The Initial Development Of A Questionnaire to Evaluate Knowledge, Attitude, and Confidence of Implementation of Active Breaks Programs Among Japanese Elementary School Teachers (AB-KAC Questionnaire)
Bibliographic Data
| ID | 22411549 |
|---|---|
| Authors | Ryo Miyazaki (0000-0002-1996-709X, Shimane University, corresponding author), Naoki Sakane (0000-0002-2625-571X, National Hospital Organisation Kyoto Medical Center), Taketaka Hara (Shimane University), Rina Tsuchie (Shimane University Faculty of Medicine), Hitoshi Ando (0000-0001-6179-9993, Kanazawa University Graduate School of Medical Sciences), Takafumi Abe (0000-0001-8657-4707, Shimane University) |
| Year | 2026 |
| Pages | 1-16 |
| Publication date | 2026-01-10 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Quest (JOURNAL) |
| Journal identifiers | ISSN: 0033-6297 • E-ISSN: 1543-2750 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00336297.2025.2603940 |
| OpenAlex | W7120075263 |
| Language | EN |
| References cited | 41 |
Active breaks (AB), short exercise sessions during class, have been shown to improve students’ academic performance and concentration. To support AB implementation in elementary schools, we developed a questionnaire assessing teachers’ knowledge, attitude, and confidence (KAC) regarding AB. The 43-item AB-KAC questionnaire was completed by 134 Japanese teachers and demonstrated strong construct validity (KMO: attitude = 0.857, confidence = 0.908) and internal consistency (Spearman-Brown = 0.86 for knowledge; Cronbach’s alpha ≥0.80 for attitude and confidence). Factor analysis identified two attitude factors (“Positive AB beliefs” and “Negative AB beliefs”) and two confidence factors (“Confidence in teaching AB” and “Confidence in creating materials and explaining AB”). KAC scores were significantly interrelated but not associated with years of teaching experience. The AB-KAC evaluates the promoting and inhibiting aspects of teachers’ perspectives on AB regardless of their professional background. The initial analyses suggested reliability and construct validity, but further validation is required.
Knowledge level · Primary education · Professional development · School teachers · Self-confidence · Behavioral and Psychological Studies · Early Childhood Education and Development · Youth Substance Use and School Attendance
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| Highly cited | No |
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