Abstract
PurposeThe purpose of this study was to gain teachers’ insight and evaluate a teacher training intervention on movement integration (MI). MethodsAn embedded mixed methods study was used to combine post-intervention qualitative and quantitative data from 12 teachers. ResultsFour 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. ConclusionAn 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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