Individual and Contextual Factors Associated with Classroom Teachers' Intentions to Implement Classroom Physical Activity

Gabriella M McLoughlin; Hannah G Calvert; Lindsey Turner

doi:10.3390/ijerph20043646

Individual and Contextual Factors Associated with Classroom Teachers' Intentions to Implement Classroom Physical Activity

Int J Environ Res Public Health. 2023 Feb 18;20(4):3646. doi: 10.3390/ijerph20043646.

Authors

Gabriella M McLoughlin^{1

2}, Hannah G Calvert³, Lindsey Turner³

Affiliations

¹ College of Public Health, Temple University, Philadelphia, PA 19140, USA.
² Implementation Science Center for Cancer Control, Brown School, Washington University in St. Louis, St. Louis, MO 63130, USA.
³ College of Education, Boise State University, Boise, ID 83725, USA.

Abstract

Classroom-based physical activity (CPA) is an evidence-based practice that improves student physical activity outcomes, but national data suggest implementation is insufficient in US classrooms. The purpose of this study was to examine individual and contextual factors associated with elementary school teachers' intentions to implement CPA. We collected input survey data from 181 classroom teachers (10 schools; 98.4% participation among eligible teachers) across three separate cohorts to examine associations between individual and contextual constructs and future CPA implementation intentions. Data were analyzed using multilevel logistic regression. Individual-level characteristics of perceived autonomy for using CPA, perceived relative advantage/compatibility of CPA, and general openness to educational innovations were positively associated with intentions to implement CPA (p < 0.05). Teacher perceptions of contextual factors such as administrator support for CPA were also associated with implementation intentions. This study adds to prior evidence about the importance of theoretically determined constructs for understanding behavioral intentions among front-line implementers such as classroom teachers. Additional research is needed to evaluate interventions designed to change malleable factors, including teachers' perceptions, as well as changing school environments so that teachers perceive more autonomy to use CPA and have the training and resources that build skills for implementation.

Keywords: classrooms; implementation determinants; implementation science; intention; physical activity; schools.

Publication types

Research Support, U.S. Gov't, Non-P.H.S.

MeSH terms

Exercise
Humans
Intention*
Logistic Models
School Teachers
Schools*

Grants and funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305A150277 to the Boise State University. The opinions expressed are those of the authors and do not represent views of the institute or the U.S. Department of Education.