Honors Theses
Date of Award
Spring 5-5-2026
Document Type
Undergraduate Thesis
Department
Education
First Advisor
Laura Prior
Second Advisor
Sam Gilbert
Third Advisor
Shushan Vardanyan
Relational Format
Dissertation/Thesis
Abstract
Movement integration has been shown to positively influence elementary students’ cognitive performance, engagement, and on-task behavior; however, its use in classrooms remains inconsistent due to various teacher-perceived barriers. This qualitative study investigates the challenges teachers face when implementing movement integration in elementary classrooms and examines whether access to structured, movement-integrated lesson plans influences instructional practices. The study was conducted with one kindergarten teacher at Lafayette Elementary School. Data were collected through two semi-structured interviews—one conducted prior to implementation and one following a two-week intervention period during which the teacher implemented pre-developed, movement-integrated lesson plans aligned with required academic standards. Interview questions focused on teacher perceptions, instructional experiences, and perceived barriers related to movement integration. Additional data sources included audio recordings and researcher field notes. Findings aim to determine whether providing ready-to-use, curriculum-aligned movement lessons increases teacher implementation or if challenges such as time constraints, curriculum pacing, and resource limitations persist. Results from this study contribute to existing movement integration research by offering insight into the practical supports necessary for sustainable implementation in early elementary classrooms. Implications may inform future professional development initiatives and the design of classroom resources that promote both instructional effectiveness and student well-being.
Recommended Citation
Green, Ferriday R., "Integrating Movement in Elementary Classrooms: Teacher Perceptions and Student Benefits in a Kindergarten Setting" (2026). Honors Theses. 3536.
https://egrove.olemiss.edu/hon_thesis/3536