Teacher and School-Level Movement Integration Profiles

• In Event: Fairmont Roundtable Session Seventeen
  In Roundtable Session: Physical Activity and Student Learning Outside of School (Table 16)

Abstract

Grounded in the WSCC and Social Ecological Framework, we examined movement integration practices of elementary school teachers. Using a mixed-methods design, the characteristics of 40 teachers and the organizational capacity of 6 schools were used to develop profiles from teacher interviews, surveys, observations, and artifacts. An iterative and inductive process of data analysis revealed thematic teacher profiles of (a) Dynamic Experientialists, (b) Coachable Constructivists, (c) Cautious Behaviorists, and school profiles of (a) Whole Child Approach, (b) Grade Level Champions, and (c) Back to Basics. Multi-level factors affect the implementation of movement integration. Dynamic Experientialists used unique pedagogical strategies resulting in higher class cohesion and PA. Cautious Behaviorists lacked fidelity and compromised student benefits. Findings inform teacher education and professional development.

Authors

• Zack Beddoes
  Non-Presenting Author

• Jeanne M. Barcelona, Wayne State University
  Presenting Author

• Darla M. Castelli, Northeastern University
  Non-Presenting Author