“I'll Squeeze It In”: Transforming Preservice Classroom Teachers' Perceptions Toward Movement Integration in Schools

Abstract

A program titled Physical Education Programming Infusion (PEPI) was incorporated into a required science methods course for preservice classroom teachers (PCTs). Using the transformative learning theory and the social ecological model, the authors examined changes in PCTs' personal health behaviors and perceived barriers toward movement integration (MI) in schools. Thirty-two PCTs participated in the 30-minute weekly PEPI for one semester. Interviews were conducted with 10 PCTs at the end of the PEPI. The PCTs became more aware of and made changes to their lifestyles through participation in PEPI. Although PCTs perceived the presence of organizational barriers in implementing MI, they consistently believed in the benefits of MI. Helping PCTs to become aware of and make changes to their lifestyles will strengthen their beliefs as prospective agents of change in the health and well-being of their students.