Promoting Teacher Adoption of Physical Activity Breaks in the Classroom: Findings of the Central Texas Catch Middle School Project

Autor/inn/en	Delk, Joanne; Springer, Andrew E.; Kelder, Steven H.; Grayless, Megan
Titel	Promoting Teacher Adoption of Physical Activity Breaks in the Classroom: Findings of the Central Texas Catch Middle School Project
Quelle	In: Journal of School Health, 84 (2014) 11, S.722-730 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12203
Schlagwörter	Physical Activities; Intervention; Middle School Teachers; Training; Facilitators (Individuals); Teacher Surveys; Program Effectiveness; Self Efficacy; Teacher Attitudes; Middle School Students; Comparative Analysis; Control Groups; Experimental Groups; Barriers; Program Implementation; Texas + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Ausbildung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Student; Students; Schüler; Schülerin
Abstract	Background: Research suggests that physical activity breaks (ABs) during class increase students' physical activity levels and provide an academic benefit. This study evaluates a 3-year intervention aimed at encouraging teacher AB use. Methods: Thirty central Texas middle schools were assigned to 1 of 3 conditions: training-only ("Basic"), training plus facilitator support ("Basic Plus"), and training/facilitator support and a social marketing campaign ("Basic Plus SM"). Teachers completed surveys at end of years 2 (N?=?1039) and 3 (N?=?831) to assess exposure to program, self-efficacy, and frequency of AB use. Results: At end of year 3, teachers in facilitator-supported conditions reported increased exposure, self-efficacy, and use compared to Basic condition. Only 43.2% of teachers in the "Basic" condition reported receiving training in ABs compared to 84.2% and 90.6% in the "Basic Plus" and "Basic Plus SM" conditions, respectively. Additionally, a greater percentage of teachers in the facilitator-support conditions reported conducting ABs weekly ("Basic"?=?23.3%, "Basic Plus"?=?34.4%, "Basic Plus SM"?=?38.7%, at year 3; p?<?0.001). Conclusions: Despite perceived barriers, including fear that ABs will detract from instructional time, the intervention was successful in having a core group of teachers implement them weekly. More research is needed to increase the percentage of teachers implementing ABs regularly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10