The relation between individual-level factors and the implementation of classroom-based physical activity approaches among elementary school teachers.

ABSTRACT: 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 importanc

SUBMITTER: Walker TJ 

PROVIDER: S-EPMC8033594 | biostudies-literature | 2021 Apr

REPOSITORIES: biostudies-literature