Making Space for Movement in Teacher Preparation

The Early Childhood Research Center (ECRC) congratulates Dr. Carla Vidoni, Associate Professor in Physical Education Teacher Education at the University of Louisville and ECRC Research Associate, on presenting her research at an international conference in Italy in May 2026.

Dr. Vidoni’s presentation, Pedagogical Decisions, Constraints, and Possibilities in a Four-Week Movement Course, examined how movement education can be meaningfully integrated into teacher preparation programs despite limited instructional time. Her research focused on a four-week course designed for early childhood and elementary teacher education students, exploring the instructional choices, challenges, and opportunities involved in preparing future teachers to use movement as a tool for learning.

Movement education is increasingly recognized as an important contributor to children’s physical, cognitive, social, and emotional development. Yet many teacher education programs devote relatively little time to movement-focused instruction. Dr. Vidoni’s study investigated a central question facing teacher educators: What movement knowledge and experiences are most important for future classroom teachers when course time is limited?

Using a self-study of teacher education practice, Dr. Vidoni analyzed teaching journals, lesson plans, student work, formative assessments, and observations of student engagement across multiple course cohorts. The project identified key instructional priorities and curricular trade-offs involved in designing an effective movement course within a compressed format.

Findings highlighted the importance of prioritizing fundamental motor skills, movement concepts, exploratory learning experiences, and developmentally appropriate practices. Rather than emphasizing sports and competition, the course focused on adaptable movement experiences that future teachers could transfer directly into classroom settings.

The study also demonstrated the value of movement integration across academic content areas. Students explored practical strategies such as incorporating movement into mathematics instruction, science learning, children’s literature, and classroom fitness activities. Participants reported particular appreciation for approaches they could immediately implement in their own teaching environments.

Dr. Vidoni’s research further revealed how students’ prior experiences and professional contexts influenced their engagement with movement-based learning. Residency students actively teaching in schools contributed authentic classroom perspectives and enriched discussions, while hands-on movement experiences helped increase participation among students who initially viewed the course as simply a program requirement.

The presentation underscored broader challenges facing teacher education programs, including balancing depth and breadth of content, integrating theory with practical application, and maximizing engagement within limited instructional time. Ultimately, the study argues for positioning movement not only as physical activity, sport, or recreation, but as a pedagogical tool that supports children’s learning and development across domains.

Through this work, Dr. Vidoni continues to contribute to conversations about innovative teacher preparation practices and the role of embodied learning in early childhood and elementary education.

Check Out Dr. Vidoni's Presentation Here!