Sobolewski KM, Lobo LT, Stoddart AL, Kerpan S. Exploring teachers' perspectives on movement integration using a job-embedded professional development intervention.
Eval Program Plann 2024;
104:102419. [PMID:
38492516 DOI:
10.1016/j.evalprogplan.2024.102419]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/27/2023] [Revised: 03/02/2024] [Accepted: 03/05/2024] [Indexed: 03/18/2024]
Abstract
PURPOSE
The purpose of this study was to gain teachers' insight and evaluate a teacher training intervention on movement integration (MI).
METHODS
An embedded mixed methods study was used to combine post-intervention qualitative and quantitative data from 12 teachers.
RESULTS
Four themes were generated: employable strategies, increased student engagement, value of additional support, and space, time, and behaviour management. These themes illustrate the intrapersonal, institutional, and public policy barriers that impact MI implementation.
CONCLUSION
An evidence-based teacher MI implementation intervention that utilizes best practices can address intrapersonal barriers to MI use but does not alleviate institutional and public policy barriers.
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