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Elementary classroom teachers' adoption of physical activity promotion in the context of a statewide policy: An innovation diffusion and socio-ecologic perspective

Journal Article


Abstract


  • 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.

UOW Authors


  •   Webster, Collin A. (external author)
  •   Caputi, Peter
  •   Perreault, Melanie (external author)
  •   Doan, Rob (external author)
  •   Doutis, Panayiotis (external author)
  •   Weaver, Robert Glenn. (external author)

Publication Date


  • 2013

Citation


  • Webster, C., Caputi, P., Perreault, M., Doan, R., Doutis, P. & Weaver, R. (2013). Elementary classroom teachers' adoption of physical activity promotion in the context of a statewide policy: An innovation diffusion and socio-ecologic perspective. Journal of Teaching in Physical Education, 32 (4), 419-440.

Scopus Eid


  • 2-s2.0-84885943861

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/478

Has Global Citation Frequency


Number Of Pages


  • 21

Start Page


  • 419

End Page


  • 440

Volume


  • 32

Issue


  • 4

Place Of Publication


  • United States

Abstract


  • 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.

UOW Authors


  •   Webster, Collin A. (external author)
  •   Caputi, Peter
  •   Perreault, Melanie (external author)
  •   Doan, Rob (external author)
  •   Doutis, Panayiotis (external author)
  •   Weaver, Robert Glenn. (external author)

Publication Date


  • 2013

Citation


  • Webster, C., Caputi, P., Perreault, M., Doan, R., Doutis, P. & Weaver, R. (2013). Elementary classroom teachers' adoption of physical activity promotion in the context of a statewide policy: An innovation diffusion and socio-ecologic perspective. Journal of Teaching in Physical Education, 32 (4), 419-440.

Scopus Eid


  • 2-s2.0-84885943861

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/478

Has Global Citation Frequency


Number Of Pages


  • 21

Start Page


  • 419

End Page


  • 440

Volume


  • 32

Issue


  • 4

Place Of Publication


  • United States