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Evaluation of a classroom movement integration training delivered in a low socioeconomic school district

Author

Listed:
  • Stewart, Gregory
  • Webster, Collin A.
  • Weaver, R. Glenn
  • Stodden, David F.
  • Brian, Ali
  • Egan, Cate A.
  • Michael, Robert Dan
  • Sacko, Ryan
  • Patey, Matthew

Abstract

Movement integration (MI), which involves infusing physical activity (PA) into general education classrooms, is an evidence-based strategy within whole-of-school approaches for helping children meet the national PA guideline of at least 60 min per day. This study evaluated an MI training delivered in a low socioeconomic elementary school that had recently invested in three movement facilitative classrooms (a kinesthetic classroom and two activity labs). We investigated (a) the training’s fidelity in meeting recommended best practices for professional development and (b) school professionals’ perspectives of the training. Eight school professionals participated in the study, including five classroom teachers, two activity lab supervisors, and the principal. The researchers used a video of the training to rate the fidelity of the training to best practice recommendations. Interviews, field notes, and informal conversations with participants were qualitatively analyzed for themes. The training received a total fidelity score of 42%. Qualitative findings highlighted participants’ varied perspectives of the training’s purpose, challenges associated with the training and future recommendations for MI trainings. For MI trainings to be a valuable asset in increasing teachers’ value and effective implementation of MI, trainings need to be designed to be in line with best practice recommendations and teachers’ perceived needs.

Suggested Citation

  • Stewart, Gregory & Webster, Collin A. & Weaver, R. Glenn & Stodden, David F. & Brian, Ali & Egan, Cate A. & Michael, Robert Dan & Sacko, Ryan & Patey, Matthew, 2019. "Evaluation of a classroom movement integration training delivered in a low socioeconomic school district," Evaluation and Program Planning, Elsevier, vol. 73(C), pages 187-194.
    • Handle: RePEc:eee:epplan:v:73:y:2019:i:c:p:187-194
    DOI: 10.1016/j.evalprogplan.2018.12.010
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    References listed on IDEAS

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    1. Mazur, Rebecca & Woodland, Rebecca H., 2017. "Evaluation of a cross-cultural training program for Pakistani educators: Lessons learned and implications for program planning," Evaluation and Program Planning, Elsevier, vol. 62(C), pages 25-34.
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    Cited by:

    1. Maarja Kalma & Katrin Mägi & Evelin Mäestu & Kerli Mooses & Merike Kull, 2022. "Design Process and Implementation of Teacher Training Modules in Movement Integration: What Have We Learnt?," Sustainability, MDPI, vol. 14(9), pages 1-15, May.
    2. Sobolewski, Kristina Maria & Lobo, Larissa T. & Stoddart, Alexandra L. & Kerpan, Serene, 2024. "Exploring teachers’ perspectives on movement integration using a job-embedded professional development intervention," Evaluation and Program Planning, Elsevier, vol. 104(C).
    3. Teasdale, Rebecca M. & Strasser, Mikayla & Moore, Ceily & Graham, Kara E., 2023. "Evaluative criteria in practice: Findings from an analysis of evaluations published in Evaluation and Program Planning," Evaluation and Program Planning, Elsevier, vol. 97(C).

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    1. Teasdale, Rebecca M. & Strasser, Mikayla & Moore, Ceily & Graham, Kara E., 2023. "Evaluative criteria in practice: Findings from an analysis of evaluations published in Evaluation and Program Planning," Evaluation and Program Planning, Elsevier, vol. 97(C).

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