Association of Teacher-Level Factors with Implementation of Classroom-Based Physical Activity Breaks

Autor/inn/en	Abi Nader, Patrick; Hilberg, Evan; Schuna, John M., Jr.; John, Deborah H.; Gunter, Katherine B.
Titel	Association of Teacher-Level Factors with Implementation of Classroom-Based Physical Activity Breaks
Quelle	In: Journal of School Health, 89 (2019) 6, S.435-443 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abi Nader, Patrick) ORCID (Gunter, Katherine B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12754
Schlagwörter	Elementary School Students; Physical Activity Level; Teacher Role; Elementary School Teachers; Classroom Environment; Self Efficacy; Faculty Development; Training; Classroom Techniques; Oregon + Suchen Sie Ihr Suchwort? Lehrerrolle; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Self-efficacy; Selbstwirksamkeit; Ausbildung; Klassenführung
Abstract	Background: Classroom-based physical activity (CBPA) breaks are a common strategy to increase elementary school children's physical activity (PA) levels. There is limited research examining how teacher-level factors impact teacher implementation of CBPA breaks. In this study, we assessed the relationship of teacher-level factors with teacher use of a CBPA resource. Methods: We randomized 6 elementary schools in rural Oregon into control (N = 3) or intervention (N = 3) conditions. Each teacher at intervention schools received the CBPA resource. Teachers at control schools received 1 CBPA-Toolkit per grade level to share, and received no training. We surveyed teachers on their use of the toolkit, implementation support and self-efficacy, and value for PA. Logistic regression was used to examine the odds of toolkit use by teacher-level factors. Results: Among survey respondents (N = 83), 57% were self-identified toolkit users and 48% attended a training. Training participation and teacher implementation self-efficacy were associated with greater odds of using the toolkit (odds ratio, OR = 7.76 [95% confidence interval, CI = 1.39-43.19] and OR = 5.54 [95% CI = 1.24-23.87], respectively). Conclusion: CBPA tools supported with training aimed at developing teachers' implementation self-efficacy increased the likelihood of teachers employing CBPA tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01