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Research Quarterly for Exercise and Sport Volume 90, 2019 - Issue 2
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Articles

Facilitators and Barriers to Movement Integration in Elementary Classrooms: A Systematic Review

Robert Dan MichaelLongwood University
,
Collin A. WebsterUniversity of South CarolinaCorrespondence[email protected]
,
Cate A. EganUniversity of Idaho
,
Lynda NilgesUniversity of South Carolina
,
Ali BrianUniversity of South CarolinaORCID Iconhttp://orcid.org/0000-0002-6541-0938
ORCID Icon,
Robert JohnsonUniversity of South Carolina
&
Russ L. CarsonUniversity of Northern Colorado
 show all
Pages 151-162 | Received 19 Oct 2017, Accepted 21 Dec 2018, Published online: 22 Feb 2019
 
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ABSTRACT

Purpose: A systematic review was conducted to identify facilitators and barriers to movement integration (MI) in elementary school classrooms. Method: Online databases (Educational Resources Information Center, Google Scholar, PsycINFO, and PubMed) served as data sources for the study. Following the PRISMA guidelines, relevant published research on MI was identified and screened for inclusion in a qualitative synthesis. Content analysis of the included articles (N = 28) was used to identify themes of MI facilitators and barriers. Facilitators and barriers were then categorized using a social-ecological framework. Results: A total of 12 themes of MI facilitators and barriers were identified and categorized into two social-ecological levels: institutional factors (e.g., administrative support, resources) and intrapersonal factors (e.g., teacher confidence, ease of implementation). Conclusion: This review can inform research and practice aimed at supporting the implementation of MI in elementary classrooms.

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