Implementing movement integration in elementary schools through a job-embedded professional development intervention for teachers
Oral Presentation C11.7
DOI:
https://doi.org/10.14288/hfjc.v14i3.716Keywords:
Movement Integration, Teacher Professional Development, Behaviour Change, Implementation ScienceAbstract
Background: Movement integration (MI) is a method to increase school-based physical activity (PA). MI helps teachers work towards connecting and meeting diverse education outcomes by infusing PA with a variety of academic subject areas (e.g., math); thus, addressing some time constraint challenges that teachers face increasing children’s PA at school. This approach to integrating PA throughout the school day supports integrative public health aligned physical education, where broad-based PA promotion is designed to extend PA opportunities in schools while supporting diverse education outcomes. Despite documented benefits in PA levels and academic achievement, implementation is low. Purpose: The purpose of this pilot study was to investigate the effects of a job-embedded professional development (JEPD) intervention on teachers’ MI barriers and implementation. An implementation science approach was used to assess the ability of a novel teacher professional development intervention to help close to research to practice gap. Methods: The professional development intervention was developed and delivered through six procedures developed from The Consolidated Framework for Implementation Research and previous MI research. Mixed-methods data was used to develop the intervention and assess outcomes. The intervention was delivered over three weeks to 12 participants. Results: Results indicated a significant increase in teachers self-reported MI use from pre- to post-implementation (Z = -2.138, p = 0.0165, r = 0.6), improved confidence (p = 0.048), and a strong, positive correlation (ꚍƅ = 0.627, p = 0.018) between confidence and competence. Conclusion: JEPD may be an effective strategy to support teachers level behaviour change in implementing MI. Funding: This research was supported through a Social Sciences and Humanities Research Council of Canada Master’s Program Graduate Scholarship.
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Copyright (c) 2021 Kristina Sobolewski, Serene Kerpan
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