Elementary Classroom Teachers' Self-Reported Use of Movement Integration Products and Perceived Facilitators and Barriers Related to Product Use.

Roddrick Dugger,Robert Glenn Weaver,Collin Webster,Michael Beets,Jeff Rehling,Ethan Hunt,Brian Chen,Aaron Rafferty

doi:10.3390/children7090143

Roddrick Dugger, Robert Glenn Weaver + Show 6 more

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https://doi.org/10.3390/children7090143

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Journal: Children	Publication Date: Sep 18, 2020
Citations: 7	License type: CC BY 4.0

Affiliation: University of South Carolina

Abstract

Movement integration (MI) products are designed to provide children with physical activity during general education classroom time. The purpose of this study was to examine elementary classroom teachers’ self-reported use of MI products and subsequent perceptions of the facilitators of and barriers to MI product use. This study utilized a mixed-methods design. Elementary classroom teachers (n = 40) at four schools each tested four of six common MI products in their classroom for one week. Teachers completed a daily diary, documenting duration and frequency of product use. Following each product test, focus groups were conducted with teachers to assess facilitators and barriers. MI product use lasted for 11.2 (Standard Deviation (SD) = 7.5) min/occasion and MI products were used 4.1 (SD = 3.5) times/week on average. Activity Bursts in the Classroom for Fitness, GoNoodle, and Physical Activity Across the Curriculum were most frequently used. Facilitators of and barriers to MI product use were identified within three central areas—logistics, alignment with teaching goals, and student needs and interests. Teachers were receptive to MI products and used them frequently throughout the week. When considering the adoption of MI products, teachers, administrators, and policy makers should consider products that are readily usable, align with teaching goals, and are consistent with student needs and interests.

Highlights

Physical activity (PA)—any bodily movement produced by skeletal muscles that requires energy expenditure—has numerous health benefits for children [1]
Overall planning for each Movement integration (MI) product use lasted 6.6 (SD = 8.5) min
This study examined teachers’ use of MI products and perceptions of facilitators and barriers related to MI product use

Summary

Introduction

Physical activity (PA)—any bodily movement produced by skeletal muscles that requires energy expenditure—has numerous health benefits for children [1]. Consistent PA may help children build strong bones and muscles, improve cardiorespiratory fitness, control weight, reduce symptoms of anxiety and depression, and reduce the risk of developing chronic health conditions [2]. To achieve these benefits, the World Health Organization (WHO) recommends that children (5–17 years) accumulate at least 60 min of moderate-to-vigorous physical activity per day [3]. The World Health Organization (WHO) recommends that children (5–17 years) accumulate at least 60 min of moderate-to-vigorous physical activity per day [3] Despite this recommendation, less than one-quarter of children in the United States participate in 60 min of physical activity daily [2]. The immense cost of physical inactivity necessitates the implementation of effective physical activity promotion among youth

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