IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v14y2022i9p5484-d807787.html
   My bibliography  Save this article

Design Process and Implementation of Teacher Training Modules in Movement Integration: What Have We Learnt?

Author

Listed:
  • Maarja Kalma

    (Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, 51008 Tartu, Estonia)

  • Katrin Mägi

    (Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, 51008 Tartu, Estonia)

  • Evelin Mäestu

    (Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, 51008 Tartu, Estonia)

  • Kerli Mooses

    (Institute of Computer Science, Faculty of Science and Technology, University of Tartu, 51009 Tartu, Estonia)

  • Merike Kull

    (Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, 51008 Tartu, Estonia)

Abstract

Substantial evidence shows that the current level of children’s physical activity (PA) is insufficient. Schools along with academic lessons can offer an effective avenue to increase children’s physical activity and decrease sedentary time. Teacher training in movement integration (MI) has been emphasized as an important strategy in facilitating less sedentary and more physically active lessons. The aim of this study was to explore the design process for developing a teacher training module for MI and its implementation within the comprehensive, school-based, physical activity program. Flexible co-creation methods with teachers were applied. Process evaluation was conducted through individual feedback surveys, observations in schools, evaluating the teacher’s MI mapping timetable, group feedback, and a follow-up study. The two-day module, a practical and flexible approach, ready-to-use resources, allocated time and autonomy for practice, communication with other teachers, and a whole school approach aligned with teachers’ needs are identified as key elements. A follow-up study after the training showed significant changes in teachers’ practices regarding the use of MI in the classroom. The study offers important insights into the design process and its successes and failures. The lessons learnt, a final model of designed seminars, and a toolbox of materials are presented.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:9:p:5484-:d:807787
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/14/9/5484/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/14/9/5484/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. 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.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    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).
    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).

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:14:y:2022:i:9:p:5484-:d:807787. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.