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

Tan Leng Goh; James C. Hannon; Collin A. Webster; Leslie Podlog

doi:10.1016/j.tate.2017.04.003

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

Tan Leng Goh^*, James C. Hannon, Collin A. Webster, Leslie Podlog

^*Corresponding author for this work

Sport, Exercise and Rehabilitation Sciences

Research output: Contribution to journal › Article › peer-review

28 Citations (Scopus)

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.

Original language	English
Pages (from-to)	88-95
Number of pages	8
Journal	Teaching and Teacher Education
Volume	66
DOIs	https://doi.org/10.1016/j.tate.2017.04.003
Publication status	Published - Aug 2017

Bibliographical note

Publisher Copyright:
© 2017 Elsevier Ltd

Keywords

Activity breaks
Elementary school

ASJC Scopus subject areas

Education

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10.1016/j.tate.2017.04.003

Cite this

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title = "Classroom teachers{\textquoteright} experiences implementing a movement integration program: Barriers, facilitators, and continuance",

abstract = "This study was designed to qualitatively examine fifteen classroom teachers{\textquoteright} experiences in implementing a movement integration (MI) program, TAKE 10!{\textregistered}, 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{\textquoteright} professional development related to MI are provided in view of the study's findings.",

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year = "2017",

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AU - Webster, Collin A.

AU - Podlog, Leslie

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AB - 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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SP - 88

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JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

ER -

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

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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