Classroom teachers’ experiences implementing a movement integration program: Barriers,facilitators, and continuance |
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| Institution: | 1. The Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, TX, United States;2. Department of Special Education, The University of Texas at Austin, United States;3. The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, United States;1. Department of Epidemiology & Public Health, University College London, 1-19 Torrington Place, London WC1E 7HB, UK;2. Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London WC1H 0DS, UK;3. Department of Information Studies, University College London, Foster Court, London WC1E 6BT, UK;4. Charles Perkins Centre, University of Sydney, Sydney, Australia;5. Exercise & Sport Sciences, Faculty of Health Sciences, University of Sydney, Australia |
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| Abstract: | This study was designed to qualitatively examine fifteen classroom teachers' experiences in implementing a movement integration (MI) program, TAKE 10!®, using the comprehensive school physical activity program framework. Data were collected through observations, semi-structured interviews, and questionnaires. Barriers to MI implementation included time and space constraints, whilst facilitators were gaining knowledge during training and developing competencies through experience. Reasons for program continuance included scheduling MI into weekly routines, children's request for the program, and collaboration among teachers. Suggestions for teachers' professional development related to MI are provided in view of the study's findings. |
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| Keywords: | Elementary school Activity breaks |
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