Integrating movement in academic classrooms: Understanding, applying and advancing the knowledge base

Collin A. Webster, L. Russ, S. Vazou, T. L. Goh, H. Erwin

Research output: Contribution to journalArticle

85 Scopus citations

Abstract

In the context of comprehensive and coordinated approaches to school health, academic classrooms have gained attention as a promising setting for increasing physical activity and reducing sedentary time among children. The aims of this paper are to review the rationale and knowledge base related to movement integration in academic classrooms, consider the practical applications of current knowledge to interventions and teacher education, and suggest directions for future research. Specifically, this paper (i) situates movement integration amid policy and research related to children's health and the school as a health-promoting environment; (ii) highlights the benefits of movement integration; (iii) summarizes movement integration programs and interventions; (iv) examines factors associated with classroom teachers' movement integration; (v) offers strategies for translating research to practice and (vi) forwards recommendations for future inquiry related to the effectiveness and sustainability of efforts to integrate movement into classroom routines. This paper provides a comprehensive resource for developing state-of-the-art initiatives to maximize children's movement in academic classrooms as a key strategy for important goals in both education and public health.

Original languageEnglish (US)
Pages (from-to)691-701
Number of pages11
JournalObesity Reviews
Volume16
Issue number8
DOIs
StatePublished - Jan 1 2015

Keywords

  • Classroom teachers
  • Comprehensive school physical activity
  • Movement integration
  • Sedentary behaviour

ASJC Scopus subject areas

  • Endocrinology, Diabetes and Metabolism
  • Public Health, Environmental and Occupational Health

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