Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation

Datos Bibliográficos

ID15484792
AutoresChristopher B Merica (0000-0003-2153-1612, University of North Carolina Wilmington, autor de correspondencia), Cate A Egan (0000-0002-6378-4223, University of Idaho), Collin A Webster (0000-0003-1680-9149, University of Dubai), Diana Mîndrilă (0000-0001-8374-9524, University of West Georgia), Grace Goc Karp (0000-0001-9093-3899, University of Idaho), David R Paul (0000-0001-7583-1368, University of Idaho), Karie Orendorff (0000-0002-5290-9393, Montana State University), Karie Lee Orendorff (Montana State University)
Año2022
Volumen19
Número19
Páginas12005-12005
Fecha de publicación2022-09-22
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaInternational Journal of Environmental Research and Public Health (JOURNAL)
Identificadores de la revistaISSN: 1661-7827 • E-ISSN: 1660-4601
EditorialMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph191912005
PMID36231304
OpenAlexW4296848594
IdiomaEN
Citas recibidas4
Referencias citadas55

Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers' confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence. This study examined PE teachers' role breadth self-efficacy (RBSE) as a measure of PE teachers' CSPAP-related confidence and its association with seminal life experiences as framed within teacher socialization theory. A survey was emailed to a stratified-random sample of 2976 PE teachers and distributed on social media, garnering a total of 259 responses. Exploratory structural equation modeling supported a three-factor solution for teacher socialization variables (acculturation, professional socialization and organizational socialization), in line with the theoretical framework, and a single factor solution for RBSE. Professional socialization and organizational socialization were significant predictors of RBSE, and qualitative data from open-ended survey questions supported these relationships. The results highlight the importance of preservice teacher education and current employment contexts in PE teachers' CSPAP-related confidence

Association (psychology · Developmental psychology · Mathematics education · Medical education · Physical education · Socialization · Structural equation modeling · Inclusion and Disability in Education and Sport · Medicine · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Social Psychology