Movement Integration in Classrooms

The intentional integration of movement in elementary school classrooms—including both brief instructional breaks for physical activity, or the integration of physical activity with lessons—can benefit children’s physical health and education outcomes. Teachers are key implementation agents, but despite movement integration (MI) being considered an educational best practice, many classroom teachers do not regularly use it. The aim of this study was to obtain updated nationally-representative prevalence estimates in US public elementary schools, regarding four key outcomes pertaining to teachers’ implementation of physical activity: 1) school adoption of physically active lessons (PALs); 2) school adoption of physical activity breaks (PABs); 3) penetration rate to the classroom, defined as ≥50% of teachers using PABs; and 4) dose of PABs of at least 50 minutes per week. I examined variations in outcomes by school demographic characteristics, and hypothesized implementation facilitators (administrative support, financial resources, and presence of a wellness champion at the school). Surveys were distributed to a nationally-representative sample of 1010 public elementary schools in the US; responses were obtained from 559 (55.3%). In 2019–20, the weighted prevalence of schools having adopted PALs was 77.9% (95% CI = 74.3% to 81.4%), and PAB adoption was nearly universal at 91.5% (95% CI = 88.9% to 94.2%). Few demographic differences emerged, although PAL adoption was less prevalent at the highest-poverty schools (74.01%) and medium-poverty schools (77.0%) as compared to schools with the lowest student poverty levels (87.1%; p < .01). Across all four outcomes, associations emerged with implementation facilitators in multivariable logistic regression models. The prevalence of PAL adoption, PAB adoption, and dose of PABs were all significantly higher at schools where administrative encouragement occurred more frequently. For example, at schools where the administrator provided encouragement often, 97.8% had adopted PABs, versus 78.2% of schools where encouragement happened never or rarely (p < .001). Financial support was associated with implementation outcomes, including higher PAL adoption, PAB penetration, and PAB dose. Presence of a champion was associated with higher prevalence of PAL adoption. School leaders can play a crucial role in supporting their teachers’ use of MI within the classroom, including the provision of financial resources, encouragement, and supporting champions. Effective school leadership practices have the potential to positively impact health and education outcomes for children at a large-scale population level.

Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity

Early childhood represents a crucial period for child development. Physical activity is essential in this process, but studies show that children are very inactive and do not meet the recommended minimums. Due to the large proportion of time they spend at school, it is necessary to examine active and sedentary behaviors in these environments. The aim of the study is to analyze the amount and intensity of physical activity in preschool children during the school day according to the methodology used. Using accelerometry, the amount and intensity of physical activity and sedentary behavior of 156 children aged 4–6 years at different times of the school day were evaluated. The results revealed that preschoolers spend most of their class time sedentary, with children participating in active methodologies registering the highest amount and intensity of physical activity. Recess and specific motor sessions are the most active times, although the latter should increase the time of intense activity that they imply. To increase physical activity during the school day, it is necessary to establish movement integration methodologies, while increasing the number and adjusting the duration of specific motor sessions and of recesses, so that the maximum possible use is made of them.

Community of Practice: Preparing Preservice Teachers to Lead Movement Integration in a School–University Partnered Program

Purpose: Physical education teacher education programs prepare preservice teachers to lead Comprehensive School Physical Activity Programs. Through the coordination of a university’s physical education teacher education program and an elementary school, the purpose of this study was to examine preservice and in-service teachers’ perspectives in implementing a 6-week movement integration program. Method: A total of 12 preservice teachers participated in a weekly online discussion forum as part of a community of practice. In addition, the preservice teachers and three in-service teachers participated in an interview. Data were analyzed for themes. Results: The themes were facilitating implementation through support, sharing ideas for common practice, and overcoming challenges in implementation. Support received by the preservice teachers facilitated the implementation of the program. They also shared strategies to overcome implementation challenges through the weekly online discussions. Discussion/Conclusion: Fostering communities of practice among preservice teachers prepares them for collaboration and movement integration implementation in the future.

Supporting Teachers in Implementing Movement Integration: Addressing Barriers Through a Job-Embedded Professional Development Intervention

Purpose: Movement integration (MI) is a method to increase physical activity with numerous learning outcomes. However, MI implementation is low. The purpose of this study was to investigate the effects of a job-embedded professional development intervention on teachers’ MI barriers. An implementation science approach was used. Methods: The intervention was developed and delivered through six procedures. Mixed-methods data were used to develop the intervention and assess outcomes. The intervention was delivered over 3 weeks to 12 participants. Results: Reported barriers included time constraints, lack of space, fear of losing control, and limited confidence and competence. Results indicated a significant increase in teachers’ self-reported MI use from pre- to postimplementation (Z = −2.138, p = .0165, r = .6), improved confidence (p = .048), and a strong positive correlation (τb = .627, p = .018) between confidence and competence. Conclusion: Job-embedded professional development may be an effective strategy to support teachers in overcoming barriers to MI.

TRAUMATISED OLDER PERSONS’ EXPERIENCES OF EYE MOVEMENT INTEGRATION AS TRAUMA INTERVENTION

The world’s population is ageing and older people may be exposed to traumatic experiences during their lifetime. Symptoms are often regarded as part of the ageing process and not treated as trauma. Little is known about eye movement integration (EMI) as intervention for symptoms of trauma in older people. This article reports on older people’s experience of EMI as an intervention for their symptoms of trauma. The qualitative study employed an exploratory-descriptive research design with a purposive sampling method. Participants considered EMI as positive and beneficial. Suggestions are made to improve EMI when working with older people.

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

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.