affiliation: Department of Epidemiology and Public Health, University College London, 1-19 Torrington Place, London, WC1E 7HB, UK. n.shelton@ucl.ac.uk.
authors.forename: N
authors.initials: N
authors.lastname: Shelton
authors.affiliation: Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London, WC1H 0AP, UK. s.dunsmuir@ucl.ac.uk.
authors.forename: S
authors.initials: S
authors.lastname: Dunsmuir
authors.affiliation: Department of Information Studies, University College London, Foster Court, London, WC1E 6BT, UK. o.duke-williams@ucl.ac.uk.
authors.forename: O
authors.initials: O
authors.lastname: Duke-Williams
authors.affiliation: Department of Epidemiology and Public Health, University College London, 1-19 Torrington Place, London, WC1E 7HB, UK. emmanuel.stamatakis@sydney.edu.au.|Charles Perkins Centre, University of Sydney, Sydney, Australia. emmanuel.stamatakis@sydney.edu.au.|Exercise and Sport Sciences, Faculty of Health Sciences, University of Sydney, Sydney, Australia. emmanuel.stamatakis@sydney.edu.au.
authors.forename: E
authors.initials: E
authors.lastname: Stamatakis
mesh_terms: D001290:Attitude; D003479:Curriculum; D007722:Health Knowledge, Attitudes, Practice; D006293:Health Promotion / Q000379:methods / Q000706:statistics & numerical data; D007858:Learning / Q000502:physiology; D009043:Motor Activity / Q000502:physiology*; D015203:Reproducibility of Results; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*; D014584:User-Computer Interface