Classroom Teacher Efficacy toward Implementation of Physical Activity in the D-SHINES Intervention

Autor/inn/en	Barcelona, Jeanne M.; Centeio, Erin E.; Hijazi, Kowsar; Pedder, Christine
Titel	Classroom Teacher Efficacy toward Implementation of Physical Activity in the D-SHINES Intervention
Quelle	In: Journal of School Health, 92 (2022) 6, S.619-628 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barcelona, Jeanne M.) ORCID (Centeio, Erin E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13163
Schlagwörter	Intervention; Physical Activities; Physical Activity Level; Exercise; Nutrition Instruction; Recess Breaks; Teacher Effectiveness; Health Promotion; Teacher Attitudes; Educational Environment; Program Descriptions; Elementary School Teachers; Middle School Teachers; Michigan + Suchen Sie Ihr Suchwort? Übung; Nutrition education; Ernährungserziehung; Aktive Pause; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Background: Given levels of sedentary behavior among youth, teachers have been called upon to increase physical activity (PA) by implementing classroom PA breaks. School-based interventions enacted in classroom settings have shown promise in increasing youth PA. Yet little is known about how teacher efficacy toward implementing classroom PA breaks may influence intervention effects. Purpose: Therefore, the purpose of this study was to examine how the Dearborn School Health through Integrated Nutrition and Exercise Strategies (D-SHINES) intervention, implemented across 8 schools, influenced classroom teacher's efficacy toward providing classroom PA breaks. Methods: A mixed-methods design examined classroom teachers' efficacy toward implementing classroom PA breaks and used semi-structured interviews to better understand teachers' efficacy and implementation. Results: Quantitative results indicated that teacher efficacy significantly increased over the intervention period and that general and institutional efficacy predicted higher amounts of PA breaks offered. Qualitative results suggested that to enhance teachers' facilitation of classroom PA breaks, one must tap into the institutional, student, and educational factors that constitute teacher efficacy. Implications for School Health: Designing interventions that focus on teacher efficacy toward classroom PA may be a viable way to increase PA breaks in schools. Implications for the whole school, whole community, whole child model are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01