Movement, Observation, and Collaboration: Pre-service Teachers’ Implementation of a Mobile Motor Lab
Eileen Richardson, Ed.D.
Abstract
A kindergarten classroom teacher and four pre-service teachers implement a mobile motor lab in a classroom setting to observe how movement can affect behavior and attention in kindergartners (n=24). Based on observation and journal recording during the five-month process, three themes emerged: 1) an increase in motor development by the participants; 2) an increase in concentration while participating in classroom activities; 3) an increase in self-confidence in teaching with movement from the pre-service teachers. Movement also appeared to be beneficial for student behavior. Pre-service teachers gained more confidence in teaching movement opportunities, and it’s benefits on classroom management