Exploring elementary classroom teachers' practices of movement integration: the ten MI styles

ABSTRACT

Background

Movement Integration (MI) is widely recognized for its importance in promoting children's physical activity (PA) and academic achievement. Originating from different research traditions, two lines of research on classroom-based PA (exercise and cognition, embodied cognition) have been discussed separately in the research field, leading to a lack of coherence in specifying MI strategies. Efforts to view MI as a comprehensive educational practice based on actual school settings are required.

Purpose

The didactic approach allowed us to explore diverse MI implementations that encompass health promotion and embodied learning perspectives, facilitating the translation of policy into pedagogy. Within an educational framework, this study explored the practices of MI among South Korean elementary classroom teachers where MI has not yet been officially introduced at the policy level. The study also aimed to develop an integrative taxonomy that classifies the various MI strategies employed by teachers.

Methods

Twelve teachers from ten public elementary schools participated in this qualitative study. To identify information-rich cases, purposeful sampling and maximum variation strategy were applied. The data collection process involved conducting individual semi-structured interviews as well as gathering relevant documentation and audio-visual resources. The data were analyzed by a constant comparative method using open and axial coding techniques.

Results and discussion

Through didactic analysis, ten strategies, conceptualized as MI styles, were identified as ‘Rhythm,’ ‘Transition,’ ‘PE,’ ‘Play,’ ‘Mastery,’ ‘Simulation,’ ‘Shape,’ ‘Drama,’ ‘Sensory,’ and ‘Expression.’ Two dimensions describing different styles of MI were revealed to the spectrum of movement freedom and academic infusion which were organized into a four-quadrant taxonomy. Being displayed on the Movement Integration Style Quadrant (MISQ), ten MI styles were sorted out into four main themes: active break, active environment, active lesson, and enactive learning. Based on the didactic tradition, the dynamic interactions between teacher, students, and content as well as students' body, brain, and environment in MI were discussed seeking the harmonization of different perspectives. Illuminating its educational value, this study suggests the reciprocal coexistence of all themes of MI in the classroom to realize a body-presence pedagogy that provides meaningful experiences.

KEYWORDS:

• Movement integration
• embodiment
• physical activity
• didactics
• elementary classroom teachers

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Correction

Disclosure statement

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

Correction Statement

This article was originally published with errors, which have now been corrected in the online version. Please see Correction (http://dx.doi.org/10.1080/17408989.2024.2374605)