Facilitators and Barriers to Movement Integration in Elementary Classrooms: A Systematic Review.

Purpose: A systematic review was conducted to identify facilitators and barriers to movement integration (MI) in elementary school classrooms.

Method: 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.

Ice can look like glass: a phenomenological investigation of movement meaning in one fifth-grade class during a creative dance unit.

The movement meanings of students (n = 19) in one fifth-grade class during a creative dance unit focusing on effort (force, time, space, flow) are investigated using a perspective grounded in transcendental phenomenology (Husserl, 1931). Data were collected via videotape, journal, and homework documents and semistructured interviews. Analytical induction (Patton, 2002) structured a four-step analysis process that reduced meaning to its essential essence.