TY - JOUR
T1 - Elementary classroom teachers' adoption of physical activity promotion in the context of a statewide policy
T2 - An innovation diffusion and socio-ecologic perspective
AU - Webster, Collin Andrew
AU - Caputi, Peter
AU - Perreault, Melanie
AU - Doan, Rob
AU - Doutis Panayiotis, P.
AU - Weaver, Robert Glenn
PY - 2013
Y1 - 2013
N2 - Physical activity promotion in the academic classroom (PAPAC) is an effective means for increasing children's school-based physical activity. In the context of a South Carolina policy requiring elementary schools to provide children with 90 min of physical activity beyond physical education every week, the purpose of this study was to test a theoretical model of elementary classroom teachers' (ECT) PAPAC adoption drawing from Rogers' (1995) diffusion of innovations theory and a social ecological perspective. ECTs (N = 201) were assessed on their policy awareness, perceived school support for PAPAC, perceived attributes of PAPAC, domain-specific innovativeness, and self-reported PAPAC. Partial least squares analysis supported most of the hypothesized relationships. Policy awareness predicted perceived school support, which in turn predicted perceived attributes and domain-specific innovativeness. Perceived compatibility, simplicity, and observability, and domain-specific innovativeness predicted self-reported PAPAC. This study identifies variables that should be considered in policy-driven efforts to promote PAPAC adoption.
AB - Physical activity promotion in the academic classroom (PAPAC) is an effective means for increasing children's school-based physical activity. In the context of a South Carolina policy requiring elementary schools to provide children with 90 min of physical activity beyond physical education every week, the purpose of this study was to test a theoretical model of elementary classroom teachers' (ECT) PAPAC adoption drawing from Rogers' (1995) diffusion of innovations theory and a social ecological perspective. ECTs (N = 201) were assessed on their policy awareness, perceived school support for PAPAC, perceived attributes of PAPAC, domain-specific innovativeness, and self-reported PAPAC. Partial least squares analysis supported most of the hypothesized relationships. Policy awareness predicted perceived school support, which in turn predicted perceived attributes and domain-specific innovativeness. Perceived compatibility, simplicity, and observability, and domain-specific innovativeness predicted self-reported PAPAC. This study identifies variables that should be considered in policy-driven efforts to promote PAPAC adoption.
UR - http://www.scopus.com/inward/record.url?scp=84885943861&partnerID=8YFLogxK
U2 - 10.1123/jtpe.32.4.419
DO - 10.1123/jtpe.32.4.419
M3 - Article
AN - SCOPUS:84885943861
SN - 0273-5024
VL - 32
SP - 419
EP - 440
JO - Journal of Teaching in Physical Education
JF - Journal of Teaching in Physical Education
IS - 4
ER -