Webster Collin A, Starrett Angie, Rehling Jeffery, Chen Brian, Beets Michael W, Weaver R Glenn
Department of Physical Education, University of South Carolina, Columbia, SC, United States.
Department of Educational Studies, University of South Carolina, Columbia, SC, United States.
Front Educ (Lausanne). 2020;5. doi: 10.3389/feduc.2020.00056. Epub 2020 May 28.
Movement integration (MI)-infusing physical activity (PA) into normal classroom time during school-is an evidence-based strategy to support public health goals and enhance educational outcomes for elementary children. However, few elementary classroom teachers in the United States appear to be using MI resources. In order to understand teachers' MI resource use, this study's purpose was 3-fold: (a) to examine teachers' perceptions about MI and MI resources, (b) to identify teachers' latent class membership based on their perceptions, and (c) to determine the extent to which teachers' MI preferences, demographics, background, and school context predict class membership. We recruited a national sample of participants ( = 420) who completed an electronic survey including six sections: perceived benefits of MI, perceived barriers to using MI resources, satisfaction with MI resources, perceived importance of different MI resource characteristics, MI resource preferences, and participant demographics, background, and school context. Data analysis consisted of descriptive analyses, exploratory factor analysis, confirmatory factor analysis, latent profile analysis, and multinomial regression analysis. Participants mostly agreed about the benefits of MI and were satisfied with the MI resources they were using but had varying perceptions about the presence of barriers to using MI resources. Participants rated the integration of an MI resource with the academic curriculum, the amount of time required for teacher training, the type of training materials provided, and the timing of the training as the most important characteristics they would consider before adopting a resource. Factor analyses supported single factor solutions for perceived benefits, perceived barriers, and satisfaction, and a three-factor solution for perceived importance of different MI resource characteristics (Curriculum Integration, Training Logistics, and Feasibility). Based on these factors, we identified five latent classes of teachers. Regression results showed that desirable latent class membership depended on certain MI preferences and demographic, background, and school context characteristics. Teacher educators and interventionists should consider teachers' MI perceptions, the nature of MI trainings, teacher characteristics, and school context in efforts to increase teachers' use of MI resources. Further research is needed to explore the intrinsic value of MI for teachers, given MI's education- and public health-related benefits.
运动整合（MI）——即在学校正常课堂时间融入体育活动（PA）——是一项基于证据的策略，有助于实现公共卫生目标并提升小学生的教育成果。然而，美国似乎很少有小学教师在使用运动整合资源。为了解教师对运动整合资源的使用情况，本研究有三个目的：（a）考察教师对运动整合及运动整合资源的看法；（b）根据教师的看法确定其潜在类别归属；（c）确定教师的运动整合偏好、人口统计学特征、背景及学校环境在多大程度上能预测类别归属。我们招募了一个全国性的样本（n = 420），他们完成了一项电子调查，该调查包括六个部分：运动整合的感知益处、使用运动整合资源的感知障碍、对运动整合资源的满意度、对不同运动整合资源特征的感知重要性、运动整合资源偏好，以及参与者的人口统计学特征、背景和学校环境。数据分析包括描述性分析、探索性因素分析、验证性因素分析、潜在类别分析和多项回归分析。参与者大多认同运动整合的益处，并对他们正在使用的运动整合资源感到满意，但对于使用运动整合资源存在障碍这一点看法不一。参与者将运动整合资源与学术课程的整合、教师培训所需时间、提供的培训材料类型以及培训时间视为在采用一种资源之前会考虑的最重要特征。因素分析支持了对感知益处、感知障碍和满意度采用单因素解决方案，以及对不同运动整合资源特征的感知重要性（课程整合、培训后勤和可行性）采用三因素解决方案。基于这些因素，我们确定了五类潜在的教师群体。回归结果表明，理想的潜在类别归属取决于某些运动整合偏好以及人口统计学、背景和学校环境特征。教师教育工作者和干预者在努力增加教师对运动整合资源的使用时，应考虑教师对运动整合的看法、运动整合培训的性质、教师特征和学校环境。鉴于运动整合在教育和公共卫生方面的益处，需要进一步研究来探索其对教师的内在价值。
