Relationships Between Systematically Observed Movement Integration and Classroom Management in Elementary Schools

Jongho Moon*, Collin A. Webster, Jekesha Herring, Cate A. Egan

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


Movement integration (MI), which involves incorporating physical activity into regular classroom time, is a research-supported strategy to reduce off-task behavior and support academic performance. However, teachers’ rate of adopting MI has been slow. Teachers are more likely to adopt MI if they perceive it as compatible with their current teaching practices. Accordingly, this study examined relationships between systematically observed MI and other evidence-based classroom management practices in elementary schools. Participants were classroom teachers (n = 12) and their students (n = 229). Classroom observations were conducted using the System for Observing Student Movement in Academic Routines and Transitions (SOSMART) and the Brief Classroom Interaction Observation–Revised (BCIO-R). Correlational analyses showed that MI was positively associated with effective instructional management and proactive management strategies, and negatively associated with reactive management strategies and disruptive student behavior. This study demonstrated that MI and other established classroom management practices are co-occurring.

Original languageEnglish
JournalJournal of Positive Behavior Interventions
Publication statusAccepted/In press - 2020

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2020.


  • classroom teachers
  • Comprehensive School Physical Activity Program
  • effective teaching
  • physical activity

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Applied Psychology


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