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

Children ◽  
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.

Systematically Observed Movement Integration in a Low Socioeconomic School District: A Cross-Sectional, Observational Study

2018 ◽  
Vol 33 (5) ◽  
pp. 749-755 ◽  
Author(s):  
Gregory Stewart ◽  
Collin A. Webster ◽  
Ali Brian ◽  
David Stodden ◽  
Cate A. Egan ◽  
...  
Keyword(s):  
School District ◽  
General Education ◽  
Low Income ◽  
Student Movement ◽  
Classroom Teachers ◽  
Directed Movement ◽  
Cross Sectional ◽  
Low Socioeconomic ◽  
Movement Integration ◽  
Academic Year

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.

Elementary Classroom Teachers’ Adoption of Physical Activity Promotion in the Context of a Statewide Policy: An Innovation Diffusion and Socio-Ecologic Perspective

2013 ◽  
Vol 32 (4) ◽  
pp. 419-440 ◽  
Author(s):  
Collin Andrew Webster ◽  
Peter Caputi ◽  
Melanie Perreault ◽  
Rob Doan ◽  
Panayiotis Doutis ◽  
...  
Keyword(s):  
Physical Activity ◽  
South Carolina ◽  
Physical Activity Promotion ◽  
Elementary Classroom ◽  
School Support ◽  
Classroom Teachers ◽  
Domain Specific ◽  
Policy Awareness ◽  
Activity Promotion ◽  
Perceived School Support

Physical activity promotion in the academic classroom (PAPAC) is an effective means for increasing children’s school-based physical activity. In the context of a South Carolina policy requiring elementary schools to provide children with 90 min of physical activity beyond physical education every week, the purpose of this study was to test a theoretical model of elementary classroom teachers’ (ECT) PAPAC adoption drawing from Rogers’ (1995) diffusion of innovations theory and a social ecological perspective. ECTs (N = 201) were assessed on their policy awareness, perceived school support for PAPAC, perceived attributes of PAPAC, domain-specific innovativeness, and self-reported PAPAC. Partial least squares analysis supported most of the hypothesized relationships. Policy awareness predicted perceived school support, which in turn predicted perceived attributes and domain-specific innovativeness. Perceived compatibility, simplicity, and observability, and domain-specific innovativeness predicted self-reported PAPAC. This study identifies variables that should be considered in policy-driven efforts to promote PAPAC adoption.

scholarly journals Understanding Elementary Classroom Teachers' Use of Movement Integration Resources

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

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

Diversity in teachers’ approaches to movement integration: A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity

2019 ◽  
Vol 26 (2) ◽  
pp. 429-447
Author(s):  
Henrik Taarsted Jørgensen ◽  
Sine Agergaard ◽  
Michalis Stylianou ◽  
Jens Troelsen
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
School Reform ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Teachers Perceptions ◽  
Physical Activity Policy ◽  
Danish School ◽  
Group Interviews ◽  
Movement Integration

In the context of implementing a physical activity policy as part of a national school reform in Denmark, the purpose of this study was to explore lower secondary teachers’ interpretations and perceptions of the physical activity policy with a focus on movement integration. In total, 14 teachers from four different schools were selected to take part in this qualitative study, which involved semi-structured interviews, focus group interviews, go-along observations and informal interviews. A thematic analysis framework was employed to identify and describe patterns of meaning within data. The findings showed substantial diversity among teachers’ interpretations and perceptions of movement integration, and consequently a lack of definitional clarity regarding movement integration and a possible misalignment between policy and practice. Teachers’ perceptions and interpretations of movement integration were influenced by other and more prioritised policies and discourses regarding academic achievement, as well as by intrapersonal, interpersonal and institutional factors. The findings also suggested a lack of support and collaboration within the school and provided insights into the strengths and weaknesses associated with the autonomy afforded in the Danish school reform.

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