Differences in Psychosocial Constructs Among Elementary School Staff That Implement Physical Activity Programs: A Step in Designing Implementation Strategies

Authors

Jacob Szeszulski
Timothy J Walker
Michael C Robertson
Maria E Fernandez

Language

English

Publication Date

2-16-2022

Journal

Translational Behavioral Medicine

DOI

10.1093/tbm/ibab120

PMID

34423841

PMCID

PMC8849002

PubMedCentral® Posted Date

8-23-2021

PubMedCentral® Full Text Version

Post-print

Abstract

Multiple types of school staff members (e.g., classroom teachers, principals) are involved in implementing physical activity programs (e.g., classroom-based, gym), but factors specific to their job responsibilities may inhibit their ability to implement programming effectively. Thus, implementation strategies tailored by job type may be needed. We compare perceptions of behavioral constructs related to implementation of school-based physical activity programs, by job type, among school staff. School staff (n = 139), including principals/assistant principals (n = 21), physical education teachers (n = 41), and classroom teachers (n = 77), from elementary schools (n = 25), completed a cross-sectional survey measuring perceptions of attitudes, barriers, knowledge, and outcome expectations related to the implementation of physical activity programs. We compared constructs between job types using complex samples general linear models. Classroom teachers reported more perceived implementation barriers, lower physical activity knowledge, and lower outcome expectations than physical education teachers. Principals reported more perceived implementation barriers than physical education teachers. Classroom teachers reported lower physical activity knowledge than principals. Attitudes towards physical activity were not different by job type. Each job type has a unique constellation of factors affecting their capacity to implement physical activity programs. Understanding these differences enables tailoring of implementation strategies by job type.

Keywords

Attitude, Cross-Sectional Studies, Exercise, Humans, Physical Education and Training, School Health Services, Schools, Exercise, Child, Implementation science

Published Open-Access

yes

Recommended Citation

Szeszulski, Jacob; Walker, Timothy J; Robertson, Michael C; et al., "Differences in Psychosocial Constructs Among Elementary School Staff That Implement Physical Activity Programs: A Step in Designing Implementation Strategies" (2022). Faculty, Staff and Student Publications. 689.
https://digitalcommons.library.tmc.edu/uthsph_docs/689