Classroom teachers’ experiences implementing a movement integration program: Barriers, facilitators, and continuance

Purpose: To describe teacher’s integration of activity into general education classroom time (ie, movement integration—MI). Design: Cross-sectional, observational. Setting: Eight elementary schools in a rural, low-income school district. Participants: Elementary classroom teachers (N = 48). Measure: Classroom teachers were observed using the System for Observing Student Movement in Academic Routines and Transitions (SOSMART) on random, unannounced days during the 2015-16 academic year. Analysis: Descriptive statistics were calculated for the frequency and types of MI being used. Results: Of the 9398 SOSMART scans completed, students engaged in movement in 41.3% of the scans. Student movement was observed to be teacher directed in 14.4% and nonteacher directed in 26.9% of scans. Nonteacher-directed movement consisted mostly of transitions ( M = 99.5%) in which movement occurred as a result of preestablished classroom rules, protocols, and organization. Conclusion: This is one of the first studies to provide objective information about MI. These descriptive data lay the groundwork for future correlational and experimental research that can lead to the development of effective intervention design to increase MI use in schools.

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“I'll Squeeze It In”: Transforming Preservice Classroom Teachers' Perceptions Toward Movement Integration in Schools

Action in Teacher Education ◽

10.1080/01626620.2013.827600 ◽

2013 ◽

Vol 35 (4) ◽

pp. 286-300 ◽

Cited By ~ 26

Author(s):

Tan Leng Goh ◽

James C. Hannon ◽

Maria Newton ◽

Collin Webster ◽

Leslie Podlog ◽

...

Keyword(s):

Classroom Teachers ◽

Teachers Perceptions ◽

Movement Integration

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Understanding Elementary Classroom Teachers' Use of Movement Integration Resources

Frontiers in Education ◽

10.3389/feduc.2020.00056 ◽

2020 ◽

Vol 5 ◽

Author(s):

Collin A. Webster ◽

Angie Starrett ◽

Jeffery Rehling ◽

Brian Chen ◽

Michael W. Beets ◽

...

Keyword(s):

Elementary Classroom ◽

Classroom Teachers ◽

Movement Integration

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MI (my) Wheelhouse: A Movement Integration Progression Framework for Elementary Classroom Teachers

Journal of Physical Education Recreation & Dance ◽

10.1080/07303084.2019.1644258 ◽

2019 ◽

Vol 90 (7) ◽

pp. 38-45 ◽

Cited By ~ 1

Author(s):

Jongho Moon ◽

Collin A. Webster

Keyword(s):

Elementary Classroom ◽

Classroom Teachers ◽

Movement Integration

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Elementary Classroom Teachers’ Self-Reported Use of Movement Integration Products and Perceived Facilitators and Barriers Related to Product Use

Children ◽

10.3390/children7090143 ◽

2020 ◽

Vol 7 (9) ◽

pp. 143

Author(s):

Roddrick Dugger ◽

Aaron Rafferty ◽

Ethan Hunt ◽

Michael Beets ◽

Collin Webster ◽

...

Keyword(s):

Physical Activity ◽

General Education ◽

Elementary Classroom ◽

Classroom Teachers ◽

Student Needs ◽

Product Use ◽

Teaching Goals ◽

Product Test ◽

Facilitators And Barriers ◽

Movement Integration

Movement integration (MI) products are designed to provide children with physical activity during general education classroom time. The purpose of this study was to examine elementary classroom teachers’ self-reported use of MI products and subsequent perceptions of the facilitators of and barriers to MI product use. This study utilized a mixed-methods design. Elementary classroom teachers (n = 40) at four schools each tested four of six common MI products in their classroom for one week. Teachers completed a daily diary, documenting duration and frequency of product use. Following each product test, focus groups were conducted with teachers to assess facilitators and barriers. MI product use lasted for 11.2 (Standard Deviation (SD) = 7.5) min/occasion and MI products were used 4.1 (SD = 3.5) times/week on average. Activity Bursts in the Classroom for Fitness, GoNoodle, and Physical Activity Across the Curriculum were most frequently used. Facilitators of and barriers to MI product use were identified within three central areas—logistics, alignment with teaching goals, and student needs and interests. Teachers were receptive to MI products and used them frequently throughout the week. When considering the adoption of MI products, teachers, administrators, and policy makers should consider products that are readily usable, align with teaching goals, and are consistent with student needs and interests.

