Supporting Teachers in Implementing Movement Integration: Addressing Barriers Through a Job-Embedded Professional Development Intervention

in Journal of Teaching in Physical Education
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  • 1 Ontario Tech University
  • | 2 University of Regina
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Purpose: Movement integration (MI) is a method to increase physical activity with numerous learning outcomes. However, MI implementation is low. The purpose of this study was to investigate the effects of a job-embedded professional development intervention on teachers’ MI barriers. An implementation science approach was used. Methods: The intervention was developed and delivered through six procedures. Mixed-methods data were used to develop the intervention and assess outcomes. The intervention was delivered over 3 weeks to 12 participants. Results: Reported barriers included time constraints, lack of space, fear of losing control, and limited confidence and competence. Results indicated a significant increase in teachers’ self-reported MI use from pre- to postimplementation (Z = −2.138, p = .0165, r = .6), improved confidence (p = .048), and a strong positive correlation (τb = .627, p = .018) between confidence and competence. Conclusion: Job-embedded professional development may be an effective strategy to support teachers in overcoming barriers to MI.

Sobolewski, Lobo, and Kerpan are with the Department of Health Sciences, Ontario Tech University, Oshawa, Ontario, Canada. Stoddart is with the Faculty of Education, University of Regina, Regina, Saskatchewan, Canada.

Sobolewski (kristina.sobolewski@uoit.net) is corresponding author.

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