Elementary Classroom Teachers' Adoption of Physical Activity Promotion in the Context of a Statewide Policy: An Innovation Diffusion and Socio-Ecologic Perspective

Autor/inn/en	Webster, Collin Andrew; Caputi, Peter; Perreault, Melanie; Doan, Rob; Doutis, Panayiotis; Weaver, Robert Glenn
Titel	Elementary Classroom Teachers' Adoption of Physical Activity Promotion in the Context of a Statewide Policy: An Innovation Diffusion and Socio-Ecologic Perspective
Quelle	In: Journal of Teaching in Physical Education, 32 (2013) 4, S.419-440 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Elementary School Teachers; Physical Activities; Educational Policy; Educational Innovation; Educational Theories; Ecology; Social Environment; Psychometrics; Validity; Reliability; Questionnaires; State Legislation; Likert Scales; Measures (Individuals); Models; Correlation; Predictor Variables; State Policy; South Carolina + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Instructional innovation; Bildungsinnovation; Educational theory; Theory of education; Bildungstheorie; Ökologie; Soziales Umfeld; Psychometry; Psychometrie; Gültigkeit; Reliabilität; Fragebogen; Landesrecht; Likert-Skala; Messdaten; Analogiemodell; Korrelation; Prädiktor
Abstract	Physical activity promotion in the academic classroom (PAPAC) is an effective means for increasing children's school-based physical activity. In the context of a South Carolina policy requiring elementary schools to provide children with 90 min of physical activity beyond physical education every week, the purpose of this study was to test a theoretical model of elementary classroom teachers' (ECT) PAPAC adoption drawing from Rogers' (1995) diffusion of innovations theory and a social ecological perspective. ECTs (N = 201) were assessed on their policy awareness, perceived school support for PAPAC, perceived attributes of PAPAC, domain-specific innovativeness, and self-reported PAPAC. Partial least squares analysis supported most of the hypothesized relationships. Policy awareness predicted perceived school support, which in turn predicted perceived attributes and domain-specific innovativeness. Perceived compatibility, simplicity, and observability, and domain-specific innovativeness predicted self-reported PAPAC. This study identifies variables that should be considered in policy-driven efforts to promote PAPAC adoption. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://www.humankinetics.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10