Moving to learn Ireland – Classroom teachers’ experiences of movement integration

McMullen, Jaimie; Martin, Rosemarie; Jones, Joanne; Murtagh, Elaine

doi:10.1016/j.tate.2016.08.019

Cited by 65 publications

(85 citation statements)

References 34 publications

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“…This latter point resonates particularly with previous data from teachers who have delivered MI. For example in a very recent study by Martin and Murtagh (2017), teachers reported time to be 'the only barrier', and also recently, McMullen, Martin, Jones, and Murtagh (2016) found teachers to limit or curtail integration when they perceived there to be limited time in their teaching schedule.…”

Section: Discussionmentioning

confidence: 99%

“…Knowledge on this interaction is particularly important as teachers frequently report threat to classroom control particularly when transitioning back to normal seated activities (McMullen et al, 2016;Stylianou, Kulinna, & Naiman, 2016). For example Stylianou et al (2016) found one of the most prevalent challenges reported by elementary school teachers implementing MI to be behavioural control following an activity, even after receiving extensive personal development training including management strategies.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Teacher perceptions on the delivery and implementation of movement integration strategies: The CLASS PAL (Physically Active Learning) Programme

Routen

Johnston

Glazebrook

et al. 2018

International Journal of Educational Research

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Children sit for extended periods in the school classroom. Movement integration (MI) methods (e.g. active breaks, physically active lessons) could be used to break/reduce sitting time and improve classroom behaviour and engagement.Limited evidence is available on teacher perceptions of what influences the implementation of MI. Interviewed primary school teachers reported factors perceived to influence implementation at a variety of levels including individual (e.g. teacher and pupil characteristics, time, behavioural management) and school (e.g. whole school approach; and external to school expectations). In addition suggestions for increasing adoption and implementation of MI (e.g. communicating MI initiatives to schools) were identified.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Teacher perceptions on the delivery and implementation of movement integration strategies: The CLASS PAL (Physically Active Learning) Programme

Routen

Johnston

Glazebrook

et al. 2018

International Journal of Educational Research

View full text Add to dashboard Cite

show abstract

“…Despite barriers such as time and space constraints of the classroom reported in the study, teachers were supportive of MI programs because of the perceived benefits for children, as well as student enjoyment of the program (McMullen et al, 2016). Most previous research (Cothran, Kulinna, & Garn, 2010;Gately, Curtis, & Hardaker, 2013;McMullen, Kulinna, & Cothran, 2014;McMullen et al, 2016) focused on understanding teachers' experiences of the implementation of MI programs during the intervention. However, it remains unknown if teachers will continue to implement the program after the research intervention has ceased.…”

Section: Conceptual Frameworkmentioning

confidence: 91%

“…To date, one study (McMullen, Martin, Jones, & Murtagh, 2016) has used the CSPAP framework to investigate teachers' experiences (i.e., benefits, barriers and support) implementing MI in an Irish school setting. Despite barriers such as time and space constraints of the classroom reported in the study, teachers were supportive of MI programs because of the perceived benefits for children, as well as student enjoyment of the program (McMullen et al, 2016).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Classroom teachers’ experiences implementing a movement integration program: Barriers, facilitators, and continuance

Goh

Hannon

Webster

et al. 2017

Teaching and Teacher Education

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“…Similar to previous research, participants in this study understood the importance of physical activity in the classroom, but did not feel confident or well prepared in their own efforts to incorporate physically active breaks in their own classroom [40]. Because of the participants' experience and exposure to the physically active breaks, hopefully they will feel more confident in the possibility of leading physically active breaks in their own classes and/or in their daily life.…”

Section: Discussionmentioning

confidence: 49%

The Impact of Physically Active Brain Breaks on College Students’ Activity Levels and Perceptions

Stapp¹,

Prior²

2018

JPAR

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A majority of adults in the United States do not attain the recommended 2.5 hours of moderate-to-vigorous exercise each week. This is precipitated by an increased amount of time spent in environments that inhibit movement and promote sedentary behaviors -at work, at home, and in cars. College-aged students (18-29) also engage in a greater amount of sedentary behaviors as they encounter a transitional period in life where many begin making independent lifestyle choices for the first time. Despite the trend towards physical inactivity, higher education provides the ideal platform to develop and employ methods that can impact students' physical activity behaviors. Thus, this study compared the effect of physically active brain breaks in a college classroom on college students' physical activity levels to students who did not participate in physically active brain breaks. An embedded sequential mixed methods design was utilized wherein quantitative data was collected via pedometers during class, while student interviews provided qualitative data to assist the researchers in understanding participants perceptions within the experimental intervention. Results indicated that participants (n = 65) who participated in physically active brain breaks acquired a higher daily step count average, compared to participants (n = 52) who did not participate in physically active brain breaks. Three themes emerged from the interviews that suggest students' experiences with physically active brain breaks were compellingly positive and their perceptions revealed that (1) experience is essential; (2) variety is key; and physically active brain breaks are (3) engaging for all.

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Moving to learn Ireland – Classroom teachers’ experiences of movement integration

Cited by 65 publications

References 34 publications

Teacher perceptions on the delivery and implementation of movement integration strategies: The CLASS PAL (Physically Active Learning) Programme

Teacher perceptions on the delivery and implementation of movement integration strategies: The CLASS PAL (Physically Active Learning) Programme

Classroom teachers’ experiences implementing a movement integration program: Barriers, facilitators, and continuance

The Impact of Physically Active Brain Breaks on College Students’ Activity Levels and Perceptions

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