Association of Teacher‐Level Factors With Implementation of Classroom‐Based Physical Activity Breaks

摘要

ABSTRACT BACKGROUND Classroom‐based physical activity (CBPA) breaks are a common strategy to increase elementary school children's physical activity (PA) levels. There is limited research examining how teacher‐level factors impact teacher implementation of CBPA breaks. In this study, we assessed the relationship of teacher‐level factors with teacher use of a CBPA resource. METHODS We randomized 6 elementary schools in rural Oregon into control (N?=?3) or intervention (N?=?3) conditions. Each teacher at intervention schools received the CBPA resource. Teachers at control schools received 1 CBPA‐Toolkit per grade level to share, and received no training. We surveyed teachers on their use of the toolkit, implementation support and self‐efficacy, and value for PA. Logistic regression was used to examine the odds of toolkit use by teacher‐level factors. RESULTS Among survey respondents (N?=?83), 57% were self‐identified toolkit users and 48% attended a training. Training participation and teacher implementation self‐efficacy were associated with greater odds of using the toolkit (odds ratio, OR?=?7.76 [95% confidence interval, CI?=?1.39‐43.19] and OR?=?5.54 [95% CI?=?1.24‐23.87], respectively). CONCLUSION CBPA tools supported with training aimed at developing teachers' implementation self‐efficacy increased the likelihood of teachers employing CBPA tools.