Preservice Classroom Teachers' Self-Efficacy Toward Providing Physical Activity in the Classroom

• In Event: Physical Activity and Cognition in Physical Education

Abstract

This study aimed to understand pre-service classroom teachers’ (PSCT) knowledge, perceptions of, and efficacy towards providing PA during the school day. 172 participants (90% Female; 12 universities) participated in a 42-item questionnaire. Twenty follow-up semi-structured interviews were also completed. Results showed 47% of participants marked ‘very comfortable’ with implementing PA breaks in the classroom and 58% reported ‘yes’ to having a PA-related class during their coursework. General PA enjoyment was a significant predictor of general self-efficacy toward providing PA in the classroom (Adj. R2 = .116, F(14,127) = 2.20, p < .05, f2=.13). Themes from qualitative analysis are discussed. Increased understanding of PSCT self-efficacy can promote better preparation and provide potential to increase PA breaks/overall healthy lifestyle behaviors in youth.

Authors

• Hayley McKown, University of Idaho

• Erin Elizabeth Centeio, University of Hawaii - Manoa