Movement integration (MI) has recently been highlighted as a means to contribute to children’s physical activity (PA) and academic development. This study evaluates teacher and student perceptions of participating in the Moving to Learn Ireland MI programme and reports associated student PA levels. Three classroom teachers in one multi-grade school in Ireland and their students (n = 58) participated in this study. The PA Self-Efficacy Scales, Questionnaire Assessing School PA Environment, PA Enjoyment Scales, and focus group discussions were used to evaluate students’ self-efficacy for PA, perceptions of the school environment, and enjoyment of the programme. Accelerometers were used to gather PA data pre- and post-intervention. Teachers completed lesson reflections, post-intervention questionnaires, and engaged in a post-intervention focus group interview. Results indicate that both teachers and students expressed their approval of MI as a teaching method. The school facilitated students to engage in PA. Light PA during class-time significantly increased by 13 minutes (±14.5) per day (p < .001). A significant increase was also identified for change in MVPA during class time (2.1 ± 17.2 minutes, p < .05). This study highlights the need for a whole-of-school approach to MI and the need to provide experiential professional development opportunities to teachers, to support their implementation of such programmes.

运动整合 (MI) 最近被强调为促进儿童身体活动 (PA) 和学业发展的一种手段。本研究评估了教师和学生对参与“向学习爱尔兰”MI 计划的看法，并报告了相关的学生 PA 水平。爱尔兰一所多年级学校的三名任课教师及其学生（n = 58) 参加了这项研究。PA 自我效能感量表、评估学校 PA 环境的问卷调查、PA 享受量表和焦点小组讨论用于评估学生对 PA 的自我效能感、对学校环境的看法和对项目的享受。加速度计用于收集干预前后的 PA 数据。教师完成课程反思、干预后问卷调查，并参与干预后焦点小组访谈。结果表明，教师和学生都对 MI 作为一种教学方法表示认可。学校促进学生参与 PA。上课时间的轻度 PA 每天显着增加 13 分钟 (±14.5) ( p < .001)。在上课期间，MVPA 的变化也显着增加（2.1 ± 17.2 分钟，p  < .05）。这项研究强调了对 MI 采取全校性方法的必要性，以及为教师提供体验式专业发展机会的必要性，以支持他们实施此类计划。