Using Theory to Support Classroom Teachers as Physical Activity Promoters

Catherine A. Egan, Collin A. Webster

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)


Recently, there has been growing attention on the importance of the staff involvement component of a comprehensive school physical activity program (CSPAP). In particular, classroom teachers (CTs) are increasingly being called upon to promote physical activity (PA) in their classrooms as part of the PA during school component of a CSPAP. Consistent with this view, a burgeoning research base highlights several theoretical perspectives that provide insight into key factors associated with CTs' classroom-based PA promotion. The purpose of this article is to provide an up-to-date, comprehensive review of the theoretically framed research on CTs' classroom-based PA promotion and consider the implications of this research for the design of in-service professional development trainings that can be used to maximize staff involvement in CSPAPs.

Original languageEnglish
Pages (from-to)23-29
Number of pages7
JournalJournal of Physical Education, Recreation and Dance
Issue number1
Publication statusPublished - 2 Jan 2018

Bibliographical note

Publisher Copyright:
©, Copyright SHAPE America.

ASJC Scopus subject areas

  • Education
  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation


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