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Teaching Children With Down Syndrome in the Early Years of School

Australasian Journal of Special Education ◽

10.1017/jse.2017.4 ◽

2017 ◽

Vol 41 (2) ◽

pp. 89-100 ◽

Cited By ~ 1

Author(s):

Amanda McFadden ◽

Donna Tangen ◽

Rebecca Spooner-Lane ◽

Amanda Mergler

Keyword(s):

Down Syndrome ◽

School Context ◽

Early Years ◽

Classroom Teachers ◽

Teacher Interviews ◽

School Settings ◽

General Classroom ◽

Teachers Experiences ◽

Class 1 ◽

Preparatory Year

We explored 3 general classroom teachers’ experiences of including a child with Down syndrome in their early years classrooms. Located at 3 different Australian school settings, 1 teacher was the head of a Preparatory class, 1 was a Year 3 teacher, and the third was a teacher of a split Preparatory/Year 1 class. Interview data were drawn from a larger study, in which data were gathered over a 5-month period through class observations and teacher interviews. The findings indicate that although there were highly inclusive experiences identified in the school sites, the school context played an important role in the inclusion of the child. Teachers indicated that receiving targeted information about Down syndrome and collaborative support from parents, teaching colleagues, and their wider school enabled them to work more inclusively with their student with Down syndrome in their classroom.

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‘It’s how PE should be!’: Classroom teachers’ experiences of implementing Meaningful Physical Education

European Physical Education Review ◽

10.1177/1356336x20984188 ◽

2021 ◽

pp. 1356336X2098418

Author(s):

Stephanie Beni ◽

Déirdre Ní Chróinín ◽

Tim Fletcher

Keyword(s):

Physical Education ◽

Small Scale ◽

Classroom Teachers ◽

Teachers Experiences ◽

Implementation Period ◽

Beliefs About Teaching ◽

Preliminary Version ◽

Meaningful Experiences ◽

Prior Experiences ◽

To Receive

Meaningful Physical Education (PE) is a pedagogical approach to PE instruction designed with the aim of helping teachers explicitly prioritise meaningful experiences for students. The purpose of the current study was to conduct a small-scale implementation of a preliminary version of Meaningful PE with a sample of five primary classroom teachers in Ireland to receive their feedback on the approach and their experiences of implementing it in their classrooms. Qualitative data were collected across an eight-week implementation period. An actor-oriented analysis was used to focus specifically on teachers’ decisions concerning both what and how to implement the approach, as well as the reasons why they implemented Meaningful PE the way they did. Results show teachers were generally supportive of Meaningful PE as they attempted to implement several components of the approach in their classrooms. Teachers’ implementation was highly related to their positive interpretations of the approach, in relation to both their perceptions of beneficial student outcomes and in drawing connections between the approach and prior experiences of and beliefs about teaching. This study adds further support to prior small-scale studies where implementation of Meaningful PE has been assessed and provides insight into how the approach might be introduced to and implemented more broadly by teachers in the future.

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Pedagogical Experience of Classroom Teachers in English as a Medium of Instruction

Studies in ELT and Applied Linguistics ◽

10.3126/seltal.v1i1.40613 ◽

2021 ◽

Vol 1 (1) ◽

pp. 127-139

Author(s):

Suresh Kumar Shrestha

Keyword(s):

Public Schools ◽

Local Context ◽

Medium Of Instruction ◽

Classroom Teachers ◽

Policy And Practice ◽

Policy Makers ◽

Proper Understanding ◽

Teachers Experiences ◽

Teachers And Students ◽

Private And Public

English as a medium of instruction (EMI), especially at public schools, is a matter of curiosity and exploration among Nepalese academicians and researchers, as it is already in policy and practice with the growing number of public schools implementing it. Therefore, it is essential to explore the perceptions and experiences of all the stakeholders in Nepal to address the issues of EMI in the local context. The article outlines teachers’ experiences of EMI in classes in the Nepalese multilingual context. It builds upon the experiences of three teachers teaching several subjects including English at private and public EMI schools. The semi-structured written interviews were employed to collect required data. The teachers’ experiences have been presented in four aspects: teaching techniques, achievements, challenges and strategies disclose the hopes and challenges both the teachers and students including parents and school administration experience. The findings hint the imperativeness of discussions at different levels from locals to policy makers for the proper understanding and management of EMI at schools.

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