Implementing movement integration across the whole school: findings from the Moving to Learn Ireland programme

Abstract

Movement integration (MI) has recently been highlighted as a means to contribute to children’s physical activity (PA) and academic development. This study evaluates teacher and student perceptions of participating in the Moving to Learn Ireland MI programme and reports associated student PA levels. Three classroom teachers in one multi-grade school in Ireland and their students (n = 58) participated in this study. The PA Self-Efficacy Scales, Questionnaire Assessing School PA Environment, PA Enjoyment Scales, and focus group discussions were used to evaluate students’ self-efficacy for PA, perceptions of the school environment, and enjoyment of the programme. Accelerometers were used to gather PA data pre- and post-intervention. Teachers completed lesson reflections, post-intervention questionnaires, and engaged in a post-intervention focus group interview. Results indicate that both teachers and students expressed their approval of MI as a teaching method. The school facilitated students to engage in PA. Light PA during class-time significantly increased by 13 minutes (±14.5) per day (p < .001). A significant increase was also identified for change in MVPA during class time (2.1 ± 17.2 minutes, p < .05). This study highlights the need for a whole-of-school approach to MI and the need to provide experiential professional development opportunities to teachers, to support their implementation of such programmes.

KEYWORDS:

• movement integration
• classroom
• physical activity
• primary school
• accelerometer
• teaching method

Acknowledgements

We would sincerely like to thank the students, teachers, and parents of the school who participated in this study. Without their commitment to the programme, this project would not have been possible. Additionally, we would like to thank Dr. Michelle Dillon, Leeds Beckett University for her assistance during data collection.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Rosemarie Martin

Rosemarie Martin is a Lecturer in Education at the Department of Reflective Pedagogy and Early Childhood Studies at Mary Immaculate College. Her research focuses on active teaching methods and classroom based approaches to enhance pupils' engagement in physical activity during the school day.

Jaimie McMullen

Jaimie McMullen is an Associate Professor in Physical Education and Physical Activity Leadership in the School of Sport and Exercise Science at the University of Northern Colorado. Their research interests include exploring ways to make schools and communities more physically active and considering stakeholder perspectives.

Elaine M. Murtagh

Elaine M. Murtagh is a Senior Lecturer in Physical Education at the Department of Physical Education and Sport Sciences at the University of Limerick. Her research interests include school based approaches to enhance physical activity experiences for children.