Abstract
Purpose: A comprehensive school physical activity program (CSPAP) is designed to help school-aged youth meet physical activity guidelines as well as develop the knowledge, skills, and dispositions that foster meaningful lifelong physical activity participation. In this study, we employed a "diffusion of innovations theory"perspective to examine the adoption of CSPAPs in relation to physical education teachers' domain-specific innovativeness, educational background, demographics, and perceived school support. Methods: Physical education teachers (N = 407) responded to an electronic survey with validated measures for each of the above-mentioned variables. Results: Latent profile analysis classified teachers into three domain-specific innovativeness levels (high, average, and low). CSPAP-related professional training, knowledge, and perceived school support were found to be significant factors in domain-specific innovativeness and CSPAP adoption. Discussion/Conclusion: This study provides novel evidence to inform professional development initiatives so that they can be tailored to physical education teachers who may be less likely to adopt a CSPAP.
Original language | English |
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Pages (from-to) | 36-47 |
Number of pages | 12 |
Journal | Journal of Teaching in Physical Education |
Volume | 39 |
Issue number | 1 |
DOIs | |
Publication status | Published - Jan 2020 |
Bibliographical note
Publisher Copyright:© 2020 Human Kinetics, Inc.
Keywords
- Diffusion of innovations theory
- Latent profile analysis
- New program adoption
- Whole-of-school approach
ASJC Scopus subject areas
- Orthopedics and Sports Medicine
- Physical Therapy, Sports Therapy and Rehabilitation
- Education