ABSTRACT
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.
Subject(s)
Exercise , Health Promotion/methods , Movement , Physical Education and Training/organization & administration , Schools/organization & administration , Child , Curriculum , Family , Humans , School Teachers/psychology , Teacher TrainingABSTRACT
The movement meanings of students (n = 19) in one fifth-grade class during a creative dance unit focusing on effort (force, time, space, flow) are investigated using a perspective grounded in transcendental phenomenology (Husserl, 1931). Data were collected via videotape, journal, and homework documents and semistructured interviews. Analytical induction (Patton, 2002) structured a four-step analysis process that reduced meaning to its essential essence. Movement meaning was found to be a multifaceted construct that varied among students within and across five dimensions. To enhance meaningful learning, educators are encouraged to consider reflexively (a) their philosophical orientation relative to knowledge making and curriculum values, (b) instructional techniques that help students' access meaning, and (c) the contribution of dance as a source of meaning.