Evaluation of a classroom movement integration training delivered in a low socioeconomic school district |
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| Institution: | 1. Methodist University, Fayetville, NC, 28311, USA;2. University of South Carolina, Columbia, SC, 29208, USA;3. University of Idaho, Moscow, ID, 83844, USA;4. Longwood University, Farmville, VA, 23909, USA;5. The Citadel, Charleston, SC, 29409, USA;1. Vantage Evaluation, United States;2. Claremont Graduate University, United States;1. The Department of Population, Family and Reproductive Health, The Johns Hopkins Bloomberg School of Public Health, 615 N. Wolfe Street, Baltimore, MD 21205, United States;2. The Johns Hopkins Center for Child & Community Health, Johns Hopkins Bayview Medical Center, 5200 Eastern Avenue, Suite 4200, Mason F. Lord Building, Center Tower, Baltimore, MD 21224, United States;3. Child Trends, Inc., 7315 Wisconsin Ave, Suite 1200W, Bethesda, MD 20814, United States;1. Instituto Universitário de Lisboa (ISCTE-IUL), CIS-IUL, Lisboa, Portugal;2. Instituto de Ciências Sociais (ICS), Universidade de Lisboa, Portugal;3. Centro de Investigação em Ciência Psicológica, Faculdade de Psicologia, Universidade de Lisboa, Portugal;1. University of Idaho, College of Education,875 Perimeter Drive MS 2401, Moscow, ID, 83844, United States;2. University of South Carolina, 1300 Wheat Street, Blatt PE Center, Columbia, SC 29208, United States;3. Iowa State University, 534 Wallace Road, Ames, IA 5001, United States;1. Department of Family & Community Medicine, Wake Forest School of Medicine, Winston-Salem, NC, 27157, USA;2. Department of Exercise Science, Arnold School of Public Health, University of South Carolina, Columbia, SC, 29208, USA;3. School of Sport and Exercise Science, College of Natural and Health Sciences, University of Northern Colorado, Greeley, CO, 80639, USA;4. PlayCore, 544 Chestnut St., Chattanooga, TN, 37402, USA;5. Department of Health Promotion, Education, & Behavior, Arnold School of Public Health, University of South Carolina, Columbia, SC, 29208, USA;6. Department of Kinesiology and Health Education, College of Education, University of Texas at Austin, Austin, TX, 78712, USA;7. Department of Epidemiology & Prevention, Wake Forest School of Medicine, Winston-Salem, NC, 27157, USA;8. Department of Implementation Science, Wake Forest School of Medicine, Winston-Salem, NC, 27157, USA |
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| Abstract: | Movement integration (MI), which involves infusing physical activity (PA) into general education classrooms, is an evidence-based strategy within whole-of-school approaches for helping children meet the national PA guideline of at least 60 min per day. This study evaluated an MI training delivered in a low socioeconomic elementary school that had recently invested in three movement facilitative classrooms (a kinesthetic classroom and two activity labs). We investigated (a) the training’s fidelity in meeting recommended best practices for professional development and (b) school professionals’ perspectives of the training. Eight school professionals participated in the study, including five classroom teachers, two activity lab supervisors, and the principal. The researchers used a video of the training to rate the fidelity of the training to best practice recommendations. Interviews, field notes, and informal conversations with participants were qualitatively analyzed for themes. The training received a total fidelity score of 42%. Qualitative findings highlighted participants’ varied perspectives of the training’s purpose, challenges associated with the training and future recommendations for MI trainings. For MI trainings to be a valuable asset in increasing teachers’ value and effective implementation of MI, trainings need to be designed to be in line with best practice recommendations and teachers’ perceived needs. |
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| Keywords: | Whole-of-school approach Classroom physical activity Activity permissive classroom Teacher professional development |
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