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

Gregory Stewart; Collin A. Webster; Ali Brian; David Stodden; Cate A. Egan; R. Glenn Weaver

doi:10.1177/0890117118819348

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

Gregory Stewart, Collin A. Webster, Ali Brian, David Stodden, Cate A. Egan, R. Glenn Weaver^*

^*Corresponding author for this work

Sport, Exercise and Rehabilitation Sciences

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

2 Citations (Scopus)

Abstract

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.

Original language	English
Pages (from-to)	749-755
Number of pages	7
Journal	American Journal of Health Promotion
Volume	33
Issue number	5
DOIs	https://doi.org/10.1177/0890117118819348
Publication status	Published - 1 Jun 2019

Bibliographical note

Funding Information:
We would like to acknowledge the teachers and administrators at our participant schools for their support of this project. Support for this project was provided in part by the Arnold Childhood Obesity Initiative, an arm of the Arnold Institute on Aging at the Arnold School of Public Health within the University of South Carolina. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Support for this project was provided in part by the Arnold Childhood Obesity Initiative an arm of the Arnold Institute on Aging at the Arnold School of Public Health within the University of South Carolina.

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Support for this project was provided in part by the Arnold Childhood Obesity Initiative an arm of the Arnold Institute on Aging at the Arnold School of Public Health within the University of South Carolina.

Funding Information:
We would like to acknowledge the teachers and administrators at our participant schools for their support of this project. Support for this project was provided in part by the Arnold Childhood Obesity Initiative, an arm of the Arnold Institute on Aging at the Arnold School of Public Health within the University of South Carolina.

Publisher Copyright:
© The Author(s) 2018.

Keywords

activity break
children
physical activity
policy
school

ASJC Scopus subject areas

Health(social science)
Public Health, Environmental and Occupational Health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1177/0890117118819348

Cite this

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

abstract = "Purpose: To describe teacher{\textquoteright}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.",

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note = "Funding Information: We would like to acknowledge the teachers and administrators at our participant schools for their support of this project. Support for this project was provided in part by the Arnold Childhood Obesity Initiative, an arm of the Arnold Institute on Aging at the Arnold School of Public Health within the University of South Carolina. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Support for this project was provided in part by the Arnold Childhood Obesity Initiative an arm of the Arnold Institute on Aging at the Arnold School of Public Health within the University of South Carolina. Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Support for this project was provided in part by the Arnold Childhood Obesity Initiative an arm of the Arnold Institute on Aging at the Arnold School of Public Health within the University of South Carolina. Funding Information: We would like to acknowledge the teachers and administrators at our participant schools for their support of this project. Support for this project was provided in part by the Arnold Childhood Obesity Initiative, an arm of the Arnold Institute on Aging at the Arnold School of Public Health within the University of South Carolina. Publisher Copyright: {\textcopyright} The Author(s) 2018.",

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AU - Egan, Cate A.

AU - Weaver, R. Glenn

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N2 - 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.

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

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

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