Differences in High- and Low-Movement Integrating Elementary Classroom Teachers' Physical Activity Promotion Attitudes and Perceived Competence
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| Title: | Differences in High- and Low-Movement Integrating Elementary Classroom Teachers' Physical Activity Promotion Attitudes and Perceived Competence |
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| Language: | English |
| Authors: | Monica A. Eklund, Kurt K. Hubbard, Collin A. Webster (ORCID |
| Source: | International Electronic Journal of Elementary Education. 2025 18(1):75-88. |
| Availability: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Motion, Physical Activities, Elementary School Teachers, Teacher Attitudes, Teacher Competencies, Physical Activity Level, Teaching Methods |
| ISSN: | 1307-9298 |
| Abstract: | Movement integration (MI) -- infusing physical activity (PA) during normal classroom time -- is an evidence-based strategy to simultaneously support children's academic performance and overall healthy development. However, little research has investigated why some teachers integrate movement more than others. This study examined high- and low-movement integrating teachers' PA promotion attitudes and perceived competence. Elementary classroom teachers (N = 128) completed an online survey. High- integrating teachers reported more positive attitudes and higher competence than low- integrating teachers. Preservice preparation, continuing professional development and interventions that foster classroom teachers' positive attitudes and perceived competence related to MI may leverage schoolwide PA promotion. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494079 |
| Database: | ERIC |
| Abstract: | Movement integration (MI) -- infusing physical activity (PA) during normal classroom time -- is an evidence-based strategy to simultaneously support children's academic performance and overall healthy development. However, little research has investigated why some teachers integrate movement more than others. This study examined high- and low-movement integrating teachers' PA promotion attitudes and perceived competence. Elementary classroom teachers (N = 128) completed an online survey. High- integrating teachers reported more positive attitudes and higher competence than low- integrating teachers. Preservice preparation, continuing professional development and interventions that foster classroom teachers' positive attitudes and perceived competence related to MI may leverage schoolwide PA promotion. |
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| ISSN: | 1307-9298 |
