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

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

Research output: Contribution to journalArticlepeer-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 languageEnglish
Pages (from-to)88-95
Number of pages8
JournalTeaching and Teacher Education
Volume66
DOIs
Publication statusPublished - Aug 2017

Bibliographical note

Publisher Copyright:
© 2017 Elsevier Ltd

Keywords

  • Activity breaks
  • Elementary school

ASJC Scopus subject areas

  • Education

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