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Promoting Teacher Adoption of Physical Activity Breaks in the Classroom: Findings of the Central Texas CATCH Middle School Project
Author(s) -
Delk Joanne,
Springer Andrew E.,
Kelder Steven H.,
Grayless Megan
Publication year - 2014
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/josh.12203
Subject(s) - facilitator , psychology , intervention (counseling) , physical activity , medical education , medicine , physical therapy , nursing , social psychology
BACKGROUND Research suggests that physical activity breaks (ABs) during class increase students' physical activity levels and provide an academic benefit. This study evaluates a 3‐year intervention aimed at encouraging teacher AB use. METHODS Thirty central Texas middle schools were assigned to 1 of 3 conditions: training‐only ( Basic ), training plus facilitator support ( Basic Plus ), and training/facilitator support and a social marketing campaign ( Basic Plus SM ). Teachers completed surveys at end of years 2 (N = 1039) and 3 (N = 831) to assess exposure to program, self‐efficacy, and frequency of AB use. RESULTS At end of year 3, teachers in facilitator‐supported conditions reported increased exposure, self‐efficacy, and use compared to Basic condition. Only 43.2% of teachers in the Basic condition reported receiving training in ABs compared to 84.2% and 90.6% in the Basic Plus and Basic Plus SM conditions, respectively. Additionally, a greater percentage of teachers in the facilitator‐support conditions reported conducting ABs weekly ( Basi c = 23.3%, Basic Plus = 34.4%, Basic Plus SM = 38.7%, at year 3; p < .001). CONCLUSIONS Despite perceived barriers, including fear that ABs will detract from instructional time, the intervention was successful in having a core group of teachers implement them weekly. More research is needed to increase the percentage of teachers implementing ABs regularly.