The Role of Classroom Teacher Social Capital in a Comprehensive School Physical Activity Program

Autor/inn/en	Jordan, Michelle E.; Lorenz, Kent; Stylianou, Michalis; Kulinna, Pamela Hodges
Titel	The Role of Classroom Teacher Social Capital in a Comprehensive School Physical Activity Program
Quelle	In: Journal of Teaching in Physical Education, 37 (2018) 2, S.218-224 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Social Capital; Physical Activities; School Districts; Physical Education; Regression (Statistics); Wellness; Correlation; Program Descriptions; Health Promotion; Elementary School Teachers; Middle School Teachers; Recess Breaks; Program Implementation + Suchen Sie Ihr Suchwort? Sozialkapital; School district; Schulbezirk; Körpererziehung; Sportunterricht; Regression; Regressionsanalyse; Well being; Well-being; Wohlbefinden; Korrelation; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Aktive Pause
Abstract	This study examined classroom teachers' involvement in a yearlong Comprehensive School Physical Activity Programs (CSPAP) implemented in one K-8 rural U.S. school district. Its purpose was to describe patterns of social interaction among teachers, administrators, and families associated with the intervention (i.e., social capital) and whether those interactions were associated with teachers' program participation. Twenty-two teachers' social capital as related to CSPAP activities was measured using a validated social capital instrument for teachers four times across one academic year and teachers reported their participation during wellness weeks. Regression and RM-ANOVA were used to analyse the data. Teacher social capital was significantly positively related to implementation of physical activity breaks. The more often a classroom teacher spoke with someone else, the greater the likelihood of that teacher leading a physical activity break. This study provides evidence for the importance of social capital in supporting the implementation of CSPAPs. (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://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01