Teachers’ perceptions of a mixed intervention of physically active learning and active breaks: a qualitative study of the BALA project

Movement-based pedagogy has been increasingly promoted as a means to enhance active teaching and learning; however, research exploring teachers’ perceptions of its practical implementation remains limited. This study aimed to examine teachers’ perceptions of the BALA project, with a focus on Physically Active Learning and Active Breaks. A qualitative research design was employed, using focus groups with six teachers (four classroom and two Physical Education teachers), organized by teaching specialty. Data were analyzed through a deductive thematic analysis to identify key perceptions about positive aspects, barriers and areas for improvement of the intervention. The findings reveal that teachers hold positive attitudes toward movement-based strategies, recognizing their value in increasing student engagement and supporting the learning process. Nevertheless, several barriers to sustained implementation were identified, including insufficient training, limited resources, and increased workload. Despite these challenges, the overall positive perceptions indicate potential for broader adoption. The study underscores the need for targeted professional development, adequate resources, and institutional support to ensure the effective integration of movement-based pedagogy in schools.