a Longwood University.
b University of South Carolina.
Res Q Exerc Sport. 2019 Jun;90(2):151-162. doi: 10.1080/02701367.2019.1571675. Epub 2019 Feb 22.
A systematic review was conducted to identify facilitators and barriers to movement integration (MI) in elementary school classrooms.
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.
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).
This review can inform research and practice aimed at supporting the implementation of MI in elementary classrooms.
本系统评价旨在确定小学课堂中运动整合（MI）的促进因素和障碍因素。
本研究的资料来源为在线数据库（教育资源信息中心、谷歌学术、PsycINFO 和 PubMed）。根据 PRISMA 指南，确定了与 MI 相关的已发表研究，并对其进行筛选以纳入定性综合分析。对纳入的文章（N=28）进行内容分析，以确定 MI 促进因素和障碍因素的主题。然后使用社会生态学框架对促进因素和障碍因素进行分类。
确定了 12 个 MI 促进因素和障碍因素的主题，并将其分为两个社会生态学层面：制度因素（如行政支持、资源）和个体因素（如教师信心、实施的便利性）。
本综述可为旨在支持 MI 在小学课堂中实施的研究和实践提供信息。
