Supporting Teachers in Implementing Movement Integration: Addressing Barriers Through a Job-Embedded Professional Development Intervention

Abstract

Purpose:Movement integration (MI) is a method to increase physical activity with numerous learning outcomes. However, MI implementation is low. The purpose of this study was to investigate the effects of a job-embedded professional development intervention on teachers’ MI barriers. An implementation science approach was used.Methods:The intervention was developed and delivered through six procedures. Mixed-methods data were used to develop the intervention and assess outcomes. The intervention was delivered over 3 weeks to 12 participants.Results:Reported barriers included time constraints, lack of space, fear of losing control, and limited confidence and competence. Results indicated a significant increase in teachers’ self-reported MI use from pre- to postimplementation (Z = −2.138,p = .0165,r = .6), improved confidence (p = .048), and a strong positive correlation (τb = .627,p = .018) between confidence and competence.Conclusion:Job-embedded professional development may be an effective strategy to support teachers in overcoming barriers to MI.