Abstract
Background/ObjectiveMovement integration (MI) involves infusing physical activity into normal classroom time. A wide range of MI interventions have succeeded in increasing children’s participation in physical activity. However, no previous research has attempted to unpack the various MI intervention approaches. Therefore, this study aimed to systematically review, qualitatively analyze, and develop a typology of MI interventions conducted in primary/elementary school settings.Subjects/MethodsPreferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed to identify published MI interventions. Irrelevant records were removed first by title, then by abstract, and finally by full texts of articles, resulting in 72 studies being retained for qualitative analysis. A deductive approach, using previous MI research as an a priori analytic framework, alongside inductive techniques were used to analyze the data.ResultsFour types of MI interventions were identified and labeled based on their design: student-driven, teacher-driven, researcher-teacher collaboration, and researcher-driven. Each type was further refined based on the MI strategies (movement breaks, active lessons, other: opening activity, transitions, reward, awareness), the level of intrapersonal and institutional support (training, resources), and the delivery (dose, intensity, type, fidelity). Nearly half of the interventions were researcher-driven, which may undermine the sustainability of MI as a routine practice by teachers in schools. An imbalance is evident on the MI strategies, with transitions, opening and awareness activities, and rewards being limitedly studied. Delivery should be further examined with a strong focus on reporting fidelity.ConclusionsThere are distinct approaches that are most often employed to promote the use of MI and these approaches may often lack a minimum standard for reporting MI intervention details. This typology may be useful to effectively translate the evidence into practice in real-life settings to better understand and study MI interventions.
Highlights
Schools are viewed as natural settings to increase children’s physical activity because of their extensive access to youth (6–7 h per day, 36–49 h per week) and their existing infrastructure for physical activity promotion [1]
There are distinct approaches that are most often employed to promote the use of movement integration (MI) and these approaches may often lack a minimum standard for reporting MI intervention details
There are distinct approaches that are most often employed to promote the use of MI and these approaches often lack a minimum standard for reporting MI intervention details
Summary
Schools are viewed as natural settings to increase children’s physical activity because of their extensive access to youth (6–7 h per day, 36–49 h per week) and their existing infrastructure for physical activity promotion (teachers, facilities, and other resources) [1]. In collaboration with the Society of Health and Physical Educators (SHAPE) America, the Centers for Disease Control and Prevention issued recommendations to support the design, implementation, and evaluation of Comprehensive School Physical Activity Programs (CSPAPs) [2]. Each component of a CSPAP can be designed to support children in developing the skills and knowledge needed for a physically active lifestyle and achieving the national recommendations of 60 min of daily physical activity [2]. School-based physical activity opportunities for children have been provided mainly through physical education and recess. Academic and educational policy has led to school administrators cutting significant amounts of allotted time from these programs [3]. CSPAP components should be designed to expand children’s daily physical activity opportunities, as well as to reinforce physical education [4]. Examples of MI include providing movement breaks during academic lessons, teaching academic content through movement, and using regularly occurring transitions (e.g., between lessons) to increase movement opportunities [6]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
