In this essential, the authors present an innovative teaching-learning concept that uses the potential of physical activity as an approach to make university teaching more motivating, more efficient for learning and more conducive to health. Based on current findings in health, work and learning research, the Heidelberg Model of Physically Active Teaching presents a proven approach that combines university teaching-learning processes with light physical (micro) activities - such as standing up or walking around - in a way that saves learning time and is close to the learning object. This gives students the opportunity to abandon the continuous sitting posture during teaching and to actively engage with the subject matter both cognitively and physically. The essential contains practice-stimulating recommendations and concrete examples of implementation for a physically activating design of university teaching.
The content
· Being physically active during university teaching is worthwhile
· Changing sedentary behaviour - theoretical considerations
· The Heidelberg Model of Physically Active Teaching
· Practical examples
The target groups
· University lecturers and lecturers in continuing and further education
· Teaching staff, health managers and quality assurance officers
