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Individual and Contextual Factors Associated with Classroom Teachers’ Intentions to Implement Classroom Physical Activity

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  • Gabriella M. McLoughlin

    (College of Public Health, Temple University, Philadelphia, PA 19140, USA
    Implementation Science Center for Cancer Control, Brown School, Washington University in St. Louis, St. Louis, MO 63130, USA)

  • Hannah G. Calvert

    (College of Education, Boise State University, Boise, ID 83725, USA)

  • Lindsey Turner

    (College of Education, Boise State University, Boise, ID 83725, USA)

Abstract

Classroom-based physical activity (CPA) is an evidence-based practice that improves student physical activity outcomes, but national data suggest implementation is insufficient in US classrooms. The purpose of this study was to examine individual and contextual factors associated with elementary school teachers’ intentions to implement CPA. We collected input survey data from 181 classroom teachers (10 schools; 98.4% participation among eligible teachers) across three separate cohorts to examine associations between individual and contextual constructs and future CPA implementation intentions. Data were analyzed using multilevel logistic regression. Individual-level characteristics of perceived autonomy for using CPA, perceived relative advantage/compatibility of CPA, and general openness to educational innovations were positively associated with intentions to implement CPA ( p < 0.05). Teacher perceptions of contextual factors such as administrator support for CPA were also associated with implementation intentions. This study adds to prior evidence about the importance of theoretically determined constructs for understanding behavioral intentions among front-line implementers such as classroom teachers. Additional research is needed to evaluate interventions designed to change malleable factors, including teachers’ perceptions, as well as changing school environments so that teachers perceive more autonomy to use CPA and have the training and resources that build skills for implementation.

Suggested Citation

  • Gabriella M. McLoughlin & Hannah G. Calvert & Lindsey Turner, 2023. "Individual and Contextual Factors Associated with Classroom Teachers’ Intentions to Implement Classroom Physical Activity," IJERPH, MDPI, vol. 20(4), pages 1-15, February.
  • Handle: RePEc:gam:jijerp:v:20:y:2023:i:4:p:3646-:d:1072920
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    References listed on IDEAS

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    1. A. Colin Cameron & Jonah B. Gelbach & Douglas L. Miller, 2008. "Bootstrap-Based Improvements for Inference with Clustered Errors," The Review of Economics and Statistics, MIT Press, vol. 90(3), pages 414-427, August.
    2. Denise Peels & Aart Mudde & Catherine Bolman & Rianne Golsteijn & Hein De Vries & Lilian Lechner, 2014. "Correlates of the Intention to Implement a Tailored Physical Activity Intervention: Perceptions of Intermediaries," IJERPH, MDPI, vol. 11(2), pages 1-19, February.
    3. Ajzen, Icek, 1991. "The theory of planned behavior," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 179-211, December.
    4. Blake Densley & Hannah G. Calvert & Peter Boedeker & Lindsey Turner, 2021. "Implementation of Physical Activity in US Elementary Schools: The Role of Administrative Support, Financial Resources, and Champions," IJERPH, MDPI, vol. 18(9), pages 1-16, April.
    5. Webster, Collin A. & Zarrett, Nicole & Cook, Brittany S. & Egan, Cate & Nesbitt, Danielle & Weaver, R. Glenn, 2017. "Movement integration in elementary classrooms: Teacher perceptions and implications for program planning," Evaluation and Program Planning, Elsevier, vol. 61(C), pages 134-143.
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