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

• Published in: Research quarterly for exercise and sport Vol. 90; no. 2; pp. 151 - 162
• Main Authors: Michael, Robert Dan, Webster, Collin A., Egan, Cate A., Nilges, Lynda, Brian, Ali, Johnson, Robert, Carson, Russ L.
• Format: Journal Article
• Language: English
• Published: United States Routledge 03.04.2019
• Subjects: Barriers; Child; Classification; Classroom teacher; comprehensive school physical activity program; Content Analysis; Curriculum; Educational Resources; elementary school; Elementary School Students; Elementary School Teachers; Exercise; Family; Guidelines; Health Promotion - methods; Humans; Knowledge Base for Teaching; Movement; Movement Education; Physical Activities; physical activity promotion; Physical Education and Training - organization & administration; School Teachers - psychology; Schools - organization & administration; Teacher Attitudes; Teacher Education; Teacher Motivation; Teacher Training; Teaching Methods; comprehensive school physical activity program; elementary school; Classroom teacher; physical activity promotion
• ISSN: 0270-1367; 2168-3824; 2168-3824
• DOI: 10.1080/02701367.2019.1571675

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.