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Design Process and Implementation of Teacher Training Modules in Movement Integration: What Have We Learnt?

Author

Listed:
  • Maarja Kalma

    (Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, 51008 Tartu, Estonia)

  • Katrin Mägi

    (Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, 51008 Tartu, Estonia)

  • Evelin Mäestu

    (Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, 51008 Tartu, Estonia)

  • Kerli Mooses

    (Institute of Computer Science, Faculty of Science and Technology, University of Tartu, 51009 Tartu, Estonia)

  • Merike Kull

    (Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, 51008 Tartu, Estonia)

Abstract

Substantial evidence shows that the current level of children’s physical activity (PA) is insufficient. Schools along with academic lessons can offer an effective avenue to increase children’s physical activity and decrease sedentary time. Teacher training in movement integration (MI) has been emphasized as an important strategy in facilitating less sedentary and more physically active lessons. The aim of this study was to explore the design process for developing a teacher training module for MI and its implementation within the comprehensive, school-based, physical activity program. Flexible co-creation methods with teachers were applied. Process evaluation was conducted through individual feedback surveys, observations in schools, evaluating the teacher’s MI mapping timetable, group feedback, and a follow-up study. The two-day module, a practical and flexible approach, ready-to-use resources, allocated time and autonomy for practice, communication with other teachers, and a whole school approach aligned with teachers’ needs are identified as key elements. A follow-up study after the training showed significant changes in teachers’ practices regarding the use of MI in the classroom. The study offers important insights into the design process and its successes and failures. The lessons learnt, a final model of designed seminars, and a toolbox of materials are presented.

Suggested Citation

  • Maarja Kalma & Katrin Mägi & Evelin Mäestu & Kerli Mooses & Merike Kull, 2022. "Design Process and Implementation of Teacher Training Modules in Movement Integration: What Have We Learnt?," Sustainability, MDPI, vol. 14(9), pages 1-15, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:9:p:5484-:d:807787
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    References listed on IDEAS

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    1. Stewart, Gregory & Webster, Collin A. & Weaver, R. Glenn & Stodden, David F. & Brian, Ali & Egan, Cate A. & Michael, Robert Dan & Sacko, Ryan & Patey, Matthew, 2019. "Evaluation of a classroom movement integration training delivered in a low socioeconomic school district," Evaluation and Program Planning, Elsevier, vol. 73(C), pages 187-194.
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