Exploring the Perspectives of Preschool Teachers on Implementing Structured Motor Programs in Inclusive Classrooms

Abstract

Children with disabilities (CWD) tend to participate in fewer physical activities than typically developing children. During motor play, CWD often depend on teachers to provide direct instruction and frequent opportunities to practice motor skills, to interact with their peers, and learn new skills. To promote participation in physical activities for CWD, it is necessary to understand (a) teachers’ perceptions about the importance of structured motor programs and (b) teachers’ thoughts and concerns about implementing structured motor programs. The aim of this study was to understand teachers’ perceptions about structured motor programs (e.g., obstacle course, bowling) and factors that may influence their motivation to implement them. Semi-structured interviews were conducted with 17 teachers who taught in inclusive preschools. Interview data were transcribed and analyzed to identify key themes. The results show that the majority of participants valued structured motor programs and were aware of the benefits of implementing such programs with preschoolers. Several teachers expressed concerns about meeting the expectations of a motor program and preschoolers’ challenging behaviors during such programs. Implications for practice from this study include the need to (a) provide professional development to help teachers support preschoolers with disabilities in learning motor skills and understanding how to arrange and scaffold opportunities for children to participate in physical activities and gross motor play with their typically developing peers, and (b) create quality structured motor programs to ensure that all children have access to motor learning opportunities in inclusive preschool settings.

Supporting Preschoolers’ Motor Development in Virtual Environments: Listening to Teachers’ Voices

“…A few participants in the current study were frustrated that they did not have access to resources for motor play from their schools (Cheung, Ostrosky et al, 2022) . Teachers may consider how families can adapt common household materials (i.e., socks, dish towels, buckets) for motor activities and embed motor play into naturally occurring daily routines, ideas that are described by Cheung, Ostrosky and colleagues (2022).…”

“…In the current study, almost all teachers reported that they attempted to embed motor play into their virtual curriculum, but they were challenged to implement some activities effectively. In fact, even during in-person learning, teachers reported that they lacked sufficient knowledge to implement motor play in inclusive preschool settings and that they wanted more training in this area (Cheung, Ostrosky et al, 2022;Gehris et al, 2015;Hughes et al, 2010). Not surprisingly, it is even more challenging to embed motor play virtually, and it can be especially difficult to engage children with disabilities and create active learning opportunities within virtual environments.…”

“…The interview protocol was developed by the authors utilizing extant literature about motor play (e.g., Aronson-Ensign et al, 2018;Cheung, Ostrosky et al, 2022). The protocol was pilot tested with a teacher who had taught in an inclusive preschool program.…”

Systematic review of educator behaviours associated with physical activity of early years children

“…Outdoors, it is speculated that the verbal interactions may have occurred when the children were engaging in risky play, and the educator may believe they need to intervene thus reducing physical activity levels (Brussoni et al, 2015;Nilsen et al, 2023). This evidence speaks to the need for a shift in educator Cheung et al, 2022;Mak et al, 2021;Tonge et al, 2016). In addition, research may look at the dynamics of how these behaviours are supported or encouraged through the interplay of government policy, centre support and manager knowledge.…”

“…Further research is required in this area to understand the content of games and activities to promote PA in early years settings. This research can then be used to develop effective professional development opportunities for educators, which is an important element of building knowledge and confidence in educators to encourage PA (W. C. Cheung et al, 2022; Mak et al, 2021; Tonge et al, 2016). In addition, research may look at the dynamics of how these behaviours are supported or encouraged through the interplay of government policy, centre support and manager knowledge.…”