Differences in High- and Low-Movement Integrating Elementary Classroom Teachers’ Physical Activity Promotion Attitudes and Perceived Competence
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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