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Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation

Author

Listed:
  • Christopher Barton Merica

    (School of Health and Applied Human Sciences, University of North Carolina Wilmington, Campus Box 5956, Wilmington, NC 28401, USA)

  • Cate A. Egan

    (Department of Movement Sciences, University of Idaho, 875 Perimeter Drive MS 2401, Moscow, ID 83844, USA)

  • Collin A. Webster

    (School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham Dubai, Dubai P.O. Box 341799, United Arab Emirates)

  • Diana Mindrila

    (Department of Leadership, Research, and School Improvement, University of West Georgia, 1601 Maple Street, Carrollton, GA 75006, USA)

  • Grace Goc Karp

    (Department of Movement Sciences, University of Idaho, 875 Perimeter Drive MS 2401, Moscow, ID 83844, USA)

  • David R. Paul

    (Department of Movement Sciences, University of Idaho, 875 Perimeter Drive MS 2401, Moscow, ID 83844, USA)

  • Karie Lee Orendorff

    (Department of Health and Human Development, Montana State University, Culbertson Hall 100, Bozeman, MT 59717, USA)

Abstract

Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers’ confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence. This study examined PE teachers’ role breadth self-efficacy (RBSE) as a measure of PE teachers’ CSPAP-related confidence and its association with seminal life experiences as framed within teacher socialization theory. A survey was emailed to a stratified-random sample of 2976 PE teachers and distributed on social media, garnering a total of 259 responses. Exploratory structural equation modeling supported a three-factor solution for teacher socialization variables (acculturation, professional socialization and organizational socialization), in line with the theoretical framework, and a single factor solution for RBSE. Professional socialization and organizational socialization were significant predictors of RBSE, and qualitative data from open-ended survey questions supported these relationships. The results highlight the importance of preservice teacher education and current employment contexts in PE teachers’ CSPAP-related confidence.

Suggested Citation

  • Christopher Barton Merica & Cate A. Egan & Collin A. Webster & Diana Mindrila & Grace Goc Karp & David R. Paul & Karie Lee Orendorff, 2022. "Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation," IJERPH, MDPI, vol. 19(19), pages 1-21, September.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:19:p:12005-:d:922266
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    References listed on IDEAS

    as
    1. Egan, Cate A. & Webster, Collin A. & Stewart, Gregory L. & Weaver, R. Glenn & Russ, Laura B. & Brian, Ali & Stodden, David F., 2019. "Case study of a health optimizing physical education-based comprehensive school physical activity program," Evaluation and Program Planning, Elsevier, vol. 72(C), pages 106-117.
    2. Egan, Cate A. & Webster, Collin & Weaver, R. Glenn & Brian, Ali & Stodden, David & Russ, Laura & Nesbitt, Danielle & Vazou, Spyridoula, 2018. "Partnerships for Active Children in Elementary Schools (PACES): First year process evaluation," Evaluation and Program Planning, Elsevier, vol. 67(C), pages 61-69.
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