TY - JOUR
T1 - Implementing movement integration across the whole school
T2 - findings from the Moving to Learn Ireland programme
AU - Martin, Rosemarie
AU - McMullen, Jaimie
AU - Murtagh, Elaine M.
N1 - Publisher Copyright:
© 2021 Educational Studies Association of Ireland.
PY - 2022
Y1 - 2022
N2 - Movement integration (MI) has recently been highlighted as a means to contribute to children’s physical activity (PA) and academic development. This study evaluates teacher and student perceptions of participating in the Moving to Learn Ireland MI programme and reports associated student PA levels. Three classroom teachers in one multi-grade school in Ireland and their students (n = 58) participated in this study. The PA Self-Efficacy Scales, Questionnaire Assessing School PA Environment, PA Enjoyment Scales, and focus group discussions were used to evaluate students’ self-efficacy for PA, perceptions of the school environment, and enjoyment of the programme. Accelerometers were used to gather PA data pre- and post-intervention. Teachers completed lesson reflections, post-intervention questionnaires, and engaged in a post-intervention focus group interview. Results indicate that both teachers and students expressed their approval of MI as a teaching method. The school facilitated students to engage in PA. Light PA during class-time significantly increased by 13 minutes (±14.5) per day (p <.001). A significant increase was also identified for change in MVPA during class time (2.1 ± 17.2 minutes, p <.05). This study highlights the need for a whole-of-school approach to MI and the need to provide experiential professional development opportunities to teachers, to support their implementation of such programmes.
AB - Movement integration (MI) has recently been highlighted as a means to contribute to children’s physical activity (PA) and academic development. This study evaluates teacher and student perceptions of participating in the Moving to Learn Ireland MI programme and reports associated student PA levels. Three classroom teachers in one multi-grade school in Ireland and their students (n = 58) participated in this study. The PA Self-Efficacy Scales, Questionnaire Assessing School PA Environment, PA Enjoyment Scales, and focus group discussions were used to evaluate students’ self-efficacy for PA, perceptions of the school environment, and enjoyment of the programme. Accelerometers were used to gather PA data pre- and post-intervention. Teachers completed lesson reflections, post-intervention questionnaires, and engaged in a post-intervention focus group interview. Results indicate that both teachers and students expressed their approval of MI as a teaching method. The school facilitated students to engage in PA. Light PA during class-time significantly increased by 13 minutes (±14.5) per day (p <.001). A significant increase was also identified for change in MVPA during class time (2.1 ± 17.2 minutes, p <.05). This study highlights the need for a whole-of-school approach to MI and the need to provide experiential professional development opportunities to teachers, to support their implementation of such programmes.
KW - accelerometer
KW - classroom
KW - movement integration
KW - physical activity
KW - primary school
KW - teaching method
UR - http://www.scopus.com/inward/record.url?scp=85102768985&partnerID=8YFLogxK
U2 - 10.1080/03323315.2021.1899023
DO - 10.1080/03323315.2021.1899023
M3 - Article
AN - SCOPUS:85102768985
SN - 0332-3315
VL - 41
SP - 347
EP - 366
JO - Irish Educational Studies
JF - Irish Educational Studies
IS - 2
ER -