Walker Timothy J, Craig Derek W, Robertson Michael C, Szeszulski Jacob, Fernandez Maria E
Department of Health Promotion & Behavioral Sciences, Center for Health Promotion and Prevention Research, University of Texas Health Science Center at Houston School of Public Health, Houston, TX, USA.
Department of Behavioral Science, University of Texas MD Anderson Cancer Center, Houston, TX, USA.
Transl Behav Med. 2021 Apr 7;11(3):745-753. doi: 10.1093/tbm/ibaa133.
Classroom-based physical activity approaches can improve students' physical activity; however, their implementation remains a challenge. This study examined teacher-level factors associated with implementing two classroom-based physical activity approaches (active learning and physical activity breaks). We collected cross-sectional survey data from classroom teachers (n = 133) from 20 elementary schools in an urban Texas school district. Surveys included questions about theoretical constructs (e.g., knowledge, self-efficacy), personal characteristics (e.g., age, gender), and the implementation of active learning and physical activity breaks. We used linear regression models to assess associations between independent variables and implementation outcomes. We also assessed variable importance by examining the unique variance explained. Knowledge (b = .31, p = .001), outcome expectations (b = .18, p = .015), self-efficacy (b = .40, p ≤ .001), and support (b = .22, p = .028) were directly associated with active learning implementation. Teacher physical activity level (b = .29, p = .004) and grade level (third to fifth had lower levels than kindergarten to second grade, b = -.45, p = .022) were also associated with active learning implementation. In fully adjusted models, self-efficacy explained the most variance (≈5%) in active learning implementation compared to other variables. Knowledge (b = .18, p = 0.026), attitudes (b = .18, p = .019), self-efficacy (b = .15, p = .036), and teacher grade level (third to fifth had lower levels than kindergarten to second grade, b = -.80, p < .001) were associated with activity break implementation. In fully adjusted models, teacher grade level explained the most variance (≈13%) in activity break implementation compared to other variables. Results suggest multiple theoretical constructs and personal characteristics are important to target/consider when developing implementation strategies for classroom-based physical activity approaches. Additionally, self-efficacy and teacher grade level are two factors to prioritize.
基于课堂的体育活动方法可以提高学生的体育活动水平；然而，其实施仍然是一项挑战。本研究调查了与实施两种基于课堂的体育活动方法（主动学习和体育活动休息）相关的教师层面因素。我们从德克萨斯州一个城市学区的20所小学的课堂教师（n = 133）中收集了横断面调查数据。调查包括有关理论结构（如知识、自我效能感）、个人特征（如年龄、性别）以及主动学习和体育活动休息实施情况的问题。我们使用线性回归模型来评估自变量与实施结果之间的关联。我们还通过检查所解释的独特方差来评估变量的重要性。知识（b = 0.31，p = 0.001）、结果期望（b = 0.18，p = 0.015）、自我效能感（b = 0.40，p ≤ 0.001）和支持（b = 0.22，p = 0.028）与主动学习的实施直接相关。教师的体育活动水平（b = 0.29，p = 0.004）和年级（三年级至五年级的水平低于幼儿园至二年级，b = -0.45，p = 0.022）也与主动学习的实施相关。在完全调整的模型中，与其他变量相比，自我效能感在主动学习实施中解释的方差最大（约5%）。知识（b = 0.18，p = （此处原文有误，应为0.026））、态度（b = 0.18，p = 0.019）、自我效能感（b = 0.15，p =（此处原文有误，应为0.036））和教师年级（三年级至五年级的水平低于幼儿园至二年级，b = -0.80，p < 0.（此处原文有误，应为001））与体育活动休息的实施相关。在完全调整的模型中，与其他变量相比，教师年级在体育活动休息实施中解释的方差最大（约13%）。结果表明，在为基于课堂的体育活动方法制定实施策略时，多个理论结构和个人特征是需要针对/考虑的重要因素。此外，自我效能感和教师年级是两个需要优先考虑的因素。
