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Movement integration in elementary classrooms: Teacher perceptions and implications for program planning.

Collin A Webster¹, Nicole Zarrett¹, Brittany S Cook¹

¹University of South Carolina, United States.

Evaluation and Program Planning

|January 10, 2017

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Movement integration (MI) helps children meet daily physical activity (PA) guidelines. Elementary teachers face challenges like time constraints but offer practical tips for successful MI implementation in classrooms.

Area of Science:

Education
Public Health
Kinesiology

Background:

Movement integration (MI) is recommended for children to achieve 60 minutes of daily physical activity (PA).
Understanding elementary classroom teachers' (ECTs) perspectives on MI is crucial for effective program planning and professional development.
This study focused on ECTs with lower reported use of MI to inform intervention design.

Purpose of the Study:

To examine elementary classroom teachers' perceptions of movement integration (MI).
To inform the design and implementation of a school-based pilot program aimed at increasing children's PA through MI.
To identify challenges, resources, implementation strategies, and teacher-generated tips for MI.

Main Methods:

Qualitative study involving interviews with 12 elementary classroom teachers (Grades 1-3) from four schools.

Keywords:

Classroom teachers Comprehensive school physical activity program Interventions Physical activity promotion Professional development

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Teachers were selected based on survey responses regarding their use of MI, with a focus on those integrating fewer movement opportunities.

Interview transcripts were analyzed to identify emergent themes regarding MI.

Main Results:

Four key themes emerged: challenges and barriers (e.g., lack of time), resources (e.g., school support), implementation processes (e.g., scheduling), and teachers' ideas/tips (e.g., perseverance).
Findings were consistent across both groups of participating teachers (lowest integrating and additional teachers).
Teachers highlighted the need for practical strategies and support systems for successful MI implementation.

Conclusions:

Teacher perceptions of MI are multifaceted, encompassing practical challenges and effective strategies.
Addressing time constraints and providing adequate resources are essential for promoting MI in elementary schools.
The study's findings provide valuable insights for developing and implementing future MI initiatives to increase children's physical activity during school hours.