Classroom Teachers' Perceived Barriers to Implementing Comprehensive School Physical Activity Programs (TPB- CSPAP): Instrument Development.

IF 1.4 4区教育学 Q3 HOSPITALITY, LEISURE, SPORT & TOURISM

Research Quarterly for Exercise and Sport Pub Date : 2024-06-01 Epub Date: 2023-07-18 DOI:10.1080/02701367.2023.2206449

Shannon C Mulhearn, Pamela H Kulinna, Kent A Lorenz

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引用次数: 0

Abstract

Although physical education teachers generally act as the physical activity champion and promote adherence to whole-school physical activity programs, classroom teachers manage the majority of students' access to movement throughout the school day. Purpose: To support the adoption of a whole-school physical activity program, this study developed an instrument that identifies barriers perceived by classroom teachers related to adopting this type of program in their school. Method: A four-step process provided the conceptual framework for this instrument development (literature review, expert review, quantitative evaluation, and validation). The final validation phase (N = 520 teachers) included two individual analyses to separately evaluate respondents from elementary (K-5) and secondary levels (6-12). Each group was randomly split to run exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of the models. Results: CFA results support models with adequate fit to the data for barriers for elementary, e.g., (SRMR = 0.0726; Bentler CFI = 0.92.79) and secondary (SRMR = 0.0813; Bentler CFI = 0.9374) teachers for whole-school programming. Conclusion: This instrument can be used by school personnel and researchers to understand perceived barriers for classroom teachers to implement a whole-school physical activity program in their context and then follow up to remove or reduce the barriers.

查看原文本刊更多论文

班级教师对实施全面学校体育活动计划（TPB- CSPAP）的认知障碍：工具开发。

尽管体育教师通常是体育活动的倡导者，并推动全校体育活动计划的实施，但班主任管理着学生在校期间的大部分运动机会。目的：为支持采用全校体育活动计划，本研究开发了一种工具，用于识别班主任在学校采用此类计划时所遇到的障碍。方法：该工具开发的概念框架分为四个步骤（文献综述、专家评审、定量评估和验证）。最后的验证阶段（N = 520 名教师）包括两项单独分析，分别对小学（K-5）和中学（6-12）的受访者进行评估。每组随机分开，对模型进行探索性因子分析（EFA）和确认性因子分析（CFA）。结果CFA 结果表明，模型与小学（SRMR = 0.0726；Bentler CFI = 0.92.79）和中学（SRMR = 0.0813；Bentler CFI = 0.9374）教师的全校计划障碍数据充分拟合。结论学校工作人员和研究人员可利用该工具了解任课教师在实施全校体育活动计划时遇到的障碍，然后采取后续行动消除或减少障碍。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Research Quarterly for Exercise and Sport 社会科学-心理学

CiteScore

4.30

自引率

0.00%

发文量

125

审稿时长

6-12 weeks

期刊介绍： Research Quarterly for Exercise and Sport publishes research in the art and science of human movement that contributes significantly to the knowledge base of the field as new information, reviews, substantiation or contradiction of previous findings, development of theory, or as application of new or improved techniques. The goals of RQES are to provide a scholarly outlet for knowledge that: (a) contributes to the study of human movement, particularly its cross-disciplinary and interdisciplinary nature; (b) impacts theory and practice regarding human movement; (c) stimulates research about human movement; and (d) provides theoretical reviews and tutorials related to the study of human movement. The editorial board, associate editors, and external reviewers assist the editor-in-chief. Qualified reviewers in the appropriate subdisciplines review manuscripts deemed suitable. Authors are usually advised of the decision on their papers within 75–90 days.