Examining the Promotion of Out of School Physical Activity During Physical Education Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/kw52jc90c

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  • The promotion of out of school physical activity during physical education has received increasing attention as a tool for combating increasing sedentary time among youth. Qualitative work has shown that physical education teachers feel they lack the knowledge necessary to include physical activity promotion in their lessons and unprepared by their own physical education teacher education to meet this need (Alfrey, Webb, & Cale, 2012). In order to provide teacher-training programs that support the incorporation of physical activity (PA) promotion into lessons, greater understanding of teacher’s beliefs about PA promotion is merited. The current study aimed to quantitatively examine (a) the use of an expanded theory of triadic influence framework to explain teachers’ PA promotion behaviors and (b) differences in factors affecting PA promotion between general and adapted physical education teachers. The first manuscript utilized an expanded version of an integrated theory of reasoned action and social cognative theory framework that included the additional construct of implementation intention and an additional direct pathway from self-efficacy to behavior. Participants consisted of a national random sample of 208 general physical education teachers who submitted surveys anonymously. Path analysis indicated that the data provided a good fit for the expanded TRA/SCT framework and that this framework accounted for 29% of the variance in behavior. The second manuscript examined differences in PA promotion beliefs between general and adapted physical educators. Participants included 208 general and 45 adapted physical educators who submitted anonymous surveys. Results from chi-square and regression analyses indicated that there was a significant difference in education level and self-efficacy for PA promotion with adapted physical educators having higher education levels yet lower promotion efficacy. While adapted physical educators are receiving more training, they have lower efficacy and no significant difference on other factors of PA promotion compared to their general education counterparts. In an effort to help physical educators meet PA promotion goals, future programing efforts could include aspects of the expanded TRA/SCT framework to better prepare educators to fulfill this role. Future research should look further into the culture around PA promotion in physical education from all levels including educators, the school and community they work within, and the professors providing instruction within Physical Education Teacher Education programs in order to more fully describe PA promotion in Physical education and proved insight into how to alter existing Physical education culture to support educators in PA promotion.
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